JAY CACAO CAGUICLA o Considering the consistency of the

test results when the test is

CLINICAL PSYCHOLOGY administered on different occassions
o Employed when measuring traits or
PSYCHOMETRIC PROPERTIES OF TEST characteristics that do not change
(RELIABILITY AND VALIDITY) over time (example: IQ )

RELIABILITY o Hence, test that measure some

constantly changing characteristics
• Test that are relatively free of measurement are not apropriate for test-retest
error are deemed RELIABLE. evaluation (example: mood)
• Be careful with.............
• Measurement error is the discrepancy o CARRYOVER EFFECTS - when
between true ability and measurement of the 1st testing session influences
ability. In short, inaccuracy in scores from the 2nd session
measurement.
“ A psychology attempting to understand human o PRACTICE EFFECTS – when skills
are sharpened by having taken the
behaviour on the basis of unrealiable test is like a
test the
carpenter trying to build a house with rubber
measuring a tape that never records the same o 1st time
Parallel Forms Method
lenght for the same piece of board”.
• Comparing 2 equivalent forms of a test that
• Measurement error = Obtained Score – True
measure the same attribute
Score
o Obtained Score – score from a test • Different items, same diffuculty
that supposedly measures a
construct • 2 forms are administered to the same group
of people – on the same or different
o True Score – the score we are really
occasions (e.g. SB 5 and WAIS 4)
interested in
▪ we can estimate the true
score by finding MEAN or Split – Half Method
average of the observations
from reapeted applications • A test is given and divided into 2
halves that are scored seperately.
When there is a huge discrepancy
between the true score and the o Divided test randomly into
obtained score, the measure is two halves – not advisable
unreliable! when the test is designed to
progressively get more
difficult
DOMAIN SAMPLING METHOD
o Odd-even system
• This address problems created by using a Results on one half are then
LIMITED NUMBER OF ITEMS to represent compared with the results of the
a LARGER and MORE COMPLICATED other
CONSTRUCT.

• Assess the measurement error introduced INTRODUCTION TO CLINICAL ASSESSMENT

by using SAMPLE OF ITEMS rather than
the entire domain • PEARSON PRODUCT MOMENT
CORRELATION – Statistical method to
o Each item on a test is a sample of
analyze degree of correlation between two
the ability or behavior to be variables
measured
GREATER # of items, HIGHER RELIABILTY • KUDER – RICHARDSON 20 OR KR20 –
TESTING FOR RELIABILITY: How to’s? When test items are dichomtomous, scored
0 or 1 (usually for right or wrong)
• Test – Retest Method
• COEFICIENT ALPHA or CRONBACH’S
ALPHA or a – When there are no right or
 wrong answers, such as many personality themselves and
and attitude scales generalization is
• COHEN’S KAPPA – behavioral observation; unnecessary
assesses the level of agreement among
several observers; nominal items
CONTENT VALIDITY
o Behavioral observations
o Assesses the level of agreement • Considers the adequacy of representation of
among several observers the conceptual domain that the test is
o Nominal items ( such as designed to cover
observations )
• The content of the items must be evaluated
carefully that is often subject to expert
>0.75 = excellent agreement judgement
0.40 – 0.75 = fair to good
• Multiple judges rate each items of its match
< 0.40 = poor agreement or relevant to the content.

VALIDITY
CRITERION VALIDITY
• The agreement between a test score or
measure and the quality it is believed to • Tells us just how well a test corresponds
measure with a particular criterion

• The extent to which a test measures what it • Indicates the effectiveness of a test in
is supposed to measure predicting an individuals performance or
Should a test be reliable to be valid? behavior

Yes, in order to be valid, a test must be reliable. • The test served as a substitute for the
measure we are really interested in
Can a test be valid even if it is unreliable?
e.g., criterion:relationship success->take a
No, reliability does not guarantee validity compability test

Three aspects of validity • Criterion validity is predictivity and

concurrent
1. Content-related

2. Criterion – related PREDICTIVE VALIDITY

3. Construct – related • “Does the test predict an individual’s

performance in specific abilities?”
Note: these are not types of validity, rather, they are
merely categories. e.g., Predictor variable: DLSU-CAT
CRITERION: College GPA
FACE VALIDITY
CONCURRENT VALIDITY
• The mere apperance that a measure has
validity
• Relevant to tests employed for diadnosis of
existing status rather than prediction of
• The test “looks like” it is valid to the test-
future outcomes
taker
o Motivates test-takers ☺ • “does the measure relate to other
o Makes the test look credible ☺ manifestations of the construct the device
is supposed to be measuring?”
o It can be improved by reformulating
items ☺ e.g., criterion: verbal comprehension test:
WAIS + grades in Language and Reading
o It cannot be inferred from ☹
▪ It assumes that the CONTRUCT VALIDITY
measures have meaning
 • Construct – something construsted by • Robert Stenberg’s Triarchic Theory of
mental synthesis; idea, interalationships Intelligence
among behavioral measures
• Howard Gardner’s Theory on Multiple
o CONSTRUCT VALIDITY is the Intelligences
extent to which the test may be said • Intelligence Testing
to measure a contruct or trait.
• The assessment of a wide range of
o Established through a series of
information-processing or thinking skills
activities in which a researcher
and behavior
simulyaneously defines some
construct and develops • General functioning
instrumentation to measure it.
• More specific cognitive skills
CONVERGENT Validity • Language

• When a measures correlates well with other • Perceptual abilities

tests • Motor functioning
• The measures of the same contructs
converage or narrow in on the same thing Different Types

