The document discusses different types of psychological tests used to assess personality and behavior, including projective tests, objective tests, norm-referenced tests, and criterion-referenced tests. Projective tests use unstructured stimuli like inkblots and allow for open-ended responses that can be interpreted in various ways. Objective tests use structured questionnaires with clear scoring systems but can be susceptible to faking. Norm-referenced tests compare individuals to others in a group, while criterion-referenced tests compare performance to a specified standard or level of mastery.
Norm-referenced test scores are only valid if the norms are representative of the population. Norms are developed from normative samples that represent factors like gender, age, geography, race, and intelligence. Developing accurate and representative norms requires finding large sample sizes that properly proportion the population across these dimensions. Norms also need to be regularly updated to remain current and representative of today's population. Tests should only be interpreted using the norms they were designed for.
Psychological test norms are based on large standardization samples that are representative of the population for which the test is intended. Tests are standardized by administering them to samples stratified on key demographics like age, gender, education level, and geographical region to create a normal distribution of scores. This allows future test takers' raw scores to be converted to percentiles for accurate comparison against the norm group. Regularly updating test norms with new standardization samples is important for interpreting scores.
This document discusses behavioral assessment approaches. It begins by defining behavioral assessment as focusing on interactions between situations and behaviors to effect change. It then provides a brief history of behaviorism and influential theorists like Pavlov, Skinner. Key aspects of behavioral assessment are that it views test responses as samples of behavior and uses functional analysis models like SORC and ABC to understand behaviors. Common behavioral assessment methods described include behavioral interviews, observational techniques, controlled performance, self-monitoring, role-playing, inventories, and cognitive-behavioral assessments.
Clinical assessment involves gathering information to understand abnormal behavior and determine how to help an individual. It can follow three models: the info-gathering model focuses on collecting relevant data; the therapeutic model aims to evaluate treatment progress; and the differential treatment model seeks to determine the best treatment approach. Common assessment methods include clinical interviews, intelligence and personality tests, and behavioral observations. Projective tests like the Rorschach inkblot technique and TAT are also used to reveal unconscious thoughts and feelings.
The Thematic Apperception Test (TAT) is a projective psychological test developed in the 1930s using ambiguous picture cards. Subjects are shown cards and asked to tell stories about what is happening in each picture. Their responses are analyzed to understand their inner drives, emotions, and personality conflicts. While widely used, the TAT lacks a standardized scoring and interpretation system. Different researchers have developed various scoring methods and card sets, but reliability and validity can vary depending on the system used. The TAT provides insights into a person's unconscious motivations but results depend heavily on the clinician's skill in administration and analysis.
A short note about the concept of the psychological test; introduction, definition, characteristics, needs, classification, types, and some selected psychological tests.
Wechsler Intelligence and Memory ScalesNanza Gonda
The Wechsler Intelligence and Memory Scales are a series of psychological tests developed by David Wechsler to assess intelligence and memory. There are three main versions - the Wechsler Adult Intelligence Scale (WAIS) for adults, the Wechsler Intelligence Scale for Children (WISC) for ages 6-16, and the Wechsler Memory Scale (WMS) to evaluate different memory functions. Each test provides index scores on areas like verbal comprehension, working memory, and processing speed. The tests are widely used by clinicians to diagnose conditions like learning disabilities and dementia.
Sentence completion tests consist of item stems that people complete to reflect their personality. How they complete the sentences can provide clues about underlying attitudes, affects, and concerns. Sentence completion tests have been constructed for personality assessment, clinical applications, and measuring constructs like egocentricity, moral attitudes, and depression. They can assess psychological characteristics and contribute to assessing personality as well as intellectual functioning.
Psychological tests are formal tools used to measure mental functioning and behaviors. They can be administered in various settings like schools, hospitals, and workplaces to assess abilities, personality, and neurological status. Common uses of tests include education placement, career counseling, diagnosing disorders, and selecting job applicants. Tests vary in their administration method, targeted behaviors, and purpose between ability, personality, and clinical domains. Proper tests are standardized, objective, use norms, and are reliable and valid measures of their intended construct.
Bhatia's battery test of intelligence consists of 5 subtests: Koh's block design test, Alexander pass-along test, pattern drawing test, immediate memory test, and picture construction test. It was developed in 1955 by C.M. Bhatia to test the intelligence of the Indian population. Each subtest measures different abilities like abstract reasoning, motor skills, problem solving, spatial ability, and short-term memory. Scoring is based on speed and accuracy of task completion within time limits. The full test takes less than an hour to administer individually.
The Thematic Apperception Test (TAT) is a projective test that involves presenting subjects with ambiguous pictures and asking them to tell a story about what is happening in the picture. It was developed in the 1930s by Henry Murray and Christina Morgan at Harvard Psychological Clinic as a way to reveal subjects' inner drives, emotions, and conflicts. Administration of the TAT provides insights into subjects' personality characteristics, interpersonal relationships, needs, and view of the world through analysis of the content, structure, and themes of the stories they generate. Interpretation considers both normative and individual factors and occurs at descriptive, interpretive, and diagnostic levels. The TAT continues to be used to better understand an individual's unconscious
The document provides an overview of the 16 Personality Factor Questionnaire (16PF). It describes how Raymond Cattell developed the 16PF to measure normal personality traits based on 16 primary factors and 5 global factors. The 16PF is a self-report personality test that is widely used both in research and clinical settings. It provides a comprehensive personality profile through its primary scales, global scales, and validity scales.
