Psychological Assessment Flashcards
1
Q
Developed Panukat ng Ugali’t Pagkatao
A
Virgilio Enriquez
2
Q
ACESS
A
The Ateneo Center for Psychological and Educational Assessment
3
Q
APSAL
A
Asian Psychological Services and Assessment
4
Q
First country to implement standard testing on broad scale. “Imperial Examination/ Civil Service Examination”.
A
ANCIENT CHINA
5
Q
Emperor who implemented that to become civil servant, people had to take civil service exams. He founded T’ang Dynasty.
A
Emperor Kao Tsu/ Gaotzu
6
Q
Where first exam for civil service was held.
A
T’ang Dynasty
7
Q
They systematized the test content and fully revived.
A
MING DYNASTY
8
Q
The start of the First organized testing movement was first open to all ___?
A
Males
9
Q
Developed test distinguishing between idiots. Hierarchy of retardation.
Mental-age concept of retardation.
A
Jean Esquirol
10
Q
Focus on sensory discrimination and motor control. Developed treatment of retarded individuals.
A
Eduardo Seguin
11
Q
Functionalism: Testing Movement
Year for American Psychology
A
1880’s to 1990’s
12
Q
He stresses quantification, ranking and rating. The First Psychologist to teach statistical analysis of experimental results.
A
James McKeen Cattell
13
Q
He used the term “Mental test”. Helped found the American Association of University Professors. (AAUP)
A
James Mckeen Cattell
14
Q
First developer of psychological test of mental ability by assessing cognitive functions as a more appropriate measure of intelligence.
A
Alfred Binet
15
Q
Put in place a system of assessment for admission to civil service.
A
Philippines Psych testing Movement Royal Decree on December 20, 1863
16
Q
Dissertation on Philippine Studies in Mental Measurements
A
Manuel Carreon
17
Q
Philippines self administering test of mental ability developer
A
Sinfroso Padilla
18
Q
Reported that psychological tests were being used with the inmates in bilibid
A
Ordonez
19
Q
Developed by the organization of a Research, Evaluation and Guidance Division (Originally called the Measurement and Research Division) of the Bureau of Education in 1924.
A
Monroe Survey
20
Q
Came out with a battery of tests:Philippine Self-administering Test of Mental Ability, Philippine Vocational Interest Record, Philippine Trade Prognosis Test, Philippine Personality Inventory and Philippine Vocational Proficiency Test
A
Research, Evaluation and Guidance Division (REG) of the Bureau of Public Schools
21
Q
Research on test used in clinical and industrial setting in Manila
A
Lazo, Vasquez-de Jesus and Edralin Tiglao
22
Q
Research on trends in psychological testing in educational, training and research institution.
A
Carlota
23
Q
Developed Panukat ng Pagkataong Pilipino
A
Annadaisy Carlota
24
Q
FAPE
A
Fund for Assistance to Private Education
25
PPC/ Philpsycorp
Philippine Psychological Corporation
26
CEM
Center for Education Measurement
27
MSFI
MAVEC Specialist Foundation, Inc
28
BDI
Behavioral Dynamics Incorporated
29
The gathering and integration of psychology related data for the purpose of making psychological evaluation.
Psychological Assessment
30
The use of specific/ systematic procedures to obtain information and convert that information to numbers or scores. (Cohen, 2009)
Psychological Testing
31
A field of study concerned with the theory, technique and development of psychological measurement (Munarriz and Cervera, 2013)
Psychometrics
32
Device or procedure used to obtain information.
Test
33
Provide the teacher with info that is helpful in providing more effective instructional guidance for individual pupils and the whole class.
Instructional Uses of Test
34
Test results provide information that is needed for "quality control".
Administrative Uses of Test
35
Test results are useful in predicting an individual's success in a field of study and thus aids him in choosing an appropriate course of study.
Guidance Uses of Test
36
Uniformity of procedure in administering and scoring the test. Need to establish "norm".
Standardization
37
Determination of the difficulty level of an item or of the whole test based on objective, empirical procedures.
Objective Measurement of Difficulty
38
Method of gathering information through direct communication involving reciprocal exchange.
Interview
39
People involved in creating and developing methods of assessment.
Test Developer
40
Refers to a wide array of professionals who rely on psychological assessment and tools for various purposes.
Test User
41
Refers to the person whom the assessment tools were administered to.
Test Taker
42
The focus of the test. Determines the content of the test and the appropriateness of a certain item format.
Test Domain/ Scale/ Dimension
43
Determines the upper limits of test takers knowledge of skill (performance of tasks). Also known as the Ability Test. Traditionally use interval scale of measurement.
