Psychological Assessment

PSYCH08X
Lopez, Mauren

3. Administering, scoring, and

Lesson 1: Introduction to interpreting tests
Psychological
Assessment 4. Integrating and conceptualization
5. Writing a psychological assessment
PSYCHOLOGICAL ASSESSMENT report
- Gathering and integrating psychological 6. Providing feedback to the
data for psychological evaluation. client/referral source.
- Tests, interviews, case studies,
behavioral observation, etc. Psychometric Properties
- Begins with a referral for assessment STANDARDIZATION
from a source e.g. teacher, school - Process of implementing and
psychologist, counselor, etc. developing technical standards based
- Systematic and objective procedure. on the consensus of different parties
TESTING VS ASSESSMENT including firms, users, interest groups,
(OBJECTIVE) etc.
- Testing: gauge construct of traits - Uniform
- Assessment: answer a referral problem - Pilot Testing
(PROCESS) - Defined mean and defined standard
- Testing: group or individual deviation
- Assessment: individual - Gives meaning to raw scores
(ROLE OF EVALUATOR) AQUIASCENCE
- Testing: replaceable - Manipulated answers.
- Assessment: key figure
RA10029 or the Psychology Act
Types of Assessment of 2009
1. Therapeutic Psych Assessment LEVEL A
- Anyone can administer, ex: aptitude
- Assessment with therapeutic
tests, achievement tests.
component.
LEVEL B
2. Educational Assessment
- RPm, objective, ex: intelligence test,
- To evaluate academic abilities or skills.
MMPI, NeoPie
3. Retrospective Assessment
LEVEL C
- Draw conclusions abt psychological
- RPsy, projective, ex: DAP, HTP, BGVMT,
aspects of a person.
SSCT
4. Remote Assessment
- Gather data and draw conclusions abt a History of Psychological Testing
remote subject.
- Chinese used psych testing for job
5. Ecological Momentary Assessment
selection purposes.
- “In the moment” evaluation of specific
EDOUARD SEGUIN
problems.
- French physician.
Process of Assessment - Experimented with what he termed as
the physiological method of training.
1. Conducting a clinical interview
2. Choosing a battery of tests

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Lopez, Mauren

- Ambiguous context to afford a

JEAN-ETIENNE DOMINIQUE ESQUIROL response. (ex: RIT, TAT, SACH)
- Provided the first accurate description APTITUDE VS ACHIEVEMENT
of mental retardation. - To predict the likelihood to
ALFRED THOMAS BINET pass/perform in a future endeavor.
- Devising method for evaluating children - Measure what the examinee has already
with mental retardation who could not learned in general.
profit from regular classes but from INTELLIGENCE VS PERSONALITY
special classes. - Designed to measure variety of mental
THEODORE SIMON functions such as reasoning,
- Together with Binet, published the first comprehension, and judgment.
instrument in measuring cognitive - Measures traits that are relative over
abilities known as Binet-Simon Scale. time.
WILLIAM STERN NORMATIVE VS IPSATIVE
- Proposed that mental level can be - Compares test-taker against peers.
calculated to represent quality of - Compares test-takes against
performance. themselves.
ROBERT YERKES SPEED VS POWER
- Organized a committee of psychologists - Speed test concerned with how many
to assemble an intelligence test for questions one can answer correctly in
selecting new recruits. allotted time. (short in time)
- ARMY ALPHA (decision-making) - Power tests have enough time limit to
- ARMY BETA (non-language scale for complete a small yet complex questions.
illiterates) (enough time)
EMIL KRAEPELIN VERBAL VS NON-VERBAL
- Use of free association test with - Alam mo na ‘yan.
psychiatric patients (word association INDIVIDUAL VS GROUP TEST
test). - Alam mo na din ‘yan.
ROBERT S. WOODWORTH SPIRAL VS CYCLICAL TEST
- Personality data sheet, consists of 200 - Madali to mahirap.
yes-no questions. - Random type of questions whether
madali or mahirap.
Classifications of Tests DIAGNOSTIC, FORMATIVE, SUMMATIVE
NORMS VS. CRITERION-REFERENCED - Pre-assessment, info about prior
- Compares the test scores of group to knowledge.
others (ex: IQ Test) - Assessment during in structural
- Test scores are used to generate process.
statement about the behavior that can - Given at a specific point to measure
be expected of a person with that score. understanding. (ex: diagnostic test)
(ex: NCAE, quiz)
OBJECTIVE VS PROJECTIVE
- Structured set of instructions. (ex: true
or false, yes or no)