The Halstead-Reitan Neuropsychological Battery and Luria-Nebraska Neuropsychological Battery are comprehensive test batteries used to evaluate cognitive abilities and detect brain impairment. The Halstead-Reitan Battery contains 10 tests assessing various functions including category learning, tactile skills, rhythm, motor speed and more. The Luria-Nebraska Battery contains 269 test items across 11 clinical scales and is based on Luria's neuropsychological methods. Both batteries provide profiles of impaired areas to help locate brain lesions and measure recovery.
The document summarizes the history of psychological testing from its origins in the late 19th century to the modern era. It describes how early tests focused on measuring reaction time and sensory abilities but shifted to measuring intelligence through tests developed by Binet, Goddard, Yerkes, and others. These early intelligence tests were widely used but also criticized for labeling and segregating minorities. The testing field grew in the 20th century but also faced criticisms over privacy, bias, and misuse of results to discriminate. Despite failures, testing continues to be used widely in education to assess students and programs.
The Stanford-Binet Intelligence Scales (SB5) measures five factors of cognitive ability: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. It is an individually administered assessment for ages 2 to 85+ years. Administration takes approximately 5 minutes per subtest. The test measures both nonverbal and verbal domains of Fluid Reasoning. Nonverbal tasks include object series/matrices puzzles while verbal tasks involve early reasoning and verbal analogies questions.
The Stanford-Binet Intelligence Scales - Fifth Edition (SB5) is an individually administered intelligence test for individuals ages 2 to 89 years old. It measures five cognitive factors: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory. The SB5 contains 10 subtests administered adaptively based on performance. It provides scores for nonverbal IQ, verbal IQ, full scale IQ, and the five factors. The SB5 has good reliability and was standardized on a sample of 4800 individuals representative of the US population.
The document discusses special accommodations that may be needed for psychological testing of individuals with disabilities or who are minorities. It outlines three main populations - those with sensory impairments like deafness or blindness, motor impairments like paralysis, and cognitive impairments like learning disabilities or brain injuries. Accommodations could include things like adjusting the testing environment, materials, or methods to account for physical, sensory, or cognitive differences.
The WISC-IV is an individually administered intelligence test for children published in 2003 as an update to previous versions. It yields an overall intelligence score and index scores in verbal comprehension, perceptual reasoning, working memory, and processing speed based on 10 core subtests. The test was standardized on a stratified sample of 2,200 children aged 6 to 16. It addresses some limitations of previous versions through improved sample representation, updated materials, and a focus on the CHC model of intelligence while still incorporating a general intelligence factor. Comparisons to other tests like the SB5 show many similarities in approach but some differences in subtests and composite scores.
The document discusses different types of interview methods used in psychology: structured interviews, semi-structured interviews, and unstructured interviews. Structured interviews involve asking all candidates the same predetermined questions. Semi-structured interviews involve asking some predetermined questions but also allowing new questions to arise spontaneously. Unstructured interviews have no predetermined questions and arise organically from a free-flowing conversation. Each method has advantages like objectivity or flexibility and disadvantages like lack of structure or difficulty in analysis.
The document discusses ethics from an Islamic perspective. It defines ethics and distinguishes it from morals, noting that ethics refer to external rules while morals are internal principles. It then examines four components of ethical behavior: moral sensitivity, moral judgement, moral motivation, and moral character. For moral judgement, it explains Kohlberg's model of cognitive moral development. The document also compares conventional and Islamic views of management, noting that conventional management aims for profit while Islamic management aims to serve Allah. Key differences in objectives, sources, and organizational control are outlined. Finally, the importance of Islamic management is discussed as fulfilling the role of vicegerent, implementing Islam as a way of life, and achieving well-being in this life and
This document provides an overview of chapter 3 from a sociology textbook. It discusses key concepts related to culture, including definitions of culture and society, elements of culture such as values and beliefs, and theories of culture. Specific sections cover what culture is, elements of culture like values and symbols, subcultures and cultural change, and theoretical perspectives on culture. Examples are given throughout to illustrate cultural concepts, like differences in shopping and marriage customs across societies.
This document provides an introduction to social norms and the social norms approach to behavior change. It discusses how perceived norms strongly influence individual behavior, especially for young adults. However, people often misperceive norms, overestimating behaviors like substance use among peers. The social norms approach aims to correct these misperceptions to reduce high-risk behaviors. It provides positive messages about the healthy behaviors of the majority rather than focusing on the negative minority. Research shows this approach can decrease substance use and related harms. The social norms approach has been effectively applied to various behaviors and locations.