Maximal Performance test/ Ability Test
44
Presents a question and a set of possible answers to a question.
Alternate Choice-Response
45
Presents a question without a set of possible answers.
Free response item
46
Measure usual or habitual thoughts, feelings and behavior. Indicates how test takers think and act on a daily basis.
Typical Performance Test
47
Indicates where the members of a group of test takers fall relative to each other.
Norm Reference Scoring
48
The group to which you are compared with a norm reference scores.
Norm Group
49
We administer the test to this group and use the responses of those test takers to develop a scale for our norm reference scores.
Standardization Sample
50
Indicates where test takers fall relative to the content of the test.
Criterion Reference Scoring
51
Present the absolute strength to each characteristic tested.
Normative Scores
52
Compare the relative strength of different characteristics within a test taker and therefore often use "forced choice" test items.
Ipsative Score
53
Adopted Code of Ethics for Clinical Psychologists in the 1980s.
Psychological Association of the Philippines (PAP)
54
Appointed immediate past president as Chair of the Scientific and Professional Ethics Committee on 2008.
Dr. Allan B. I. Bernardo
55
Date of the final ratification of the finalized proposed Code of Ethics for Philippine Psychologist.
July 24, 2009
56
Psychologists in the Philippines adhere to the following ___ that was adopted unanimously by the General Assembly of the International Union of Psychological Science in Berlin on July 22, 2008.
Universal Declaration of Ethical Principles for Psychologists
57
The objectives of the Universal Declaration are to provide a moral framework and generic set of ethical principles for psychology organizations worldwide. This could be found in what part of Code of Ethics?
Preamble
58
In Priniciple I, Respect for Dignity of Persons and People, respect for the customs and beliefs of cultures are only limited when?
A custom/belief seriously contravenes the principle of respect for the dignity of people or causes serious harm to their well-being.
59
In Principle II, it is our duty to __ benefits and. __ potential harm to individuals/ groups or communities.
Maximize benefits, minimize harm
60
Priniciple III is about ____ . It is based on honesty, truthful, open and accurate communicatiobs.
Integrity
61
According to Principle III, we have to avoid incomplete disclosure of information unless __?
Complete disclosure is culturally inappropriate or violates confidentiality, or carries the potential to do serious harm.
62
Principle IV is about the Professional and Scientific Responsibilities to Society. One of it's responsibility is to use psychological knowledge for beneficial purposes and to protect it from what?
Being misused, used incompetently, or made useless.
63
This part of Code of Ethics refers to how we resolve ethical issues, adhere to highest standards, respect rights and dignity of clients, maintain confidentiality, ensure truthfulness and accuracy and observe professionalism in records and fees.
General Ethical Standards and Procedures
64
In instances where our code of ethics conflicts with the law, regulations or governing legal authority, what is the appropriate action to resolve the conflict?
Resolve the conflict while being committed to our code of ethics. If cannot be resolved by such, adhere to the law.
65
In conflicts between ethics and organizational demands, what do we do?
Make our code of ethics known to the organization and declare our commitment and adherence to the code.
66
When we become aware that another psychologist violated our code for ethics, how do we resolve the issue if informal resolution is sufficient and do not violate confidentiality rights?
Bring it to the attention of the psychologist.
67
Reporting violation of the code of ethics to appropriate authorities does not apply when?
An intervention would violate confidentiality rights or when we are called to review the work of another psychologist whose professional conduct is in question.
68
When do we refrain from filing ethical complaints?
When we have reckless disregard to wilfull ignorance of facts that would disprove allegations of ethical violations.
Without supporting factual evidence.
69
We shall provide services, teach and conduct research only within the boundaries of what?
Our competence.
70
We may provide services to necessary services which we do not have existing competence, so as not to deprive individuals or groups, as long as?
We have closely related prior training or experience
We make reasonable effort to obtain the competence required by undergoing relevant research, training, consultation or thorough study.
71
When assuming forensic roles, we shall be reasonably familiar with what rules?
Relevant judicial or administrative rules
72
Shall we make our services available in emergency situations if we lack the training appropriate to the case? Why/ Why not?
Yes, to ensure individuals are not deprived of the emergency services they require at that time.
73
What shall be our bases for our work?
Established scientific and professional knowledge of the discipline.
74
Why should we avoid delegating work to persons who have multiple relationships with those being served?
It would likely lead to exploitation or loss of objectivity.
75
To whom shall we authorize responsibilities?
To persons expected to perform competently on the basis of their education, training or experience.
76
When shall we refrain from initiating an activity?