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Psychological Assessment
PSYCH08X
Lopez, Mauren

- Vital to the advancement of scientific

Lesson 2: Code of Ethics knowledge and maintenance of public
for Psychology
Practitioners in the Ph confidence in the discipline of
Psychology.
1980s PRINCIPLE IV
- Adaptation of PAP in Code of Ethics for - Professional and scientific
Clinical Psychologists. responsibility to society.
2007 - Include contributing knowledge about
- Revising of the Code of Ethics by board human behavior and the person’s
of directors of PAP. understanding of themselves.
2008 - Using knowledge to improve the
- Dr. Allan Bernard was appointed as condition of individuals, families,
Chair of the Scientific and Professional groups, communities, and society.
Ethics Committee.
General Ethical Standards &
Feb 27, 2009 Procedures
- Finalization of the proposed Code of I. RESOLVING ETHICAL ISSUES
Ethics. - Misuse of works, conflicts between
April 18, 2009 ethics and law, action on ethical
- First draft of Code of Ethics. violations, improper complaints, unfair
July 24, 2009 discrimination against complaints and
- Ratified by the PAP board of directors. respondents.
2009 II. STANDARDS OF PROFESSIONAL
- Philippine Psychology Act of 2009. COMPETENCE
Section 7 of Republic Act No. 10029 - Boundaries of competencies, providing
2014 services in emergencies, maintaining
- First board licensure exam for competencies, personal problems and
psychologists and psychometricians conflicts.
(BLEPP) III. HUMAN RELATIONS
- Discrimination, sexual harassment,
Principles
multiple relationships, conflict of
PRINCIPLE I
interest, informed consent, exploitative
- Respect for the dignity of persons and
relationships, etc.
peoples.
IV. CONFIDENTIALITY
- Cuts across geographical and cultural
- Maintaining and limitations of
boundaries, and professional
confidentiality, recording, minimizing
disciplines.
invasion of privacy, disclosures,
PRINCIPLE II
consultations, etc.
- Competent caring for the well-being of
V. ADVERTISEMENT AND PUBLIC
persons and peoples.
STATEMENTS
- Involves working for their benefit and,
- Avoidance of false or deceptive
above all, doing no harm to them.
statements, public statements, media
PRINCIPLE III
presentations, testimonials, etc.
- Integrity
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VI. RECORDS AND FEES D. OBSOLETE & OUTDATED TEST

- Documentation and maintenance of RESULTS
records, confidentiality of records, - Interpretations, conclusions, and recos
withholding client records, fees, and should not be based on outdated and
financial arrangements. obsolete results.
E. INTERPRETING ASSESSMENT RESULTS
General Ethical Standards & - Should always take into consideration
Procedures in Assessment
the validity, reliability, and
A. BASES FOR ASSESSMENT
appropriateness of the test.
- Expert opinions must be based on
- Should interpret results considering the
substantial info and assessment
client’s test-taking abilities,
techniques.
characteristics, situational, personal,
- Expert opinions shall be provided only
and cultural differences.
after assessment procedures to support
F. RELEASE OF TEST DATA
conclusions and recos.
- Results should not be used by other
- When asked to provide opinion without
persons except those agreed upon by
conducting actual exams, they shall
the referral sources.
discuss the limitations of their opinions
- Test data should not be released in the
and basis of their conclusions and
form of raw and scaled forms.
recos.
G. EXPLAINING ASSESSMENT RESULTS
B. INFORMED CONSENT IN ASSESSMENT
- Test results should be explained in
- Client’s informed consent shall be
layman’s terms to the client or
obtained except:
designated representative/s.
1. When mandated by law
H. TEST SECURITY
2. Routinary (educational, institutional,
- All test materials shall be handled only
etc)
by qualified personnel.
3. Determining decisional capacity
I. ASSESSMENT BY UNQUALIFIED
- When clients are not competent to
PERSONS
answer informed consent, immediate
- Psychometricians are authorized to
family members or legal guardians are
administer, score, interpret, and
allowed.
prepare a written report on objective
C. ASSESSMENT TOOLS
personality tests.
- Tests should be pertinent to the
- All test protocols and interpretations
reason/s for referral.
are kept secure from unqualified
- Shall use data collection, methods, and
persons.
procedures consistent with scientific
J. TEST CONSTRUCTION
and professional developments.
- Test tools should use current scientific
- Shall use valid and reliable assessment
findings and knowledge, appropriate
tests and appropriate to the client’s
psychometric properties, validation,
needs and profile.
and standardization process.