This document discusses societal norms, sanctions, and values. It defines norms as standards of behavior maintained by a society, and classifies them as either formal (mores) or informal (folkways). Mores are highly cherished principles that demand obedience and have severe penalties for violations. Folkways govern everyday behavior. Sanctions are penalties for norm violations or rewards for conformity, and must be detected to take effect. Norms and sanctions reflect and reinforce a culture's priorities and values.
Ethics refer to rules provided by an external source like a profession regarding right and wrong conduct, while morals refer to an individual's own principles of right and wrong. Ethics are defined by social systems and doing the right thing is to avoid punishment, while morals are defined internally and doing the right thing aligns with one's ideals. Ethics can vary between contexts but morals are usually consistent, though an individual's beliefs may change.
This document discusses the importance of teaching morals and values in schools. It provides definitions of morals and values, and discusses how children learn from many influences, making it important for schools to explicitly teach values. Character education aims to develop traits like responsibility, fairness and integrity. While character education declined in the past due to various factors, there is now a push to reinstate it due to the declining morality in society and need to offset poor influences on children. The document advocates for character education to help reverse moral decline.
Social norms influence behaviors and perceptions in a society. Social norms regarding alcohol and drug use have changed over time, moving from scare tactics to social norms campaigns. Social norms campaigns work by conducting surveys to understand actual drug and alcohol use versus perceived use, then implementing campaigns to change misperceptions and make unhealthy behaviors seem less acceptable. These types of campaigns have been shown to significantly reduce rates of binge drinking and drug use on college campuses.
Social norms are the implicit or explicit rules and behaviors that are considered acceptable within a society or group. The major societal force that shapes individuals' norms and values is socialization through things like family, education, peer groups, and media/technology. Twenty standard social norms provided include things like avoiding burping in public, saying please, chewing with your mouth closed, offering help to others, wearing clothes in public, and celebrating cultural holidays.
This document defines and provides examples of different types of social norms: folkways, mores, and laws. Folkways are informal rules of etiquette and manners that are learned unconsciously, with mild punishment for violations. Mores are more serious unwritten rules essential for social order, with formal and informal punishment. Laws are formal, written rules enforced by courts and police. Examples of each type of social norm are given regarding appropriate behavior in classrooms, public spaces, and relationships. Social norms help control behavior, create order and patterns, and allow for self-control.
This document discusses social negotiation through positive and negative sanctions. It explains that sanctions are rewards or punishments for actions that reinforce or change behavior. Positive sanctions like rewards encourage existing behavior, while negative sanctions like punishments discourage behavior. Through this process of reacting positively or negatively to others' actions, cultural norms and values are preserved or changed. Both formal and informal sanctions exist in social groups to provide social control and order.
This document discusses culture, norms and values. It defines culture and identifies its five main elements: language, symbols, values, norms, and material objects. It provides examples for each element, such as describing how jeans have taken on different symbolic meanings over time. The document also discusses key concepts like ethnocentricity vs cultural relativism, and theories of culture, such as the Frankfurt School's view of the tyranny of mass consumption in modern culture.
The document discusses key elements of culture including norms, sanctions, and values. It defines norms as standards of behavior maintained by a society, and classifies norms as either formal/informal or mores/folkways. Sanctions are penalties for violating norms, while values represent collective concepts of what is good, desirable, or proper in a society. Together, norms, sanctions, and values shape behavior and social order within a culture.
Norms provide predictability and structure in society by establishing expectations for behavior. They limit possibilities to avoid chaos. Norms are less like strict rules and more like shared understandings of what is generally expected and accepted in different contexts. There are various types of norms, including folkways which are informal everyday norms, and mores which reflect core cultural values and may become codified into laws. Norms also govern the appropriate use of time and space through establishing schedules and dedicating areas for certain activities. Different sociological perspectives view structure and norms as created through ongoing social interactions, the interplay between human agency and economic conditions, and other factors.
clothing for different culture and religionLily Bhagat
Culture and religion greatly influence traditional Indian clothing. Sari, ghagra choli, and salwar kameez are popular for Hindu women, while dhoti, lungi, and kurta are common for Hindu men. Muslim women often wear burqas and salwar kameez with dupattas. For Sikhs, bana including kachhera, kanga, and turbans are important. Traditional clothing varies significantly between regions and religious groups in India, expressing local culture and values around modesty, gender roles, and religious beliefs. Clothing styles have evolved over time but still play a key role in identifying cultural and religious affiliations.
(1) A survey of 2000 US corporations and 300 global companies found top ethical concerns included conflicts of interest, gifts, harassment, and payments.
(2) Ethics can be defined as moral principles distinguishing right from wrong. Business ethics focuses on organizations. Islamic ethics is guided by Sharia and past rulings.
(3) Factors influencing ethical behavior include legal interpretations, organizational factors like leadership, and individual factors like moral development, values, family, peers, life experiences, and situations.