• Ability Test- measures innate cognitive

e.g., contruct: LIFE SATISFACTION -> measures: abilities
Satisfaction with life scale (SWLS)
Perceived Quality of Life Scale (PQoL) • Aptitude Test- assesses cognitive potential
such as general intelligence, ability to learn
DISCRIMINANT Validity in a particular area.
• Achievement Test- assesses skills and
• When a measures does not correlate
abilities acquired through direct intervention
significantly with variables from which it or instruction.
should differ
• Some widely used intelligence tests
• Ensures that the test measures something • Wechsler scales (David Wechsler)
unique
• Wechsler Preschool and primary Scale of
construct: LIFE SATISFACTION Intelligence (WPPSI-R)

measures: pqOl – specific • Wechsler Intelligence Scale for children

SWLS – general
• Wechsler Adult Intelligence Scale (WAIS-III)
Validity in a nutshell • Wechsler Individual and Achievement Test
(WIAT-II)
Is the measure valid in terms of its
CONTENTS/ITEMS included?
Scoring and interpretation the wechsler
Is it valid in terms how strongly CORRELATED my intelligence scales
test items are with the CRITERION?
• Successive level approach
Is it valid in how the CONSTRUCT was DEFINED?
• Full Scale IQ

COGNITIVE AND PERSONALITY Assessment • Verbal IQ and Performance IQ

• Index Scores
• What is intelligence?
• Subtest Variability
• Charles Spearman’s 2 Factor Theory
• Intersubtest Variability
• Louis Leon Thurstone’s Multiple Factor’s
Theory • Qualitative analysis

• Raymund Catell’s Fluid and Crystallized

Intelligence
Profile Analysis Assessment of social and emotional functioning

• A flat profile • Personality- refers to enduring styles of

thinking and behaving when interacting with
• Profile with peaks and valleys suggest the world
special strengths and weaknesses and may
provide hypothesis about the client’s • Personality= biological + social =
cognitive style psychological factors

• A profile of subtest scaled scores within • Personality Testing

normal limits • Can be classified into two:
• Objective Testing: with a very specific
questions or statements to which the person
Standford-Binet
responds by using specific answers or rating
scale.
• Can be used from 2 years of age to adult.
• Projective Testing: Uses ambiguous or
• Consists of Verbal and Non Verbal domains unstructured test stimuli such as inkblots
and produce a Full scale
RAVEN’S PROGRESSIVE MATRICES Some Objective Tests
-measures g or general ability
• 16 Personality Factors
- Nonverbal intelligence
• Myers- briggs Type Indicator
• NEO Personality Indicator
Neuropsychological Tests
• Minnesota Multiphasic Personality Inventory
• Focus on brain-behavior relationships, such • Edwards Personal Preference Schedule
as intellectual, abstract reasoning memory,
visual perceptual attention, concentration • Panukat ng Pagkataong Pilipino
and language functioning. • Panukat ng Ugaling Pilipino
• Widely used Neuropsychological Test
• Bender Gestalt Visual Tests Some Projective Tests

• Task: copy figures on nine cards • Figure Drawings

• Assesses visual-motor functioning and visual • Draw A Person
perception among adults and children
• Draw A Family
• Assesses possible brain organicity and
maturation of brain development • - House Tree Person
• Sentence Completion Test
CLOCK DRAWING TEST • Hand Test
• Rorschach Inkblot Test
• Instructions
• Thematic Apperception Test
• Draw a face of a clock
• Luscher Color Test
• Add the arms of the clock, indicating the time
‘ten minutes after eleven’
Draw A Person
• Assesses
• Orientation, conceptualization of time • 8 ½ x 11 bond paper, pencil
• Visio-spatial organization memory • House/tree/person- drawings that symbolize
• Numerical knowledge the important aspects of the child’s world

• Concentration • Interpretation: House: Home life and family

relationships.
• Tree and Person: Self
• KINETIC FAMILY DRAWING
• 8 ½ x 11 bondpaper, pencil
 • Family dynamics FOCUSES
• Administration: I want you to draw your
• Intellectual, emotional, biological, psychological,
family
social, behavioural, aspects of human functioning
• Interpretation: Activity and energy level across the life span in varying cultures and all
• - Proximity socioeconomic levels.

Sentence Completion Tests DISTINCTIONS AMONG MENTAL HEALTH

PROFESSIONALS
• Consists of Items stems
• Psychiatrist M.D. – prescribe meds
• Administration: Complete the following (drug therapy)
phrases.
• Interpretation: Rating the severity • Clinical Psychologist- P.H.D
• THE HAND TEST psychological assessment, psychotherapy,
diagnosis
• 9 3’’x5’’ cards with different pictures of hands
and 1 3’’x5’’ blank card. • Counseling Psychologist- P.H. D. training
• Administration: What might this hand be
doing • Psychiatrists do not do psychological test-the
clinical attitude of clinical psychologists
Thematic Apperception Test differentiate then from other professionals

• 31 ambiguous cards • Clinical eye- ability to judge and then do

assessment
• 10 cards are given
• Administration: This is a test of imagination, • Theoretical training, vast work experience---X
one form of intelligence. factor • Clinical attitude- means clinical
• Interpretation: Look for Themes psychologists combine knowledge generated by
clinical and other research in order to understand
• RORSCHACH INKBLOT TEST
and help a particular person.
• 10 cards with inkblots on them are
presented, one by one, to the individual. • Idiographic vs. nomothetic level of research
• Administration: Encoding of responses
verbatim: What might this be? • Individual assessment vs. knowledge
not generated by Nomothetic
• Inquiry: I want to see the things that you see
and make sure that I see them like you do • Empirical knowledge and Individual assessment-
understanding and helping the Filipino Clinical
• Interpretation: Psychologist (Bulatao, 1983)
• Structural Summary: composite of code
frequencies, ratios, percentages and • What are the functions?
numerical deviations.
• Who are allowed to do these functions • What are
• Ideation, information Processing, Cognitive
the job requirements?
Mediation, Control and Tolerance for stress,
Affect, Self- Perception, Interpersonal Functions
Perception.
• Assessment
Clinical Foundation
• Psychotherapy
Clinical Psychology- the field of clinical psychology
• Teaching
integrates science, theory and practice to
understand, predict and alleviate maladjustment, • Supervision
disability and discomfort as well as to promote
human adaptation, adjustment and personality • Research
development (APA, 1994)
• Consultation the Professional regulatory Commission (PRC)
pursuant to the RA
• Administration
• Filipino citizen
Job requirements
• Holds at least master’s degree in Psychology
• Maturity-“adult” in the psychological sense • conferred by a CHED, recognized, accredited
Adequate technical training university, college or school