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Lopez, Mauren

Lesson 3: Statistics - Yung peak nasa left/negative side

Refresher
MEASURES OF VARIABILITY
- Describes the amount of variation in a
distribution.
VARIABILITY
- How scores in a distribution are
scattered or dispersed.
RANGE
- Difference between the highest and
lowest score in a distribution. Kurtosis
QUARTILE RANGE
MESOKURTIC
- Any of three values which divide the
- Normal distribution.
data set into four equal parts.
LEPTOKURTIC
INTERQUARTILE RANGE
- More values in the distribution tails.
- The difference between the third and
- Sharply peaked with heavy tails.
first quartiles.
PLATYKURTIC
STANDARD DEVIATION
- Fewer values in the tails and fewer
- The measure of variability equal to the
values close to the mean.
square root of the average square
- Flat-peaked.
deviations of the mean.
VARIANCE Standard Distribution
- Is equal to the arithmetic mean of the
68 %
squares.
- Within 1 standard deviation of the
Normal Distribution mean.
95 %
UNIMODAL
- 2 standard deviations of the mean.
- Has a single peak.
99.7 %
SYMMETRICAL TO THE MEAN
- 3 standard deviations of the mean.
- Regular frequencies and intervals
around the mean.
POPULATION MEAN & SD
- Characterize the normal distribution.
NOTATION
- Follows the normal distribution.

Skewness
NEGATIVE SKEWED DISTRIBUTION
- Mas maraming positive/high scores.
- Yung peak ay nasa right/positive side.
POSITIVE SKEWED DISTRIBUTION
- Mas maraming negative/low scores.

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PSYCH08X
Lopez, Mauren

Psychometrics by directly observable behavioral

variables.
- A scientific discipline concerned with
POPULATION NORMS
the construction of assessment tools,
- In order to interpret the scores, one
measurement instruments, and
must know what scores are typical for a
formalized models.
population.
MAJOR RESEARCH TASKS
- Requires a large representative or
1. Construct instruments and procedures
sample.
for measurement.
INTERPRETABILITY OF IND. & GROUP
2. Development of refinement of
SCORES
theoretical approaches to
measurement.
Lesson 4: Psychological
Measurement
PSYCHOLOGICAL ASSESSMENT AND
TESTING
Reliability
1. Test developer
- Consistency
- Creates and develops method of
- Consistency of scores obtained by the
assessment. For research, publications
same person when they are reexamined
or refinement of existing tests.
by the test on different occasions.
2. Test User
- Two factors behind reliability analysis:
- Wide array of professionals who rely on
(1) stable characteristics of the indiv.
psychological assessment and tools for
(true characteristics) (2) chance
various purposes.
features of the individual or the
3. Test Taker
solution (random measurement of
- The person whom the assessment tools
error)
were administered to.
- Most common is Pearson Product
Properties of Psychological Moment Correlation Coefficient
Measurement (Pearson R).
STANDARDIZATION - Desirable reliability coefficient usually
- Ensures that the assessment is falls in the 80s or 90s.
conducted under specific conditions - Reliability Coefficient refers to a
which can be repeated, and test are measure of accuracy of a test or
scored the same way. measuring instrument obtained by
RELIABILITY measuring the same individuals twice
- Consistency of scores obtained by the and computing the correlation of two
same person when they are reexamined sets of measures.
by the test on different occasions.
VALIDITY PROPERTIES
- The greater the proportion of the total
- Accuracy.
variance attributed to the true variance,
- Estimates of how well a test measures
the more reliable the test.
what it purports to measure.
TRUE VARIANCE
- Constructs are broad categories,
- Variance from true differences.
derived from common features shared