This document discusses ethics in sport management. It begins by outlining reasons why sport managers may be tempted to act unethically, including overemphasis on success, pursuit of prestige, and self-interest. It then defines ethics and ethical issues. The rest of the document covers basic ethical concepts like values, principles, and morality. It also discusses Kohlberg's stages of moral development and ethical theories like teleology and deontology. Finally, it provides guidelines for ethical behavior in sport management, including codes of conduct and the example set by top management.
Legal and ethical issues in critical care nursingNursing Path
This document discusses several key ethical and legal issues faced by critical care nurses, including informed consent, use of restraints, end-of-life decisions around life-sustaining treatment, organ donation, and resolving ethical problems. It outlines important ethical principles like autonomy, beneficence, and justice. It also addresses issues like medico-legal cases, documentation, and the most concerning ethical issues reported by nurses.
The document defines key concepts of value, ethics, and business ethics. It discusses how values provide the foundation for understanding personality, perception, and attitudes. Ethics are derived from cultural norms and examine concepts of right and wrong. Business ethics are important for organizations to manage themselves through shared values and core values. The document outlines various ethical theories and how ethics differ from but relate to morals, which are based on individual principles.
Test validity refers to validating the appropriate use of a test score for a specific context or purpose. Validity is determined by studying test results in the intended setting of use, as a test may be suitable for one purpose but not another. Validity is a matter of degree rather than an absolute quality, and establishing validity requires empirical evidence and theoretical justification that the intended inferences from test scores are adequate and appropriate.
This document discusses the importance of reliability and validity in testing. It defines reliability as consistency and discusses different types of reliability including test-retest, inter-rater, parallel-forms, and internal consistency reliability. Validity refers to a test measuring what it intends to measure. There are several types of validity discussed including content, construct, criterion-related (concurrent and predictive), face, convergent, treatment, and social validity. The standard error of measurement is also explained as estimating how repeated measures on the same person tend to be distributed around their true score.
Standardized testing can take two forms: norm-referenced which compares test takers to each other, and criterion-referenced which determines if an individual has achieved a specified standard. Norm-referenced testing aims to discriminate between test takers in order to distribute scarce resources like university places. It became popular during WWI when psychological testing was used to contribute to the war effort. Proponents viewed testing as a scientific process of quantifying and measuring abilities. However, others argue that defining and measuring constructs like traits is problematic. Test scores are distributed along a normal curve and take on meaning based on their position within that distribution compared to other test takers. Reliability ensures test scores are consistent over time without instruction.
This Power Point Presentation has been made while referring to the research books written by eminent, renowned and expert authors as mentioned in the references section. The purpose of this Presentation is to help the research students in developing an insight about the Scaling in Research.
This document discusses standardized measurement and assessment. It defines key terms like measurement, scales of measurement, testing, assessment, reliability, and validity. It explains the four scales of measurement - nominal, ordinal, interval, and ratio. It also describes different types of reliability like test-retest, equivalent forms, internal consistency, and interscorer reliability. Validity is defined as the accuracy of interpretations from test scores, and validation is the process of gathering evidence to support those interpretations.
What makes a good testA test is considered good” if the .docxmecklenburgstrelitzh
A good test is valid, reliable, job-relevant, and allows for effective decision making. A test is valid if it measures what it claims to measure, and reliability refers to a test's consistency. A test must demonstrate both reliability and validity to be considered a good assessment tool. Reliability is determined by coefficients like Cronbach's alpha, and validity is established through methods like criterion-related, content, and construct validation involving the target population. Test manuals provide information on a test's reliability, validity, appropriate uses and populations.
The Developmental Coordination Disorder QuestionnaireMandy Cross
Here are the key points about isolation/causation in psychological experiments:
- Isolation means that only the independent variable (IV) is manipulated, while all other factors are kept constant. This allows researchers to conclude that any changes in the dependent variable (DV) are caused by changes in the IV.
- It is difficult to achieve perfect isolation in psychology experiments since humans are complex and many variables can influence behavior and mental processes. Even subtle cues or expectations may influence participants.
- Researchers try to maximize isolation through control groups, random assignment, counterbalancing, blinding procedures, standardized instructions/procedures, and controlling the experimental environment/context. However, complete isolation is impossible.
- Correlation between IV
This document discusses research tools and techniques used for data collection. It describes the research process and defines a research tool as a mechanism used to collect, manipulate, or interpret data. Some common tools for data collection include questionnaires, rating scales, checklists, attitude scales, tests, and inventories. Techniques include interviews and observation. The document then provides details on questionnaires, structured vs. unstructured questionnaires, closed vs. open forms, and levels of measurement including interval and ratio scales. It concludes by outlining characteristics of a good research tool, including validity, reliability, objectivity, adequacy, and usability.
This document discusses various tools used in educational research. It covers measurement scales including nominal, ordinal, interval and ratio scales. It also discusses validity, reliability, statistics, human mind, logic including inductive and deductive reasoning, and the scientific method. Measurement is defined as finding the size, quality or degree of something. Scales of measurement organize data to be analyzed. Validity and reliability ensure accurate measurement. Statistics and the human mind are also important research tools.