When there is a likelihood that our personal problems will prevent us performing work related activities in a competent manner.
77
What appropriate measures shall we take when we become aware of personal problems that may interfere with performing work-related duties adequately?
Obtain professional consultation or assistance, determine whether we should limit, suspend or terminate these work related duties.
78
We do not engage in sexual harassment as defined in what law?
Philippine Anti-Sexual Harassment Act (RA No. 7877)
79
When harm is foreseeable but unavoidable, what shall we do?
Minimize harm.
80
How does multiple relationships occur?
When a psychologist is in a professional role with a person and at the same time, is in another role with the same person/ person closely related to the person whom we have a professional relationship with/ promises to enter into a future relationship with a client or person closely related to them.
81
When shall we refrain from taking on a professional role?
When personal/scientific/ fininacial/ or other interests/relationship could reasonably be expected to impair our objectivity, competence or effectiveness as psychologists
Or
Expose the person/organization with him our professional relationship exists to harm or to exploitation.
82
When we agree to provide services to a person or entity at the request of a third party, we shall attempt to clarify at the outset of the service the nature of the relationship with all individuals or organizations involved. This clarification includes what?
Our expected role, identification of who is the client, the probable uses of the services provided or the information obtained and the fact that there may be limits to confidentiality.
83
We shall not __ persons over whom we have supervisory, evaluative or other authority.
Exploit
84
What language shall we use in our informed consent?
Language that is reasonably understandable to the person
85
What shall we do for people who are legally incapable of giving informed consent?
Provide an appropriate explanation, seek an individual's assent, consider such a person's preferences and beat interest and obtain appropriate permission from a legally authorized person, if substitute consent is permitted/required by law.
86
When delivering services to or through organizations, when shall we provide information to clients about the nature & objectives of services, and etc.?
Beforehand.
87
If we are precluded by law or organization rules from providing information to particular individuals or groups, what shall we do?
Inform those individuals or groups at the outset of the service.
88
In cases where the client is minor or is legally incapable of giving informed consent, who should we inform about the limitations of confidentiality?
Primary guardian or legal representative
89
Before the actual interview, session or any other related psychological activities, what should we explain to the client?
All anticipated uses of the information they will disclose.
90
In court cases, what kind of information should we release?
Pertinent to the legitimate request of the court.
91
To whom should we discuss confidential information we obtained from our work when we consult cases with our colleagues?
To persons concerned or only for scientific, medical and professional uses.
92
To whom could we disclose confidential information if it is self-referral and what do we need?
Only to the source of referral with a written permission from the client.
93
What are the valid purposes for disclosing information without consent of the client or legal representative?
When mandated/permitted by law .
When professional services are needed to be provided.
When appropriate professional consultations are needed to be obtained.
When the client, psychologist or others are needed to be protected from harm.
When payments for psychological services are needed to be obtained from a client who does not pay for services as agreed.
94
When confidential information is needed to be shared with schools, organizations, social agencies or industry, who is allowed to supervise such releases?
Only qualified psychologists
95
Release of information gathered from school, hospital, office or organization that became part of the institution where it was obtained can be acquired only with what?
Prior approval from management.
96
We do not discuss with our colleagues or other professionals confidential information that could lead to ___, unless the client gave consent or cannot be avoided.
Identification of the client
97
We do not reveal confidential and personally identifiable information of our clients in our writings, lectures, classroom discussions or other public media unless?
Client or legal representative consented in writing;
There is a legal authorization
Adequately disguise the client.
98
What kind of information shall be included in announcements through telephone listings, brochures and calling cards for professional services?
Name, highest relevant academic degrees earned, certification status, address, contact numbers, office hours and brief listing of the type of psychological services or programs offered.
99
In all spoken, written, printed communications or electronic transmission, we do not make ____ statements concerning ourselves or our colleagues.
False/Deceptive/ Fraudulent statements
100
We claim degrees as credentials for our psychological services only if these degrees were earned from what?
CHED recognized educational programs or from accredited foreign educational programs.
101
Can we compensate or give anything of value to representatives of the press, radio, television, electronic transmission of other communication mediums, in return for professional publicity?
No.
102
When making public statements or when involved in public activities, we clearly state whether we are representing ourselves as what?
Private citizens, members of specific organizations or groups, representative of the discipline of psychology.
103
We may claim that our services are of superlative quality, and that we give better services than other psychologists or practitioners. True or False?
False.
104
We don't advertise, claim, or imply the certainty of cure for any conditions to be treated nor the certainty of success of our psychological services. True or false?
True.
105
We should advertise or offer refunds of money to dissatisfied users of our psychological services. True or False?