• Adequate experience • With sufficient credits for these subjects •

Advanced TOP
• Cultural awareness- self reflection and
cultural experiences. • Advanced Psychological Assessment •
Psychological Counseling and Psychotherapy • 200
Psychology Law (RA 10029)
hrs of supervision practicum internship or clinical
• seeks to regulate the practice of psychology and experience related to services • Good moral
psychometrics in the Philippines to protect the character
public from inexperienced or untrained
• Not convicted of an offense/ moral turpitude
individuals offering psychological services, and to
nurture competent, upright and assiduous To diagnose or not to diagnose?
psychologists whose standards of practice are
excellent and globally competitive. • Classify in order to treat

Licensed Psychometrician • Assessment- Diagnosis- treatment

1. Administer, score, interpret and prepare written • Objection to diagnosis and classification
report of objective personality tests, structured ✓because diagnostic labels
personality tests
✓has a connection of medical-disease orientation
2. Pencil and paper intelligence, achievement and
interest tests (excluding test and other higher ✓provides no explanation of client’s difficulties
forms of psychological test)
✓says nothing about necessary steps for
3. Conducts screening, interview remediation

4. Licensure examination ✓leads to self-fulfilling prophecy

a. Theories of personality ✓used to excuse client’s behavior

b. Abnormal psychology
✓leads to a preoccupation with finding the correct
c. Industrial psychology label rather than focusing on treatment

d. Psychological Assessment BENEFITS OF PROPER LABELING

5. Filipino citizen • Aids in research, program development

and evaluation
6. Good moral character
• The study of etiology
7. Not connected of any offense, involving
moral turpitude • Development of hypothesis about
individual needs
• Licensed psychologist
• Development of programs
• duly registered and holds a valid certificate of
registration and valid professional identification ✓evaluation of outcomes
card as professional psychologist is Psychology of
✓communication
✓record keeping Psychological test

✓diagnostic labels point out areas of study ❖ a systematic procedure for observing a
✓labeling may elicit altruistic protective responses person’s behavior or performance,
describing it with the aid of a numerical
Diagnosis- clinical models depending on scale or category system
the disorder of the person ❖ Used to assess a variety of mental abilities
and attributes, including achievement,
Do you need to have diagnosis? aptitude, ability, and personality and
neurological functioning.
• Look at the problem itself- diagnose if you want
❖ Provide employers with a method of
to, it does not really help the clients
selecting the most suitable job applicants
LABORATORY PSYCHOMETRICS or candidates for promotion
❖ Diagnosing psychopathology (e.g.,
CONCEPTS AND DISTINCTION personality disorder, depressive disorder).
❖ used in research
Psychometrics- a specialized branch of ❖ may be used as tools in school placement
psychology dealing with mental test, the branch of
psychology dealing with the development and ➢in determining the presence of a learning
application of statistical or other mathematical disability or a developmental delay in identifying
procedures to psychology (Chaplin, 1985) giftedness, or in tracking intellectual development

Psychological testing- refers to all possible uses, ❖ Test Administration- act of giving test ⚫
applications and underlying concepts of Test administrator- person giving a test
psychological tests (Kaplan & Saccuzzo, 1991). (Kaplan & Saccuzzo, 2001).

What is Psychological Test? GENERAL PROCEDURES/ GUIDELINES TEST

ADMINISTRATION
• A tool that measures the difference between
individuals or between the reactions of the same A. Conditions of Testing:
individual under different circumstances
1. Physical Condition- the test is given may affect
• Any tool can be an instrument of good or harm the test scores (e.g. ventilation and lighting)
depending on how it is used
2. Condition of the Person- sate of the person
An objective and standardized measure of a affects the results, if the test is given when he is
sample of behavior fatigued, when his mind is concerned with other
problems or when he is emotionally disturbed,
• Objective (data - based construction)
results will not be a fair sample of his/her
• Standardized (uniformity of procedure) behavior.

• Sample of Behavior (focus of specific construct) 3. Test Condition- the testing condition can often
psych systems and innovation be improved by spacing the test to avoid
cumulative fatigue. Test questionnaires, answer
❖ Test- a measurement device that quantifies sheets and other testing materials must always be
behavior. in good condition so as not to hinder good
❖ Psychological test- a device for measuring performance.
characteristics of human beings that
pertain to overt (observable) and covert 4. Condition of the Day- time of the day may
(intraindividual). influence scores, but rarely important. Alert
❖ Measures past, present or future behavior subjects are more likely
(Kaplan and Saccuzzo, 1991).
❖ To give their best than subjects who
are tired and dispirited. Equally good
 results can be produced at any hour, 2. The person taking the test is usually wise to
however if the subjects want to do well. guess freely. (But the tester is not to give his group
an advantage by telling them this trade secret).
B. Control of the Group
3. From the point of view of the tester, the
1. Group test are given only to those reasonably tendency to guess is an unstandardized aspect of
and cooperative subjects who expects to do as the testing situation which interferes with accurate
tester requests. Group testing then, is a venue for measurement
problem in command.
4. The systematic advantage of the guesser is
2. Directions should be given simply, clearly and eliminated if the test manual directs everyone to
singly. Subjects must have a chance to ask guess, but guessing introduces large chances of
questions whenever they are necessary but the errors.
examiner attempts to anticipate all reasonable
questions by full directions. ❖ Statistical comparison
❖ Do not guess
3. Effective control may be combined with good ❖ Do guess- lesser predictive value ⚫ Wild
rapport if the examiner is friendly, avoid
guessing is to their disadvantage
aggressive, overbearing (arrogant/ bossy) attitude.
❖ Encourage students to respond when
4. The goal of the tester is to obtain useful they can make Informed judgment as to
information about people; Common sense is the the most reasonable answer even if they
only safe guide in exceptional situations. are uncertain.