A test is valid if the inferences made from it are appropriate and useful. There are three main types of validity: content validity measures how representative test items are of the domain being tested, criterion-related validity measures how well test scores correlate with outcomes, and construct validity pertains to tests measuring complex psychological attributes. A valid test accurately classifies individuals and has appropriate convergent and discriminant validity based on correlations with other related and unrelated tests. Validity is an overall judgment of how well a test serves its intended purpose.
1. The document discusses different types of test scores including raw scores, percentiles, stanines, standard scores, and grade level scores.
2. It also explains the key differences between criterion-referenced tests and norm-referenced tests. Criterion-referenced tests measure specific skills defined by objectives, while norm-referenced tests measure broad skills to rank students against others.
3. The document provides details on how each type of test score is calculated and interpreted, and what each type aims to convey about a student's performance.
This document discusses factors that affect the reliability of tests and how to improve test reliability. It states that human behavior is not perfectly consistent, so test scores may differ depending on when a test is taken. However, tests can be designed and administered in a way that makes scores close to what would be obtained on different occasions. Ways to improve reliability include removing non-discriminating test items, limiting candidate choices and freedom of response, providing clear instructions, ensuring good test layout/legibility, and familiarizing candidates with test formats and techniques. The goal is to construct tests where scores are likely to be similar for a given student across different administrations.
Quantitative Analysis (Language and Literature Assessment)Joy Labrador
Share the documents you have :) Learning Assessment this covers all the following:
-Criteria of A Good Test
-Validity
-Sub-classification of Validity
-Reliability
-Factors affecting Reliability
- Correlations
ENJOY READING!!!
Valiadity and reliability- Language testingPhuong Tran
The document discusses test reliability and validity. It defines reliability as the degree to which a test is free from random measurement error, and validity as the degree to which a test measures the intended construct. There are several factors that can affect test reliability and validity, including test method, personal attributes of test takers, and random factors. Reliability is necessary for validity but not sufficient, as validity also requires examining the relationship between test scores and other relevant criteria. The document outlines various approaches for estimating reliability and gathering evidence to support validity.
The document discusses various types of validity in psychometrics and research. It defines validity as the degree to which a test measures what it claims to measure. The main types of validity discussed are content validity, criterion-related validity (including concurrent and predictive validity), construct validity, and face validity. Content validity refers to how well a test represents the domain it is intended to measure. Criterion-related validity compares test scores to external outcomes. Construct validity examines if a test aligns with theoretical constructs. Face validity is simply whether a test appears valid at face value.
AIOU Code 697 Assessment in Science Education Solved Assignment 1.pdfZawarali786
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The document summarizes the Connecticut Mastery Test which is used to assess student achievement in the state. It measures students' mastery of various subjects like reading, writing and math based on state standards. Scores are reported on a scale and students are placed into categories like advanced or below basic to indicate their mastery level. The test allows comparisons of student and district performance over time and across the state. An example is provided showing trends in performance in one district compared to state averages and similar districts over several years.
This document discusses the meaning and characteristics of psychological testing. It defines a psychological test as a standardized procedure to measure quantitatively or qualitatively one or more aspects of behavior or mental attributes through a sample of verbal or nonverbal responses. For a test to be scientifically valid, it must possess the characteristics of objectivity, reliability, validity, norms, practicability, replicability, and standardization. Objectivity means the test is free from subjective elements and all experts interpret items and scoring the same way. Reliability refers to consistent results when a test is administered multiple times. Validity means the test accurately measures what it is intended to measure by correlating with an independent criterion.
Really final mental health, covid s quarantine and lockdownMilen Ramos
This document discusses the psychological impacts of lockdowns and quarantines during the COVID-19 pandemic on children and adolescents. It notes that young children may regress in behavior, adolescents may feel isolated from friends, and children who lost parents may struggle. It provides general measures to mitigate negative impacts, such as maintaining routines and virtual social contact. It also discusses cabin fever and its symptoms from isolation, and ways to prevent it like spending time outdoors, maintaining structure and social interaction, and engaging in self-care activities.
Financial crime in online gaming internetaddictsasvictims 190816062828Milen Ramos
This document discusses how online games can be used to launder money through microtransactions. Criminals purchase in-game currencies using stolen credit cards or accounts. They then sell these currencies at a discount on reseller sites, obscuring the money's origin. Games like Fortnite, World of Warcraft, and Minecraft are targeted. Loot boxes in particular enable money laundering by exchanging in-game items for cash. Regulators in some countries and US states are proposing bills to restrict microtransactions and loot boxes, especially for child-oriented games, due to their potential for exploiting addiction.
Financial crime in online gaming internet addicts as victimsMilen Ramos
The document discusses financial crime on internet gaming and money laundering using online games. It provides details on how criminals obtain large amounts of in-game currency using stolen accounts and payment methods. This currency can then be sold online and the proceeds used to "clean" illegally obtained money. Popular games targeted include Fortnite, World of Warcraft, FIFA and Minecraft. Regulations are being introduced in some areas to ban loot boxes and other microtransactions seen as exploiting gambling behaviors.