False.
106
We may ask for testimonials from current and past clients, their legal representatives or other persons who might be vulnerable to undue influence of our psychological services, activities or programs. True or False?
False
107
What are the reasons why we should create records and data relating to our professional and scientific work?
To facilitate provision of services by ourselves or by other professionals.
To allow for replication and evaluation of our research.
To meet institutional requirements.
To ensure accuracy of billing and payments.
To ensure compliance with relevant laws.
108
What should we do to avoid inclusion of any personal identifiers when confidential information is entered into databases or other systems that are available to other people?
Use codes and other techniques.
109
In the event that we withdraw from a position or practice, what should we do?
Made advanced plans to facilitate appropriate transfer and to protect confidentiality of records and data.
110
May we withhold records that are requested and needed by our client's emergency treatment, because payment has not been received?
No.
111
Shall we reach an agreement with recipients of our psychological services about compensations and billing requirements?
Yes, as early as feasible.
112
What are the basis for our expert opinions that we provide through recommendations, report and diagnostic or evaluative statements?
Substantial information and appropriate assessment techniques.
113
We provide expert opinions regarding the psychological characteristics of a person only after what?
Employing adequate assessment procedures and examinations to support our conclusions and recommendations.
114
What should we discuss with the client if we are asked to provide opinions about an individual without conducting an examination on the basis of review of existing test results and reports?
Limitations of our opinions and basis of our conclusions and recommendations.
115
We gather informed consent prior to the assessment of our clients except what kind of instances?
Mandated by law
Implied such as in routine educational, institutional, and organizational activity.
When the purpose is to determine the individual's decisional capacity.
116
The limitations of the obtained data are discussed in what?
Results, conclusions and recommendations.
117
We do not base our interpretation, conclusions and recommendations on __ test results.
Outdated
118
We do not provide interpretations, conclusions, and recommendations on the basis of __.
Obsolete tests
119
In reporting the test results to the client, we must take into consideration the _, _, and _ of test.
Validity, reliability, appropriateness
120
We do not release test data in the forms of _ scores unless regulated by the court.
Raw and scaled scores
121
Where test results have to be communicated to relatives, parents or teachers, we explain them through a _ language.
Non-technical language
122
When test results need to be shared with schools, social agencies, the courts or industry, who shall supervise such releases?
We shall supervise.
123
The administration and handling of all test materials shall be handled only by?
Qualified users or personnel.
124
We do not promote the use of assessment tools and methods by unqualified persons except when?
It is for training purposes with adequate supervision.
125
Are clients allowed to withdraw from therapy?
Yes.
126
In instances where there is a need to provide generally recognized techniques and procedures that are not yet established, what shall we obtain from clients?
Consent for their voluntary participation.
127
We do not enter into a client- clinician relationship other than for what purpose?
Professional purpose.
128
We do not engage in sexual intimacies with our current and former clients, their relatives or their significant others for at least ___ after cesation of our therapy with them.
2 years
129
We assess and ensure the balance between young people's dependence on adults and their capacity for acting independently. What issues shall we consider?
Their capacity to give consent
Confidentiality issues
Receiving of service independent of the parent and legal guardian's responsibility.
130
We ensure that referrals with colleagues are discussed and consented by ?
Our clients.
131
What are the valid reasons to terminate therapy?
When we are quite sure that our client no longer needs the therapy
Not likely to benefit from therapy
Would be harmed by continued therapy.
132
In cases when therapy is prematurely terminated, we provide __ and __.
Pretermination counseling and appropriate referrals.
133
May an instructor modify the course content when he/she considers it pedagogically necessary or desirable?
Yes, so long as students are made aware of these modifications in a manner that enables them to fulfill the course requirements.
134
In course or program related activities, we shall not require students or supervisees to disclose personal information except in what cases?
The program or training facility has clearly identified this requirement in its admission program materials or
The information is necessary to evaluate or obtain assistance for students whose personal problems prevent them from performing in a competent manner or posing a threat.
135
When individual/group therapy is a program or course requirement, there should be an option of what?
Selecting such therapy from practitioners who are not affiliated with the program.
136
Faculty who are likely to be responsible for evaluating students academic performance do not themselves provide that therapy. True or False?
True.
137
Information regarding the process for providing feedback to students and supervisees should be provided to the student at what part of supervision?
Beginning.
138
We must not engage in sexual relationships with students or supervisees who are __.
In our department, agency, or training center or over whom we have or are likely to have evaluative authority.
139
We do not contravene nor engage in research which contravenes __.
International humanitarian law.