C. Directions to the Subject: Scoring and Interpreting the Test

1. the most important responsibility of the test ❖ Hand Scoring- small number of answer
administrator is giving directions. sheets
❖ Hole punched scoring stencils (16pf) ⚫
2. It is imperative that the gives the directions Carbon backed (DAT)
exactly as provided in the manual. Simply follow ❖ Strip key scoring is among the most
the printed directions, reading them word for word, difficult to use
adding nothing and changing nothing. ❖ Important to have a dependable clerical
help to do the scoring
D. Judgments Left to the Examiner: ❖ Machine scoring- large number of answer
sheets can be scored in a short period of
1. The competent examiner must possess a high
time
degree of judgment, intelligence, sensitivity to the
❖ Computer assisted
reaction of others, and professionalism, as well as
❖ Answer sheets should be
knowledge with regards to scientific
periodically checked for errors.
❖ Methods and experience in the use
THE RAW SCORE
of psychometric techniques
The measure of performance that is given directly
2. No degree of mechanical perfection of the test
by the scoring rule for a test, before conversion on
themselves can ever take the place of good
the basis of a reference group or a judgmental
judgment and psychological insight to the
recording
examiner.
THE NORM
E. Guessing:
❖ refers to the performances by defined
1. It is against the rules for the tester to give
groups or particular tests
supplementary advices; he must retreat to such
❖ Age related norms-comparison is usually
formula as “Use your judgment.” (But the tester is
with people of the same age
not to give his group an advantage by telling them
this trade secret).
PROFILE Education, any preparatory medicine
course that have closely related field plus
A chart reporting several scores for a person on completion of coursework in test
presumably comparable scales or a string of scores interpretation, Psychometrics, Educational
that could be charted Statistics or a closely related area.

FAKING Qualification Level: B

Giving a self-description intended to create a ❖ A master’s (MA, MS) in Psychology

particular impression, instead of striving to give an Counseling, Therapy, Social work,
honest report. Education, any preparatory medicine
course that have closely related field plus
COGNITIVE AND PERSONALITY ASSESSMENT
completion of coursework in test
Ethical issues in Psychological Testing interpretation, Psychometrics, Educational
Statistics or a closely related area.
1. Competence of the user
Qualification Level: C
2. Informed Consent
❖ A Doctor’s in Psychology, Counseling,
3. Communicating Test Results Therapy, Social work, Education, any
preparatory medicine course that have
4. Confidentiality closely related field plus completion of
coursework in test interpretation,
5. Divided Loyalties
Psychometrics, Educational Statistics ora
6. Test security closely related area. psych systems and
innovation
7. Invasion of privacy
Competent Test Users Should:
8. Labeling
• select appropriate tests after review of the
9. Dehumanization psychometric properties and description of the
test.
10. Utilization of Data
• have knowledge of test materials & manual • not
11. Respecting Property Rights be using the test for purposes not recommended by
developers.
1. Competency of the User
Theoretical Issues
• Had undergone training in the use of these tools,
• Seminars and workshop in psychological • Is your test reliable?
assessment
• Is your test valid for particular purpose?
• Appropriate educational background
• Are you measuring a stable characteristic of the
• The assessment of the competency of the user of person being tested?
the psychological test is not regulated by any
government agency. • If so, differences in scores over time reflect
measurement error or subject variables such as
• Test distributors follow different processes in fatigue.
checking the competency of the test users.
• What is the value of your test result – will it still
Minimum Requirements for Qualified Test User be true next year?
Qualification Level: A • Suppose you test someone as part of a hiring
process. If the test result says that person does
❖ A bachelor's degree (BA, BS) in Psychology,
not have the characteristic you’re looking for, does
Counseling,Therapy, Socialwork,
that mean they could never acquire that • Individual’s freedom to decline, and/or withdraw,
characteristic? is respected.

2. Informed Consent • Have test administered and results interpreted by

trained individuals who follow professional codes of
• Consent requires “affirmative permission before ethics.
actions can be taken”.
3. Communicating Test Result
• Inform the clients about the purpose of the
assessment, instruments, procedures and the • Must fully disclose test results in
meaning of evaluation and assessment results. understandable language

• If a minor is tested, written informed consent • Avoid using theoretical constructs

must be obtained from the parents or legal
guardian. (e.g. crystallized intelligence, ego strength etc.) • Do
not use technical terms in the findings or
Elements of Informed Consent Agreements discussion (e.g. your neuroticism is 6 sten)

• Must be presented in a clear 4. Confidentiality

and understandable manner
• Test results are confidential information
• Reason for the test administration.
• Release of results should only be made to
• Tests and evaluations procedures to be used. another qualified professional after client’s
consent.
• How assessment scores will be used.
5. Divided loyalties
• Who will have access to the results?
• Who is the client? The person being tested or
• Present rights of test taker e.g. to refuse the institution you work for?

Exemption in Informed Consent • What if these parties have conflicting interests? •

How do you maintain confidentiality and
• When it is acceptable to test without getting
security but also explain an adverse decision?
consent? • When it is necessary to test without
getting consent? • Test taker should have the opportunity to
comment on the contents of the report.
• Testing is conducted as a regular activity
• In case of minors, legal guardians should be
• Instructional purposes
accorded rights of access to
• Mandated by law or government regulation.
6. Test Security
- Standards for Educational and Testing, 1985
• Test materials must be kept secured
Rights of Test-Takers (APA)
• Test items are not revealed except in
• Be treated with courtesy, respect, regardless of training programs and when mandated by law, to
age, disability, ethnicity, gender, national origin, protect test integrity
religion, sexual orientation or other personal
• Test items are private property make reasonable
characteristics.
efforts to maintain the integrity and security of
• Be tested with measures that meet professional tests and other assessment techniques. “I
standards and that are appropriate. am scheduled to take the employment test
tomorrow, lend me a test for practice.”
• Receive a brief explanation prior to testing about
the purpose(s) for testing, the kind(s) of tests to be
used.
7. Test Administration • SUBJECTIVE test requires the user to exert
considerable judgment in evaluating test
• administer the tests in accordance with the responses.
procedures
• INDIVIDUAL tests are administered one at a
• Localization of test is encourage but should also time. • GROUP tests are administered to more than
be standardized psych systems and innovation one person at the same time.