Milen xx philippines mental health promotion and practice strategiesMilen Ramos
PROMOTION OF MENTAL HEALTH AMONG WOMEN IN PHILIPPINES
CELEBRATION OF INTERNATIONAL WOMEN S DAY
STAGING MENTAL HEALTH PROMOTION AND SERVICES
INDIVIDUAL, COMMUNITY AND NATIONAL INTERVENTION
Milen xx philippines mental health promotion and practice strategiesMilen Ramos
The document discusses strategies to promote mental health for women in celebration of International Women's Day. It outlines approaches at the individual, community, and national levels. At the individual level, it discusses prevention through mental health promotion and actual intervention strategies. At the community level, it proposes staging mental health interventions through prevention, early identification of issues, and promoting physical and mental well-being. At the national level, it mentions surveys, policies, services, and awareness campaigns to address issues like violence against women and trafficking.
Filipinos as netizens darna in cyberspaceMilen Ramos
This document discusses factors affecting how Filipinos behave online as "netizens". It finds that Filipinos spend significant time on the internet through smartphones, are more tolerant of slower loading sites than other Southeast Asians, and prefer mobile access over desktop. It also examines two types of internet trolls in the Philippines: those who openly disregard social norms to provoke reactions, and those who police online behavior and justify trolling to correct views they see as misguided.
Depression, self injurious behavior and suicidality among adolescents Milen Ramos
Clinical depression is characterized by a combination of symptoms including depressed mood, diminished interest, changes in appetite and sleep, fatigue, feelings of worthlessness, diminished ability to think, and recurrent thoughts of death or suicide. Persistent depressive disorder involves similar symptoms lasting at least two years. Bipolar disorder involves alternating periods of mania and depression. Clinical depression, bipolar disorder, borderline personality disorder, and narcissistic personality disorder have all been associated with increased suicide risk, especially during periods of mood episodes, feelings of hopelessness, impulsivity, or when combined with substance abuse. Anhedonia, the inability to experience pleasure, is a core symptom of depression and independently predicts suicidal ideation.
Final coaching on coping with internet addiction counsellor s tool (1)Milen Ramos
This document discusses counseling on coping with internet addiction. It begins by defining internet addiction disorder and comparing behavioral vs physiological addictions. It then discusses various researchers and scales used to study internet addiction, including the Chen Internet Addiction Scale. The document explores attempting to diagnose internet addiction using psychological tests and biomolecular tools like the protein Delta FosB. It outlines potential dangers of internet addiction seen in cases of collapsed gamers and outlines brain changes caused by addiction like dopamine downregulation.
Finalpromoting internet wellness in the philippines (4)Milen Ramos
The document discusses internet wellness initiatives in the Philippines, including:
1. Laws and bills enacted to regulate internet and computer use, especially for minors, such as restricting minor access at internet cafes.
2. Community efforts like information campaigns and city ordinances limiting minor access hours.
3. Institutional initiatives at universities to prevent internet/computer addiction through counseling programs, seminars, and awareness campaigns.
4. Focusing future research on epigenetics to better understand the vulnerability of Filipino children with parents working abroad due to the impacts of parental separation on child development.
Xyzmusts to know about internet addiction (1)Milen Ramos
This document discusses internet addiction and provides an overview of the topic. It begins by outlining how internet addiction came to be studied as a disorder and some of the key players in the field. It then discusses attempts to diagnose internet addiction using psychological tests and molecular tools like examining Delta FosB expression. The dangers of internet addiction are examined by looking at case studies and the biological mechanisms involved like dopamine dysregulation. The document ends by proposing future directions for research, including examining the epigenetic factors related to increased vulnerability to internet addiction.
This document discusses brain waves and neurofeedback. It describes the different types of brain waves (delta, theta, alpha, beta, gamma) and what states each is associated with. It then discusses classic EEG which is used to diagnose neurological issues like seizures. Next, it covers neurofeedback (EEG biofeedback) which is used for diagnostics and therapy by teaching patients to regulate their brain waves. It also discusses 3D neurofeedback using LORETA which provides more advanced brain imaging and targeting of networks during neurofeedback training. Midbrain activation and the Shichida method of right brain training is briefly covered.
Powerpoint inside the mind of an abuser finalMilen Ramos
This document discusses personality disorders and their potential role in abusive relationships. It outlines the main personality disorder clusters and describes several specific disorders - paranoid, schizoid, schizotypal, antisocial, histrionic, narcissistic, borderline, avoidant, dependent, and obsessive-compulsive personality disorders. For each disorder, it provides an overview of traits and symptoms. It also explores potential root causes and risk factors, such as family environment, childhood experiences, and parenting styles.