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Lopez, Mauren
ERROR VARIANCE
- Variance from irrelevant random
sources.
ERROR OF MEASUREMENT
- Difference between the true or actual
value and the measured value.
STANDARD ERROR OF MEASUREMENT (SEM)
- Provides an estimate of the amount of
error inherent in an observed score or
measurement.
SOURCES OF ERROR
TEST CONSTRUCTION
- Content sampling
TEST ADMINISTRATION
- Materials, test takers, variables
TEST ADMINISTRATION & SCORING
- Scoring systems, human
electronics.
DOMAIN SAMPLING THEORY
- Uses limited number of items to
represent a larger and more
complicated construct.
- The greater number of items, the
greater the reliability.
ITEM RESPONSE THEORY (LATENT
TRAIT THEORY)
- Models the probability that a person
with X ability will be able to perform at
a level of Y.
Measuring Reliability
- Correlates performance on two interval
scale measure and uses that correlation
to indicate the extent of the true scores.
TEST-RETEST RELIABILITY
- Correlates the pair of scores from the
same people on two different
administrations of the same test.
- If the interval is more than 6 months,
the reliability estimate is called
coefficient of stability.
PARALLEL/ALTERNATE FORM METHOD
- Coefficient of equivalence.
- Estimate of the extent to which item
sampling and other errors have affected
scores or versions of the same test.
- Alternate: independently constructed
test designed to meet same
specifications. Parallel: administering
diff. versions of an assessment tool.
SPLIT-HALF METHOD
- Coefficient of internal consistency.
- Obtained by correlating two pairs of
scores obtained from equivalent halves
of a single test administered once.
- Ex: Spearman-Brown Formula. Allows to
estimate the correlation between two
halves would been if each half had been
and
the length of the whole test.
INTER-ITEM CONSISTENCY
- Refers to the degree of correlation
among all the items on scale.
- Kuder Richardson Formula 20 (KR20)
analyzes performance in each items.
- Used in no right-wrong answers.
- Cronbach Alpha is used for multiple
scored items.
INTER-SCORER RELIABILITY
- Index of measurement.
- Degree of agreement or consistency
between two or more scores with
regards to a particular measure.
- Most applicable for test of creativity
and projective tests.
Errors Due to Examiner Bias
ERRORS OF CENTRAL TENDENCY
- Less than accurate rating or evaluation.
- Rater’s general tendency to make
ratings near the midpoint scale.
LENIENCY/GENEROSITY ERROR
- Tendency to be forgiving or
insufficiently critical.
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PSYCH08X
Lopez, Mauren

- Evaluation of the relationships of scores

SEVERITY ERROR to scores on other tests or instrument.
- Tendency to be overly critical. - Test is referred as “predictor” labeled X
HALO EFFECT and the validation measure as the
- Faking good. criterion labeled as Y.
HORN EFFECT - CONCURRENT (test taken now replaces
- Faking bad. criterion measured now)
CONTRAST ERROR - PREDICTIVE (test taken now predicts
- When raters compare examinees with criterion measured later)
one another instead of against. - POSTDICTIVE (test taken now captures
REGENCY BIAS behavior and affect before)
- When leader assigns ratings base only CONSTRUCT VALIDITY
on the employees' most recent - Construct identification validation
performance. - Whether a test measure what it is
intended to measure.
Improving Reliability
- Focuses on the role of psychological
1. Quality of test items theory in test construction and the
2. Adequate sampling of content domains need to formulate hypotheses that can
3. Longer assessment be proved and disproved.
4. Develop a scoring plan CONSTRUCT VALIDATION TECHNIQUE
5. Ensure validity 1. Congruent (measure correlating the
Validity same construct; high)
2. Discriminant (measure correlating it to
- Accuracy.
inconsistent construct; low)
- Estimates how well a test measures
3. Developmental changes (whether test
what it purports to measure.
scores increase or decrease)
- Validity is required before reliability can
4. Correlations with other tests (with new
be considered in a meaningful way.
or similar earlier test)
- CONSTRUCTS describes and
5. Factor analysis (statistical technique for
understands human behavior.
analyzing the interrelationships of
Measuring Validity behavior data)
CONTENT VALIDITY 6. Internal consistency (correlation
- Domain of interest between items)
- Evaluation of subjects, topics or content 7. Experimental interventions
in a test. (experimenting on the effect of selected
- The extent to which the measurement variables on scores to give insight to
method covers the entire range of construct validity)
relevant behaviors, thoughts, and 8. Structural equation modeling (use to
feelings that define the construct being analyze structural relationships)
measured. Ex: Table of specifications FACE VALIDITY
(TOS) in an exam. - Test appears what it claims.
CRITERION-RELATED VALIDITY
- Criterion behavior scores.
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Lopez, Mauren