Basic Testing Procedure • SPEED test requires completing as many items

as possible in a specified time.
• Be familiar with the content of the test directions
• Administer the test in a conducive area. • POWER test demonstrates the extent of
knowledge with the time factor eliminated as much
• Establish rapport.
as possible.
• Explain the purpose of the test.
• Standardized tests- administered and
• Present the test as an enjoyable learning scored according to specific instructions for
opportunity. • Be alert to the level of fatigue and of uniformity. It has been the result of test and
tiredness. • Avoid prompting or deviating from the retest. Norms are available for standard
procedure. • Administer the test in sequence: interpretation of scores.
ability test, interest, personality (psychometric
• Teacher made tests- are those constructed
then projective)
by the teacher for the purpose of an
• Adhere to the manual for direction informal evaluation of her classroom teaching. •
Individual tests-test designed to be administered to
• Refrain from administering the ability tests in one person at a time. It allows the tester to observe
the afternoon carefully the examinees behavior.

Tests According to Purpose Group tests- are tests designed to be administered

to a group of examinees at a time. Group testing
Intelligence Test - measures cognitive functioning saves time, money and effort.
(fluid and crystallized intelligence); independent of
culture Selecting appropriate tests: Responsibility of
test users
Achievement Test - generally subject specific;
designed to measure level of acquired knowledge • Test users should

Aptitude Tests – measures potential, forecasting 1. First define the purpose for testing and the
of how the individual can perform in the future population to be tested, then select appropriate
test to that purpose and that population based on
Career Interest Test - attempts to match interests a thorough review of the available information and
(preferences, likes and dislikes) with the interests materials.
of persons in known careers.
2. Read the materials provided by test developers
Personality Test - measures enduring styles of and avoid using tests for which unclear or
thinking and behaving when interacting with the incomplete information is provided.
world psych systems and innovation
3. Become familiar with how and when the tests
Tests According to Procedure was developed and tried out.
• PERFORMANCE test requires manipulation of 4. Examine specimen tests, disclosed tests or
objects or perform a task sample of questions, directions, answer sheets,
manuals and score reports before selecting a test.
• PAPER AND PENCIL test requires the examinee
to mark an answer sheet in accordance with
instruction. • OBJECTIVE tests require the user to
exercise little, if any judgment.
5. Ascertain whether the test content and the norm • Informed consent – informing the client about
group/s or comparison group/s is appropriate for both the nature of the information being collected
the intended test takers. and the purposes for the results will be used

6. Select and use only those tests for which the • Relevance – is the information gathered
skills needed to administer the test and interpret through assessment relevant to the purpose?
scores correctly are available. Clinician should be able to clearly state purpose
and benefits of appraisal process psych systems
Test Types and innovation

Clinical Normal 9. Labeling

Objective Projective • Once diagnosed, the label cannot be undone.
(E.g. psychiatric labels can be damaging)
MMPI-2
• When diagnosing, use least stigmatizing
MCMI-III SB5
label consistent with accurate representation
WAIS/WISC
• It does not mean that clinician should always use
Rorschach Holtzman Inkblot Test less or non-stigmatizing diagnostic codes; a
less stigmatizing code that is inaccurate could
16PF RPM prevent the client from receiving appropriate
treatment.
CFIT
• Diagnose if you want to, it does not really help
HTP the clients
TAT OBJECTION TO DIAGNOSIS AND
CLASSIFICATION
Traits, States, and Types:
• Medical-disease orientation
Three fundamental terms related
to personality • Provides no explanation of client’s difficulties
• Traits can be viewed as the distinguishing • Says nothing about necessary steps for
characteristics or qualities possessed by the remediation
individual.
• Leads to self-fulfilling prophecy
• Traits are “dimensions” of individual differences
in tendencies to show consistent patterns of • Used to excuse client’s behaviour
thoughts, feelings and actions.
• Leads to preoccupation with finding the correct
❖ Personality States refer to a temporary label rather than focusing on treatment
behavioral tendency. □ A student may be
described as being in an anxious state BENEFITS OF PROPER LABELING
before finals.
• Aids in research, program development and
❖ Type is regarded as a general description of
evaluation
a person. □ Eg. Extroverted/Introverted.
• The study of etiology
8. Invasion of Privacy
• Development of hypothesis about individuals
• When tested people may feel their privacy
needs
is invaded.
• Development of programs
• The clinician is always ultimately responsible;
this includes scoring and interpretation done by • Evaluation of outcomes
a computer.
• Communication • Does computerized testing and analysis of test
results create a danger of minimizing human
• Labeling may elicit altruistic protective responses uniqueness?

Case formulation; linking assessment to treatment • Humans are very complex – which allows us to be
individuals, different from each other
• Hypotheses about the causes, precipitants and
maintaining influences of a person’s psychological, 11. Obsolete Data
interpersonal and behavioral problems. • Captures
the strengths and weaknesses of the client. • Do not base your assessments
or recommendations or decisions on data or
• Presenting problem (symptoms, frequencies, test results that are outdated for the
duration and severity) • Historical current purpose.

• Familial • Result/report made using psychological tools are

good for 6 months to 1 year. • Test with updated
• Demographic
revision/ edition should be used.
• Cultural
• Outdated tests will not yield valid result.
• Medical
• Intelligence Testing/ Cognitive Tests
• Educational
•The assessment of a wide range of information
• Social information processing or thinking skills and behavior •
General functioning/ability
• Ancillary information that has a bearing to the
presenting problem • Relevant or irrelevant to the • measure only the total product of the various
problem separate and distinct elements of intelligence or
person’s intelligence
• Help understand the client and the way they give
meaning to their experiences • can be best represented by a single score • More
specific cognitive skills
• Psychologists filter relevant information quickly
and efficiently into a treatment plan •Language

Linking client data to treatment decisions using • Perceptual abilities

case formulation
• Motor functioning
• Client Data (Problem, Context, History, etc. )
E.g. of Intelligence Tests
•Theoretical and Empirical Literature/Clinical
Training and Experience 1. Charles Spearman’s 2 Factor Theory

•Assessment and Case Formulation •G factor-factor represents the intelligence

common to ALL intellectual tasks (e.g. IQ, General
•Treatment Planning and Measurement
mental ability)
•Treatment Implementation and Monitoring
•S Factor- factor represents a PARTICULAR ability
•Evaluation and Accountability
of a person such as mechanical, musical,
•Therapy reports arithmetical logical and spatial.