2016 psychological remedies available to abused women and childrenpptMilen Ramos
This document discusses various psychological issues related to abuse and provides potential psychological remedies. It begins by classifying abuse in several ways, such as by motive and degree of injury or by type of injury (physical, mental, sexual). It then discusses common psychological syndromes associated with abuse like rape trauma syndrome, domestic stockholm syndrome, post traumatic stress syndrome, and false memory syndrome. The document also covers classification of abuse in adults, intimate partner relationship distress in the DSM-V, common issues for abused individuals, and potential psychological remedies focused on prevention and management.
Xpowerpoint on forensic insight on cause of sudden death among online gamersMilen Ramos
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2. A norm-referenced test / NRT is a type of test , assessment , or evaluation which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured. This estimate is derived from the analysis of test scores and possibly other relevant data from a sample drawn from the population. The term normative assessment refers to the process of comparing one test-taker to his or her peers .Norm-referenced assessment can be contrasted with criterion-referenced assessment and ipsative assessment .
3. In contrast, norm-referenced tests (NRTs) are made to compare test takers to each other. On an NRT driving test, test-takers would be compared as to who knew most or least about driving rules or who drove better or worse. Scores would be reported as a percentage rank with half scoring above and half below the mid-point (see NRT fact sheet).
4. Criterion-referenced tests (CRTs) are intended to measure how well a person has learned a specific body of knowledge and skills. Multiple-choice tests most people take to get a driver's license and on-the-road driving tests are both examples of criterion-referenced tests. As on most other CRTs, it is possible for everyone to earn a passing score if they know about driving rules and if they drive reasonably well
5. By contrast, a test is criterion-referenced when provision is made for translating the test score into a statement about the behavior to be expected of a person with that score. The same test can be used in both ways. Robert Glaser originally coined the terms norm-referenced test and criterion-referenced test .
6. ipsative assessment which is assessment against yourself, or more particularly against your own "personal best" performance. It is more relevant to performance coaching, special needs education and therapy than to most mainstream teaching .
7. Standards-Referenced Tests A recent variation of criterion-referenced testing is "standards-referenced testing" or "standards based assessment." content standards (or "curriculum frameworks") which describe what students should know and be able to do in different subjects at various grade levels. performance standards that define how much of the content standards students should know to reach the "basic" or "proficient" or "advanced" level in the subject area. Tests are then based on the standards and the results are reported in terms of these "levels," which, of course, represent human judgement.
8. Norm-referenced tests compare people to each other. Criterion-referenced tests compare a person’s performance to a specified standard. Norm-referenced tests are especially useful in selecting relatively high and low members of a group. Criterion-referenced tests are useful in specifying those who meet or fail to meet a standard of performance. A good item on a norm-referenced test is one that some pass and some fail. An item that everybody (or most) passed would be eliminated from a norm-referenced test. On the other hand, on a criterion-referenced test being used to evaluate instruction, such an item might be very valuable.
9. Test Scores Tests are used to measure behavior. Measurement is a comparison procedure. In norm-reference testing, comparisons are made to the performance of other people. In criterion-referenced testing, comparisons are made with a standard of performance
10. A frequency distribution graphically depicts how many people received what scores on a test. The vertical axis on the graph shows the "how many" people, the horizontal axis shows the "what scores
11. statistics for describing the set of scores that make up a frequency distribution are the mean and the standard deviation.
12. The mean (M ) is an average. All of the scores (Xs) are summed and then divided by the number of scores (N). This tells us where the "middle" of the frequency distribution is. M = Sum Xs N
13. The standard deviation (SD) is a measure of the degree to which scores in a distribution deviate from the mean. It can be thought of as the average of the deviations from the mean The standard deviation tells us how far the scores in a distribution spread out from the mean on the average
14. The mean and the standard deviation of a distribution can be used to convert each score in the distribution to standard scores (SS) . The raw scores are expressed as a deviation from the mean, and then they are divided by the standard deviation. SS = x -M SD
15. The sign of a standard score tells you immediately whether the score is above or below the mean. Most raw scores will fall between +3 and -3 on a standard score scale. Standard scores provide one kind of "consistent frame of reference" for comparing scores of individuals within a distribution, and between distributions involving different measurements.
16. The most common approach to comparing scores in criterion-referenced testing is to compute the percent right . These scores tell how close one comes to meeting the objective the test was designed to measure
17. Standard scores discard the absolute level of performance in looking at score distributions. Percent right scores retain this information and are generally more informative when one is concerned with teaching mastery or competency
18. Norm Referenced Given a set of scores, a mean and standard deviation can be computed to describe the frequency distribution for those scores. The mean and standard deviation can then be used to express raw scores in standard score form. Standard scores readily tell where a score falls in a frequency distribution relative to other scores.
19. Criterion Referenced Given a set of scores, we can compute a mean and standard deviation, but it is unlikely that the latter would be used if computed. A frequency distribution can be plotted if desired. Standard scores would not be used. Instead, percent right scores would be computed to see how many students met a criterion of say 85 or 90 percent right
21. two types of tests that are used to assess personality are projective and objective tests
22. derive their name from the psychoanalytic concept of projection , the mechanism whereby psychological states or processes in the self are seen as pertaining to an object in the outside world. Projection is most commonly regarded as a defence mechanism, a means whereby the ego protects itself from anxiety, associated with unpleasant or unacceptable thoughts and feelings, by attributing them to others.