- Upon answering some questions, you CUT SCORES

can already determine what the test - The reference point derived as a result
measures. of a judgment and used to divide a set of
data into classifications.
UTILITY
- Relative cut score (based on
- How useful the test is norm-related classifications)
- Aids in the decision-making - Fixed cut score (based on judgments
process/efficiency. concerning a minimum level of
- “Does the benefit outweigh the cost?” proficiency to be included)
Factors Affecting Test Utility - Multiple cut score (two or more cut
scores with reference to one predictor)
PSYCHOMETRIC SOUNDNESS
SETTING CUT SCORES
- Reliability and validity are acceptably
ANGOFF METHOD
high.
- Presence of absence of a particular
- The higher the criterion-related validity
trait, attribute, or ability.
of test scores, the higher the utility
- Provide an estimate on how test takers
(usefulness).
with the least minimal competence
COSTS
should answer the items correctly.
- Allocate funds to purchase a particular
KNOWN GROUPS METHOD
test.
- Collection of data on the predictor of
- Funds to use a particular psych tests.
interest from groups.
- Funds for computerized processing,
- Involves a problem of determination
scoring, and interpretation.
where to set cutoff score.
BENEFITS
IRT-BASED METHODS
- Justification of costs
- Based on test takers’ performance
- Increase in worker performance
across all items on the test.
- Reduction in training time
DISCRIMINANT ANALYSIS
- Reduction in accidents and turnover
- Used to shed light on the relationship
Conducting Utility Analysis between identified variables (scores on
EXPECTANCY DATA battery of tests) and naturally occurring
- Provides an indication of the likelihood groups (persons judged to be successful
that a test taker will score within the or unsuccessful at a job)
criterion measure.
- The higher a worker’s score us on this
new this, the greater the chance that
they will be judged successful.
BROGDEN-CRONBACH-GLESER FORMULA
- Measure the productivity gains or the
estimated increase in work output.
- Estimate the benefits of using a
particular method in the selection
method.

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Lopez, Mauren
Lesson 5: Test
Development
- An umbrella term that refers to the
process of creating a test.
STEP 1: Test Conceptualization
- An emerging phenomenon or pattern of
behavior might serve as the stimulus for
test conceptualization.
- Pilot work: generalized term for
preliminary research surrounding the
creation of the test prototype.
STEP 2: Test Construction
- Scaling: setting rules for assigning
numbers in measurement.
- Rating Scale: grouping of words,
statements, or symbols that judge the
strength of a particular trait, attitude,
or emotion indicated by the test taker.
Binary Scale
- Yes or No/True or False
Likert Scale
- Strongly disagree - strongly agree
Rating Scale
- Rating from 1-9, etc.
Semantic Differential Scale
- Multiple-item scale
- Different opposite poles
Guttman Scale
- Series of items usually increasing or
continuous questioning.
SCALING METHODS
1. Rankings of Experts
- Asking a panel of experts that would
rank the behavioral indicators and
provide meaningful numerical scores.
2. Method of Equal-Appearing Intervals
- Developed by L.L. Thurnstone (1929)
- True-false statements reflect positive
and negative attitudes.
- E.g. semantic differential scale.
3. Method of Absolute Scaling
- Obtaining a measure of item difficulty
based on results for diff. Age groups.
- Commonly used in group achievement
and aptitude testing.
Likert Scale
- Ordered responses in a continuum.
- Test score is obtained by adding the
scores from individual items.
Guttman Scales
- Respondents who endorse a stronger
statement will also endorse the milder
ones.
Method of Empirical Keying
- Items are selected based on how well
they contrast a criterion group from a
normative sample.
Method of Paired Comparisons
- Test takers are presented with pairs of
stimuli which they will be asked to
compare.
Categorical Scaling
- Stimuli are placed into one of two or
more alternative categories that differ
quantitatively with respect to some
continuum.
- E.g. MBTI
WRITING ITEMS
- Clear measure (operational &
conceptual)
- Item pool (test bunk)
- Layman’s term
- Negative and positive item scale
- Placing of items
APPROACHES TO TEST CONSTRUCTION
1. Rational Approach
- Reason and logic over data collection
for statistical analysis.
2. Empirical Approach
- Data gathering to identify items related
to the construct.
3. Bootstrap
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Lopez, Mauren