10. Dehumanization 2. Louis Leon Thurstone’s Multiple Factor’s

Theory Factor Analysis
• Some forms of testing remove any human
element from decision making process E.g. hierarchical level of analysis of WAIS and SB5

• Seen as becoming more prevalent with the 3. Raymund Catell’s Fluid and
increase in computer testing Crystallized Intelligence
•Fluid- abilities that allow us to reason think and •Wechsler Preschool and primary Scale
acquire new knowledge of Intelligence (WPPSI-R)

•Crystallized intelligence- knowledge •Wechsler Intelligence Scale for children

and understanding that we have acquired •As
people age fluid intelligence declines while •Wechsler Adult Intelligence Scale (WAIS-III)
crystallized intelligence increases
•Wechsler Individual and Achievement Test (WIAT-
4. Robert Stenberg’s Triarchic Theory of II) Scoring and interpretation the
Intelligence Wechsler Intelligence Scales

a. Analytical Intelligence (academic skills) •Successive level approach

b. Creative Intelligence (focuses on developing, •Full Scale IQ

applying new ideas, and creating solutions)
1. Verbal Comprehension Index
c. Practical Intelligence- focuses on selecting and
2. Perceptual Reasoning Index
shaping real-world environments and experiences
3. Working Memory Index
5. Howard Gardner’s Theory on Multiple
Intelligences 4. Processing Speed
5. Potting the Score
• Naturalist (nature smart)
Profile
• Musical (sound smart)
Subtest Scaled Score Profile
• Logical-mathematical (number/reasoning smart)
• Verbal IQ and Verbal Comprehension
• Existential (life smart, why we live and why we
• Perceptual Reasoning
die?)
• Working Memory
• Interpersonal (people smart, sensing peolpes’ • Processing Speed
feelings and motives) • Performance IQ
• Subtest
• Bodily-kinesthetic (body smart, mind and
body coordination) Variability

• Linguistic (word smart) (WAIS-4 has 4 indexes)

• Intrapersonal (self-smart) • Intersubtest

• Spatial (picture smart) SI VC IN CO BD MR 12 13 12 12 9 9

Different Types VP FW PCm DS 8 10

•Ability Test- measures INNATE cognitive abilities AR LN SS DD CA 11 8 9 9

•Aptitude Test- assesses cognitive POTENTIAL Variability (15 intersubtests)

such as general intelligence, ability to learn in a
particular area. • Qualitative Analysis/VI

•Achievement Test- assess skills and abilities • Index Scores

acquired through direct
• Profile with peaks and valleys suggest special
INTERVENTION OR INSTRUCTION strengths and weaknesses and may provide
hypothesis about the client’s cognitive style
•Some widely used intelligence tests
• A profile of subtest scaled scores within normal
•Wechsler scales (David Wechsler) limits
• Qualitative analysis/VI. • Personality- refers to enduring styles of thinking
and behaving when interacting with the world
Composite Score Profile
• Personality= biological + social = psychological
VCI PRI WMI PSIFSIQ 112 92 102 92 100 factors

Standford-Binet • Personality Testing -Can be classified into two:

•Can be used from 2 years of age to adult. • Objective Testing: with a very specific questions
or statements to which the person responds by
•Consists of Verbal and Non Verbal domains and
using specific answers or rating scale.
produce a Full scale
• Projective Testing: Uses ambiguous or
RAVEN’S PROGRESSIVE MATRICES -measures g
unstructured test stimuli such as inkblots
or general ability
Some Objective Tests
- Nonverbal intelligence
• 16 Personality Factors
Neuropsychological Tests
• Myers- Briggs Type Indicator
• Focus on brain-behavior relationships, such
as intellectual, abstract reasoning memory, visual • Four Personality Areas
perceptual attention, concentration and language
functioning. • Extroversion VS Introversion (energy level)

• Widely used Neuropsychological Test • Sensing VS Intuition (kind of information noticed

and remembered)
• Bender Gestalt Visual Tests
• Thinking VS feeling (how you make decisions)
• Task: copy figures on nine cards
• Judging and perceiving (how you relate with
• Assesses visual-motor functioning and visual outside world)
perception among adults and children
• NEO Personality Indicator (OCEAN)
• Assesses possible brain organicity and
maturation of brain development • Minnesota Multiphasic Personality Inventory
(clinical) • Panukat ng Pagkataong Pilipino
CLOCK DRAWING TEST
• Panukat ng Ugaling Pilipino
• Instructions
Some Projective Tests
• Draw a face of a clock
• Figure Drawings
• Add the arms of the clock, indicating the time
‘ten minutes after eleven’ - Draw a Person

• Assesses - Draw a Family

• Orientation, conceptualization of time - - House Tree Person

• Visio-spatial organization memory - Sentence Completion Test - Hand Test

• Numerical knowledge - Rorschach Inkblot Test

• Concentration - Thematic Apperception Test - Luscher Color Test

Assessment of social and

emotional functioning
Draw a Person
• 8 ½ x 11 bond paper, pencil • Interpretation:

• House/tree/person- drawings that symbolize the • Structural Summary: composite of code

important aspects of the child’s world frequencies, ratios, percentages and numerical
deviations.
• Interpretation: House: Home life and family
relationships. • Ideation, information Processing, Cognitive
Mediation, Control and Tolerance for stress, Affect,
• Tree and Person: Self Self- Perception, Interpersonal Perception.
KINETIC FAMILY DRAWING The Clinical Assessment Process

• 8 ½ x 11 bondpaper, pencil Definitions

• Family dynamics ➢Testing: Process of sampling Behavior/skills by

using readymade tests.
• Administration: I want you to draw your family
doing something
➢Measurement: Activity that assigns quantitative
• Interpretation: Activity and energy level principle and end with a quantity of psychological
construct.
• - Proximity
➢Evaluation: Process of coming up
Sentence Completion Tests with judgment-to appraise what an individual can
and can’t do.
• Consists of Items stems
➢Assessment: collect process and interpret
• Administration: Complete the following phrases.
information in order to make judgments and
• Interpretation: Rating the severity decisions.