23. This aspect of projection, however, is not part of the rationale of projective techniques, which can be used without necessarily accepting the tenets of psychoanalytic theory. A more helpful definition of projection in this context is the process whereby the individual 'projects' something of himself or herself into everything he or she does, in line with Gordon Allport's concept of expressive behaviour. The aim of projective techniques is, then, to provide stimuli or situations, to which variations in response may be interpreted in accordance with a set of rules.
24. In all of these, as well as in the Rorschach and the TAT, it is possible to achieve some measure of quantification of the data, and so to claim that measurement has taken place. Measurement, however, is not a primary concern of projective psychology, a fact reflected in the choice of the term 'techniques' rather than 'tests' in the title of this entry.
25. Interpretative hypotheses are, of course, attached to Rorschach variables, and to other projective 'indicators'. In some cases, as in the formulation of a set of 'signs' of brain damage, criteria for validation are available, and would appear, in that particular case, to have been met. In others, particularly when a form of response relates to experience rather than to behaviour, demonstration of validity presents more serious problems
26. In the cognate field of reliability, test–retest reliability presupposes personality to be static, and in statistical terms can be applied only to single-category scores, whereas the projective standpoint has always been that a protocol must be interpreted as a whole.
27. Projective tests involve questions that are open-ended and relatively unstructured which allows the person being tested to have more freedom to respond appropriately. Inkblot tests are a major example of projective tests. These tests are highly unstructured and the responses and outcomes can be determined and interpreted in various ways. Responses are scored based on what shape is seen on the inkblot as well as what pattern or theme is noticeable in the individual's choices
28. Objective tests are very different from projective tests. These tests are very structured questionnaires involving multiple choice and true or false questions. These tests are scored in a basic manner based on the assumption that people generally agree on the scores. These tests leave people very little freedom and choice when responding.
29. Because scoring is very straight-forward and each answer receives a certain amount of points based on a point scale, objective tests are a lot more valid and reliable than projective tests. However, a major downfall to objective tests is that people can lie and fake their answers. An individual could easily check off all of the desirable answers containing traits that they wish they had to make them look like a better person.
31. In all of these projectives it is possible to achieve some measure of quantification of the data, and so to claim that measurement has taken place. Measurement, however, is not a primary concern of projective psychology, a fact reflected in the choice of the term 'techniques' rather than 'tests' in the title of this entry.
32. Attempts to make projective testing conform to psychometric standards have in general met with relatively little success; many projectivists indeed believe that such an aim is illusory. Projective techniques are properly regarded as an aid to, rather than an instrument of, diagnosis or other decision-making process . They may be found useful in counselling, in psychotherapy, particularly of the type known as client centred, and in some forms of personnel selection — in short, in any situation in which 'understanding' is regarded as relevant.
34. Though tens of thousands of Rorschach tests have been administered by hundreds of trained professionals since that time (of a previous review), and while many relationships to personality dynamics and behavior have been hypothesized, the vast majority of these relationships have never been validated empirically [ sic ], despite the appearance of more than 2,000 publications about the test
35. "More than 50 years of research have confirmed Lee J. Cronbach's (1970) final verdict: that some Rorschach scores, though falling woefully short of the claims made by proponents, nevertheless possess "validity greater than chance" (p. 636). [...] "Its value as a measure of thought disorder in schizophrenia research is well accepted. It is also used regularly in research on dependency, and, less often, in studies on hostility and anxiety. Furthermore, substantial evidence justifies the use of the Rorschach as a clinical measure of intelligence and thought disorder." [77]
36. Supporters of the Rorschach inkblot test believe that the subject's response to an ambiguous and meaningless stimulus can provide insight into their thought processes, but it is not clear how this occurs. Also, recent research shows that the blots are not entirely meaningless, and that a patient typically responds to meaningful as well as ambiguous aspects of the blo ts
37. Reber (1985) describes the blots as merely ".. the vehicle for the interaction .." between client and therapist, concluding: ".. the usefulness of the Rorschach will depend upon the sensitivity, empathy and insightfulness of the tester totally independently of the Rorschach itself.
42. from a legal standpoint, the Rorschach test images have in fact been in the public domain for many years in most countries, particularly those with a copyright term of up to 70 years post mortem auctoris . They have been in the public domain in Hermann Rorschach's native Switzerland since at least 1992 (70 years after the author's death, or 50 years after the cut-off date of 1942), according to Swiss copyright law . [99][100] They are also in the public domain under United States copyright law [101][102] where all works published before 1923 are considered to be in the public domain. [
43. Controversy ensued in the psychological community in 2009 when the original Rorschach plates and research results on interpretations were published in the "Rorschach test" article on Wikipedia . [116] Hogrefe & Huber Publishing, a German company that sells editions of the plates, called the publication "unbelievably reckless and even cynical of Wikipedia" and said it was investigating the possibility of legal actiion