- Combination of rational and empirical - Indicated the degree to which a test is

approaches based on a theory. measuring what it intends to measure.
ITEM FORMAT
- Form, plan structure, arrangement, and Item-Discrimination Index
layout of individual test items. - How an item discriminates high-scorers
- E.g. multiple choice, matching, and low-scorers.
binary-choice, short answer, etc. Qualitative Item Analysis
SCORING MODEL - Nonstatistical procedures designed to
1. Cumulative explore how individual test items work.
- Sum of all items. - Comparison of individual items with
2. Class/Category one another and the test as a whole.
- Placement of an individual to a “Think Aloud” Test Administration
particular class for description or - Approach to cognitive assessment by
prediction. having respondents verbalize thoughts
3. Ipsative as they occur.
- Respondent chooses between two or Expert Panels
more equally socially acceptable - Sensitivity review.
options.
STEP 5: Test Revision
STEP 3: Test Tryout - Should be up to date
- The test should be tried out on people - Popular cultural changes
who are similar in critical respects to - Adequacy of test norms
the people to whom the test was - Changes in reliability or validity
designed. - Theoretical modifications
- For validation purposes, there must be Cross-Validation
at least 20 participants each. - Re-validation of a test on a sample of
- A good test helps in discriminating test test takers.
takers. Co-Validation
- Test validation process conducted on
STEP 4: Test Analysis
two or more tests using the same
- A process that examines responses to sample of test takers.
individual test items to assess the
quality of those items and the test as a QUALITY ASSURANCE
whole. Anchor Protocol
Item-Difficulty Index - Produced by a highly authoritative
- Calculation of the proportion of the scorer designed to model scoring and
total number of test takers that resolve discrepancies.
answered the test correctly. Scoring Drift
Item-Reliability Index - Discrepancy between scoring in an
- Indication of the test’s internal anchor protocol and another protocol.
consistency. - Evaluate properties of existing tests and
- Use factor analysis. guide in revisions.
Item-Validity Index

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Lopez, Mauren
Lesson 6: Interviewing, Test
Selection, and
Administration/Scoring
Process of Assessment
REFERRAL QUESTION
- What needs to be answered for the
assessment to be helpful.
- Very often the referral question and
presenting problems can be different.
INFORMED CONSENT
- Mandated by law
- Referral question: decision making
- Routinary (education, work, etc)
Clinical Interview
- A dialogue between the clinician and
client designed to help the psychologist
diagnose underlying problem of the
individual.
- Building trust and rapport with the
client.
Major Components of a Clinical
Interview
- Typical framework used to collect
essential information.
- “Funnel” Method: deductive, general to
specific.
PRESENTING PROBLEMS & HISTORY
- Includes assessment of dangerousness
to self and others.
- Whatever complaint the individual
identifies as the reason for assessment.
- I.e. current stressors, cognitive status
complaints, emotional status
complaints, suicidal ideation, homicidal
and aggressive ideation.
BIOPSYCHOLOGICAL EVALUATION
- Important in understanding the actual
content of the problem, including the
symptomatic and medical features.
- I.e. developmental history, psychiatric
history, alcohol & substance abuse
history, medical history, family medical
and psychiatric history.
PSYCHOSOCIAL EVALUATION
- Examines the social, interpersonal, and
experiential functional aspects of the
individual’s world.
- I.e. family history, educational and
vocational history, criminal and legal
history, social history, psychosexual
history, and cultural framework.
Mental Status Evaluation
- Clinical observation
- MSE is a useful way of organizing
clinical observation data and designed
as a method identifying individual
characteristics that are outside of the
normal range of functioning.
APPEARANCE & BEHAVIOR
- Grooming, motor activity/coordination,
behavior, and relatedness.
- Important indicators of current
functioning.
SPEECH & LANGUAGE
- Speech patterns such as receptive
language (language comprehension) or
expressive language (actual use of
language).
MOOD & AFFECT
- Mood-affect congruence.
- Mood: current emotional state reported
by the client.
- Affect: observed emotional state such
as facial expression or body language.
THOUGHT PROCESS & CONTENT
- Goal-directed thinking
- Hallucinations and delusions
- Depressive and anxious ideations
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Lopez, Mauren