THE HAND TEST Four Pillars of Assessment

• 9 3’’x5’’ cards with different pictures of hands 1. Interview – Case history, intake
and 1 3’’x5’’ blank card. admission interview, mental status interview.

• Administration: What might this hand be doing 2. Observation – Informal and formal types. 3.
Tests – Intellective abilities and personality/socio
Thematic Apperception Test emotional aspect.

• 31 ambiguous cards 4. Informal Methods – Personal

documents, school records, etc.
• 10 cards are given
Purposes of Assessment
• Administration: This is a test of imagination, one
form of intelligence. ➢Classification

• Interpretation: Look for Themes - Diagnosis.

RORSCHACH INKBLOT TEST ➢Description

• 10 cards with inkblots on them are presented, -Explanation of current condition. ➢Prediction
one by one, to the individual.
-Tendencies, future behavior.
• Administration: Encoding of responses verbatim:
What might this be? What is your role as a Clinician?

• Inquiry: I want to see the things that you see and ➢Answer specific questions and aid in making
make sure that I see them like you do relevant decisions
➢Expert in human behavior 6. Communicating findings

➢Understand and appreciate multiple causation, ➢Written Psychological report ➢Result must be
interactional influences, and multiple written and presented in the way that is
relationships.
CLEAR, RELEVANT, to the goal of the assessment,
➢Understand tests and test construction. and USEFUL to the consumer.

The Clinical Assessment Process Context of Clinical Assessment

1. Obtain reason for referral. ➢Psychiatric setting- DSM-IV diagnosis may not
suffice to manage illness
2. Evaluate the referral question.
➢General medical setting- Possible emotional
➢ A parent, a teacher, a psychiatrist, a judge, etc. factors associated with medical conditions
poses a question about a patient.
➢Legal Context- Reliability of witness, quality of
➢ One most understand what the question is all information by witness, quality of another
about, what the referral is actually seeking. professionals assessment, accused person’s
competency, jury selection, child custody,
➢ Contact referral source if needed supporting plea of insanity, etc.
3. Plan data collection ➢Educational Context- Children having difficulties
in school, school placement, etc
➢ Consider the PROBLEM, the ADEQUACY, and
the APPLICABILITY of the test. ➢Psychological Clinic- Clients from various
contexts are self-referred or referred for
➢ Be familiar with the psychological jargons
assessment.
➢ Have an in- depth knowledge about the
Clinical Interviewing
variables that you will measure
Conversation vis-à-vis Assessment Interview: How
➢ Understand PSYCHOMETRIC
they are different?
PROPERTIES (reliability and validity) of a test.
• Clear sequence and organized
➢ Consider AGE, SKILLS/ CAPACITY of
client, INDIVIDUAL vs. GROUPADMINISTRATION • General objective is to gather information

4. Data Collection (Tools and Methods) • Roles: Interviewer directs and controls the
interview
➢ Actual collection of data
• Reviewer must have knowledge about areas
➢ Sources: test scores, behavioral observations, covered in the interview
intake interview, other source ( records, past
evaluation, medical records teacher reports) • One of the most important means of
data collection during psychological evaluation
➢ CASE HISTORY- provides a context
for understanding the client’s problem/s. • Without the interview, test would be meaningless

5. Scoring and Interpreting the Data • GOALS:

➢End product of assessment; description of the ➢ Develop greater understanding in both the
interviewee regarding problem behavior
client’s present level of functioning, consideration
➢ Provide direction and support in helping
relating to etiology, prognosis, and
the interviewee deal with problem
treatment recommendations
behaviors
➢Developing clinical impressions ➢ Provide meaning and validity to test results
• ASSETS: ➢ Includes a chronology of major events in
the person’s life
➢ Results are placed in a wider, more ➢ Primary purpose: To understand
meaningful context individual’s background
➢ Help predict future behavior
➢ Allows clinician to observe the client and 3. STRUCTURED CLINICAL
other interviewees
➢ Allows for establishing rapport with client INTERVIEWS
➢ Provide opportunities to probe
EXAMPLES:
➢ Useful in crisis situations
➢ No single correct way exists to conduct an Diagnostic Interview Schedule
interview
• “Have you ever gone or binges or benders where
• STYLE is influenced by: you kept drinking for a couple of days or more
without setting up?”
1. Theoretical Orientation
• “Has stopping or cutting down on any of these
Example: Psychodynamic or Cognitive Behavioral?
drugs made you sick?”
2. Practical Considerations
4. MENTAL STATUS EXAM (Adolf Meyer,1902)
3. Focus
➢ Brief MSE may be used to determine the
a. CLIENT-CENTERED- nondirective appropriate of more formal psychological
and unstructured; self-change testing
➢ Reviews the major systems of psychiatric
BEHAVIORAL INTERVIEW- directive and functioning
structured; alternating external conditions ➢ Assesses:

4. Goal: Diagnostic vs. Informal/Exploratory • Physical Appearance

a. DIAGNOSTIC- to develop a specific diagnosis • Manner and approach

based on the DSM-V
• Orientation, alertness and thought processes
b. INFORMAL/EXPLORATORY- coping styles,
social support, etc. • Mood and affect