140
What should we obtain when we consult research with persons below 18 years of age?
Informed assent and informed consent from their parents or legal guardians.
141
When we consult research with adult participants who have difficulties in comprehension or communication, to whom shall we obtain informed consent and approval?
Informed consent from adult family members and approval from independent advisors.
142
Informed consent for conducting research should include:
Purpose of research, expected duration, procedures
Mutual responsibilities
Right to decline or withdraw
Foreseeable consequences of declining or withdrawing
Potential risks, discomfort, adverse effects
How to rescind consent if desired
Any prospective research benefits
Protection and limits of confidentiality or anonymity
Incentives for participation
Whom to contact for questions about research and participants rights
143
When conducting experimental treatments, we must clarify participants about experimental nature, available treatment alternatives, means by which assignment to treatment and control groups will be made, services that will or will not be available to control groups and compensation or monetary costs including reimbursement on what part of the research?
Beginning.
144
We may need to obtain informed consent on more than one occasion on what type of research?
Longitudinal Research
145
We must obtain informed consent from participants before recording their voices or images except when?
It consists of naturalistic observation in public places with no harm
It includes deception and consent is obtained during debriefing
146
May we make research participation as a course requirement or an opportunity for extra credit?
Yes, as long as we inform them about equitable alternative activities that could fulfill their educational or employment goals.
147
We may dispense informed consent only when:
Research would not distress or create harm fk participants .
Normal educational practices conducted in educational settings.
Only anonymous questionnaires, naturalistic research or archival research.
The study of factors related to job or organization effectiveness would not affect participant's employability.
Mandated by law or an institutional regulation.
148
We may fairly compensate participants unless _.
Compensations are refused in advance.
149
Why couldn't we offer undue, excessive or inappropriate reward for research participation?
It could likely pressure or coerce participation.
150
May we offer psychological and professional services as an incentive for research participation?
Yes, as long as we clarify the nature of services including risks, obligations and limitations.
151
We refrain from conducting research involving deception, except when:
The use of deceptive techniques is justified by the study's significant prospective scientific, educational, medical or applied value.
Effective non-deceptive alternative procedures are not possible.
152
When should we explain any deception as an integral feature of design and conduct of an experiment to participants of research?
Preferably at the end of participation but not later than the end of data gathering.
153
We __ by informing the participants that they have contributed to the body of knowledge and make sure that they learned from their participation.
Debrief
154
What should we do if participants trust have been lost due to incomplete disclosure or temporarily leading participants to believe that the research had a different purpose?
Seek to reestablish trust and assure them that the research procedures were carefully structured and necessary for scientifically valid findings.
155
When is observational research acceptable?
When those being observed would expect to be observed by strangers.
156
What are the sufficient reasons to use animals in research?
Further increase understanding of structures and processes underlying human or animal behavior.
Increase understanding of specific species used in the study.
Eventually augment benefits to the health and welfare of humans or other animals.
157
If possible, who shall supervise all procedures in research involving animals?
Psychologists trained in research methods and experience in the care of laboratory animals.
158
We may only use a procedure causing pain, stress and privation to animals when:
Alternative procedure is unavailable.
The goal is justified by its prospective scientific, educational or applied value.
We minimize the discomfort, infection, illness and pain of animal subjects.
159
We perform surgical procedures with appropriate __ to avoid infection and minimize pain during after surgery in animals.
Anesthesia
160
Why is it recommended to consult with groups, organizations, or communities studying the findings of our research?
To increase accuracy of interpretation and minimize risk of misunderstanding and misinterpretation or misuse.
161
We do not __ data.
Fabricate
162
If we discover significant errors in our published data, we act quickly to correct it in a __
Correction, retraction, erratum or other appropriate publication means.
163
We may present any portion of others work or data as our own if the source is cited occasionally. True or False?
False.
164
Where must minor contributions to the research be acknowledged?
Footnotes or introductory statement.
165
When an article is mainly based on a student's thesis or dissertation, how do we credit the student?
Primary authorship.
166
Is it acceptable to republish data?
Yes, as long as proper acknowledgement is cited.
167
Should we share and not withhold our data to other competent professionals who seek to verify and reanalyze the research results?
Yes provided that they obtain prior written agreement for the use of data; they intend to use it solely for the purpose declared; they will hold responsibility for costs associated with the release of data; confidentiality of participants are protected.
168
In cases wherein our research touches on social policies and structures of communities which we do not belong to, what is appropriate to do?
Discuss the limits of our data with respect to their social policy.
169
What shall we do with disconfirming evidence about our findings and views?
Do not conceal; acknowledge hypotheses and explanations.