- Suicidality and homicidally

COGNITION Lesson 7: The Assessment

- Alertness
of Intelligence
- Attention
WHAT IS INTELLIGENCE?
- Concentration
- Intelligence is multifaceted and
- Memory
manifests itself in different ways across
PREFRONTAL FUNCTIONING
the lifespan.
- Judgment, planning, and insight.
- Planning: how well the individual Theories of Intelligence
consider the future when acting, how
well they feel they control their SIR FRANCIS GALTON
impulses. - For him, intelligence is hereditary.
- Insight: awareness of the client that - First person to publish on the
they have difficulties/problems/etc. heritability of intelligence.
ALFRED BINET
Selecting Psychological Tests - Intelligence is more complex.
- His components of intelligence are
CONSIDERATIONS
reasoning, judgment, memory, and
- Answers the referral question
abstraction.
- Expertise and familiarity
DAVID WESCHLER
- Efficiency
- Nonintellective factors: affective &
- Good psychometric properties
personality traits, drive, persistence,
- Functional utility
and goal awareness.
CONCERNS
- “Intelligence is the aggregate or global
- Faking
capacity to act purposely, think
- Time
rationally, and deal effectively with his
environment.
JEAN PIAGET
- Intelligence is a kind of evolving
biological adaptation to the outside
world.
- Assimilation: organizing new info so
that it fits in with what already is
perceived and thought.
- Accommodation: changing what is
already perceived or thought so that it
fits with new info.
CHARLES SPEAERMAN
- Father of factor analysis.
- G factor (general intelligence) and s
factor (specific intelligence)

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Lopez, Mauren

L.L. THURNSTONE - Formulated three-stratum theory of

- Early proponent of measuring multiple intelligence.
abilities of intelligence. - Top stratum is composed of g (general
- Seven clusters of Primary Mental intelligence).
Abilities: numerical ability, word - Second stratum is composed of 8
fluency, verbal meaning, perceptual abilities and underlying processes.
speed, reasoning, and memory.
J.P GUILFORD Intelligence Tests
- Proposed the Structure of the Intellect
DEFINITION
(SOI) Model.
- Attempt to measure your intelligence,
- Components of intelligence could be
your basic ability to understand the
organized into 3 dimensions:
world around you, assimilate its
operations, content, and products.
functioning, and apply this knowledge
HOWARD GARDNER
to enhance the quality of life.
- Proposed his theory of multiple
PURPOSE
intelligences where he broadens the
- To obtain an idea of the person’s
definition of intelligence.
intellectual potential.
- Naturalist, musical,
ADVANTAGES
logical-mathematical, existential,
- Useful way to compare an individual’s
interpersonal, bodily-kinesthetic,
performance with others who are
linguistic, intrapersonal, and spatial.
similar in age.
ROBERT J. STERNBERG
- Provides info on cultural & biological
- Triarchic Theory of Intelligence.
differences.
- Component: analytical thinking.
- Predictors of academic achievement
- Experiential: creative thinking.
and provides an outline of a person’s
- Contextual: “street smart”.
mental strengths and weaknesses.
RAYMOND B. CATELL
DISADVANTAGES
- Emphasized the centrality of g.
- Some researchers argue that
- Offered a tentative list of 17 primary
intelligence tests lack critical
ability concepts.
information.
- Fluid ability: genetically based
- Single scores are often inadequate in
intellectual capacity.
explaining the multidimensional
- Crystallized ability: capacities obtained
aspects of intelligence.
through culture-based learning.
JOHN LEONARD HORN Issues in Measuring Intelligence
- Expanded upon Cattell’s theory.
- Proposed several factors such as: visual - Test author’s definition of intelligence
processing, auditory processing, - Diligence of the examiner
quantitative processing, speed of - Previous experience of the examinee
processing, facility with reading & - Competence of test interpreter
writing, short-term memory, and - Nature vs nurture
long-term storage & retrieval. - Flynn Effect: intelligence scores seem
JOHN CARROLL to rise on average every year, but it’s
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not accompanied by any academic

dividend.
CULTURE & MEASURED INTELLIGENCE
- Different cultural groups have radically Lesson 8: The Assessment
different views about what constitutes
of Personality
intelligence.
PERSONALITY
- No test is culture-free.
- An individual’s unique constellation of
- Culture loading: test incorporates the
psychological traits that is relatively
vocabulary, concepts, traditions,
stable over time.
knowledge, and feelings associated with
- Includes values, interests, disposition,
a particular culture.
attitude, temperament, cleverness, and
- Culture-fair intelligence test:
all feelings and behaviors one exhibits.
non-verbal test process designed to
PERSONALITY TESTS
minimize the influence of culture with
- Assessment device used to evaluate and
regard to various aspects of the
measure aspects of personality, such as
evaluation procedure.
factors (dimensions) and traits.
- To identify structure and feature of
one’s personality and one’s
characteristic way of thinking, feeling,
and behaving.