TYPES OF INTERVIEW 5. MINI MENTAL STATUS EXAM (

Folstein,Folstein & Mchugh,1975) o30-point
1. INTAKE INTERVIEW questionnaire used to assess the presence or
absence of cognitive impairment
➢ To determine why the client has come to
the clinic or hospital ➢ Assess:
➢ To judge whether the agency’s facilities,
policies, and services will meet the needs • Orientation
and expectation of the clients
• Registration
➢ Chance to inform the client of matters
such as the functions, fees, policies, and • Attention and Calculation
procedures
➢ Face to face or phone interview • Recall

2. SOCIAL CASE HISTORY • Language

➢ Biographical sketch • Repetition

➢ Often takes a developmental approach
examining and individual’s entire life, • Complex Commands
beginning with infancy
PHASES OF AN INTERVIEW
I. THE INTRODUCTION • Guiding or controlling the termination

➢ Telephone contact RESPONSES TO AVOID

➢ Initial face-to-face meeting
➢ Conversation and small talk • EVALUATIVE STATEMENTS oEvaluating the
➢ Educating clients and evaluating their thoughts, feelings, or actions of another
expectations
➢ Avoid using terms such as “good”, “bad”,
II. THE OPENING “excellent”,”disgusting”.etc.

• The INTERVIEWER’S OPENING STATEMENTS: • WHY QUESTIONS

➢ “Tell me all of what brought you here ➢ It is like asking the person to explain or
this time.” defend his behavior
➢ HOSTILE STATEMENT
• “Tell me” -interest ➢ Giving out sarcastic remarks
➢ REASSURING STATEMENTS o Attempts to
• “All of what” -signals it is alright to include comfort or support the interviewee
details ➢ YES OR NO QUESTIONS
➢ To avoid creating a climate of interrogation
• “Brought you here” -particular concern
• DOUBLE BARRELED QUESTIONS
• “At this time” -to point out factors that lead to the
decision to come ➢ Detracts from the interview because
they confront the interviewee with 2
➢ The CLIENT’S OPENING RESPONSE:
questions at once.
• May struggle to express self
• LONG MULTIPLE QUESTIONS
• Allow them to struggle for a few minutes
➢ Interviewees may answer part of it
• Provide additional structure and avoid the rest

III. THE BODY • LEADING QUESTIONS

➢ Sources of CLINICAL JUDGMENT ➢ Biases the interviewee towards answering

in a way suggested by the interviewer
• Complex skill that involves analysis, evaluation,
decision making, and planning The Interview Process

• Observing while interviewing What interviewers need to know and do…

• Taking notes of important points • BEFORE the interview

IV. THE CLOSING Who will be interviewed?

• Summarizing crucial themes and issues -Person concerned/Client

• Reassuring and supporting the client -significant others (parents, guardians) -review
available background information Obtain reason
• Instilling hope for referral or interview -interview objectives

• Guiding and empowering your client -key areas to look into

• Tying up loose ends What needs to be prepared?

• V. THE TERMINATION -Prepare the questions

• Watching the clock -Prepare the materials

-Room (what should the room look like) -SELF! -resolutions

Determine the structure of the interview - Observe and Record

Structured vs. Unstructured
Physical Appearance
-Close vs. Open-minded questions -Combination is
usually the optimal approach -Non verbal behavior

Practice, practice, and practice -verbal behavior

The physical setting: -attention, mood, affect, and attitude

-with minimal distractions Note taking

-suitable interview room Explain the purpose of note taking -should not
interfere with the interview flow
-seating facilities
-pay more attention to clients more than your
-ventilations notes

-lighting NEVER hide or cover your notes if clients ask

what you have written
-quiet
The questions
DURING the interview
Phrase your questions
Introduce self
-Language
-Name
-Relevance
-Position
-information level
-How you want to be addressed State the objective
of the interview -how data will be used -complexity

-confidentiality and limits -accessibility

-process, including fees Dealing with Difficult Situations: How do you

deal with…
Tap skills
-interviewees trying to take control over
-How to QUIET self and FOCUS on what clients the interview
are communicating
-difficult behavior (resistant clients)
-How to DEVELOP RAPPORT and POSITIVE
WORKING RELATIONSHIP with different clients -emotional upsets or outbursts

-How to OBTAIN DIAGNOSTIC information -disclosure of sensitive topics

LISTENING should be your primary task as a -interviewees giving inadequate or vague answers
clinical interviewer
-uncooperative interviewees
WE LISTEN FOR
-memory difficulties
-comprehension
-silences no response
-emphathy
-irrelevant answers
-evaluation
-derogatory remarks, questioning competence
-violent clients B. Presenting Problem

-interviewees soliciting your opinion -Present Concern

• “What should I do?” -Symptoms/Manifestations

Interviewer discloses about self -Frequency, severity and duration

AFTER THE INTERVIEW C. Events related to the presenting problem

• Review notes -Possible causes or triggers

• Validates data with other sources -Coping/Measures taken

• Integrate with other data D. Medical Background

• Write it up! -Prenatal history

Effective Interviewing: -Past illnesses and birth illnesses

7 Vocational Perspectives -Hospitalization

1. You must know what famous PHILOSOPHERS -Family Medical History

know: the importance of KNOWING.
E. Social and Occupational Background
2. You must know what good Education
LANDSCAPERS know: the TERRAIN.
-Educational History
3. You must have what successful
MUSICIANS have: a GOOD EAR. -Educational Attainment

4. You must do what successful ATHLETES do: -Academic Achievements

PRACTICE!
Personal
5. You must know what good OFFICE MANAGERS
-Personal achievements
know: how to PRIORITIZE.
-Hobbies and interests
6. You must have what efficient WARDROBE
MANAGERS know: to MIX and MATCH. -Short descriptions of core personality traits

7. You must know what good CAR MECHANICS -Important events in life
know: how to TROUBLESHOOT.
-Social Relationships
The Interview Guide
F. Behavioral Observations
A. Demographics
-Physical Appearance
-Name
-Clothing and hygiene
-Age and Birthday
-Behavior
-Contact Number
-Speech/Language
-SES (think of way to ask/observe this)
-Mood/Cooperation/Motivation -Others
-Educational Attainment

-Occupation

-Religious Beliefs/ Religion