Why Measure Personality?

- To assist in diagnosis of a mental illness.
- To determine workplace suitability.
- In forensics, to determine the
personality of a possible offender.
- Helps clinicians arrive at a conclusion
about a possible course of action.
- Predicts the behavior of people.
- Generally used for diagnostic purposes.

TRAITS
- Distinguishing characteristics or
qualities possessed by the individual.
- Permanent.
STATES
- Temporary behavioral tendency.
TYPES
- Constellation of traits similar in pattern
to one identified category of personality
within a taxonomy of personalities.

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Approaches to Personality BEHAVIORAL OBSERVATION

Inventory Development
- Conclusions are drawn about an
RATIONAL APPROACH individual’s personality based on their
- Oldest method behaviors.
- Usage of reason and deductive logic is (STRENGTHS & WEAKNESSES)
utilized. + Observer dependent.
- E.g. Woodsworth Personal Data Sheet + Qualitative.
(116-item, psych screening during the + Data can be analyzed in various ways.
US entry into WWI) - Reliability and validity are not very high.
THEORY-BASED APPROACH OBJECTIVE/STRUCTURED PERSONALITY
- Differ based on theory of personality. TESTS
- E.g. psychoanalytic theory. - Standardized, usually self-report
CRITERION GROUP APPROACH instruments.
- Empirical method which involves - Use selected response items (true or
selecting items that can discriminate false) or Likert scales.
between relevant criterion groups and - No right or wrong answer.
control groups. (STRENGTHS & WEAKNESSES)
- E.g. MMPI (Minnesota Multiphasic + Allows clinicians to get precise answers
Inventory) regarding the concept to be measured.
FACTOR ANALYSIS + Scoring is objective.
- Uses statistical procedures to analyze - Answers will depend on the client’s
interrelationships among a large capability to understand the questions.
number of variables. - Faking good & faking bad.
- E.g. 16PF and NEO PI-R. PROJECTIVE TECHNIQUES
- Provides ambiguous stimuli designed to
trigger the projection of one’s inner
Categories of Personality Tests dynamics.
- E.g. Rorschach Inkblot Test, Thematic
INTERVIEW Apperception Test.
- Most common method of judging (STRENGTHS & WEAKNESSES)
personality. + Allows psychologists to assess the
- Types: structured, unstructured, and unconscious of an individual’s
semi-structured. personality.
(STRENGTHS & WEAKNESSES) + Not transparent, resistant to faking.
+ Allows clinicians to place results in a - Highly subjective to interpreting.
wider, more meaningful context. - Questionable reliability and validity.
+ Flexibility is inherent and its strongest
advantage.
+ Established rapport and client
self-exploration.
- Interviewer bias.

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- Administration: copy phase and recall

phase.

Lesson 9: Tests in Different Forensic Setting

Settings
Minnesota Multiphasic Personality Inventory-2
Projective Techniques
(MMPI-2)
THEMATIC APPERCEPTION TEST (TAT) - Used in legal cases including criminal
- A projective personality assessment defense and custody disputes.
test.
- Developed in 1935 by Henry Murray &
Cristiana Morgan.
- May ipapakitang pictures then gagawa
ng kwento si client based sa pictures.

Specific Tests
BECK DEPRESSION & ANXIETY INVENTORY
- Aaron Beck.
- Negative triad. Kapag negative ang
cognition or view of the self, most likely
negative ang perception sa world and sa
future that could lead in acquiring
depression.

Neuropsychological Setting
NEUROPSYCHOLOGICAL ASSESSMENT
- Evaluation of brain and nervous system
functioning as it relates to behavior.
NEUROPSYCHOLOGICAL TESTING
- Designed tasks to measure
psychological function.

Bender Visual-Motor Gestalt

Test
- Used to evaluate visual-motor
functioning, visual-perceptual skills,
neurological impairment, and emotional
disturbances.
- Used to evaluate visual-motor maturity
and to screen children for
developmental delays.

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