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Psychology > Psychological Assessment > Flashcards

Psychological Assessment Flashcards

1
Q

Developed Panukat ng Ugali’t Pagkatao

A

Virgilio Enriquez

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2
Q

ACESS

A

The Ateneo Center for Psychological and Educational Assessment

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3
Q

APSAL

A

Asian Psychological Services and Assessment

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4
Q

First country to implement standard testing on broad scale. “Imperial Examination/ Civil Service Examination”.

A

ANCIENT CHINA

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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

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6
Q

Where first exam for civil service was held.

A

T’ang Dynasty

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7
Q

They systematized the test content and fully revived.

A

MING DYNASTY

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8
Q

The start of the First organized testing movement was first open to all ___?

A

Males

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9
Q

Developed test distinguishing between idiots. Hierarchy of retardation.
Mental-age concept of retardation.

A

Jean Esquirol

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10
Q

Focus on sensory discrimination and motor control. Developed treatment of retarded individuals.

A

Eduardo Seguin

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11
Q

Functionalism: Testing Movement
Year for American Psychology

A

1880’s to 1990’s

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12
Q

He stresses quantification, ranking and rating. The First Psychologist to teach statistical analysis of experimental results.

A

James McKeen Cattell

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13
Q

He used the term “Mental test”. Helped found the American Association of University Professors. (AAUP)

A

James Mckeen Cattell

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14
Q

First developer of psychological test of mental ability by assessing cognitive functions as a more appropriate measure of intelligence.

A

Alfred Binet

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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

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16
Q

Dissertation on Philippine Studies in Mental Measurements

A

Manuel Carreon

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17
Q

Philippines self administering test of mental ability developer

A

Sinfroso Padilla

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18
Q

Reported that psychological tests were being used with the inmates in bilibid

A

Ordonez

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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

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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

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21
Q

Research on test used in clinical and industrial setting in Manila

A

Lazo, Vasquez-de Jesus and Edralin Tiglao

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22
Q

Research on trends in psychological testing in educational, training and research institution.

A

Carlota

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23
Q

Developed Panukat ng Pagkataong Pilipino

A

Annadaisy Carlota

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24
Q

FAPE

A

Fund for Assistance to Private Education

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25
Q

PPC/ Philpsycorp

A

Philippine Psychological Corporation

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26
Q

CEM

A

Center for Education Measurement

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27
Q

MSFI

A

MAVEC Specialist Foundation, Inc

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28
Q

BDI

A

Behavioral Dynamics Incorporated

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29
Q

The gathering and integration of psychology related data for the purpose of making psychological evaluation.

A

Psychological Assessment

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30
Q

The use of specific/ systematic procedures to obtain information and convert that information to numbers or scores. (Cohen, 2009)

A

Psychological Testing

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31
Q

A field of study concerned with the theory, technique and development of psychological measurement (Munarriz and Cervera, 2013)

A

Psychometrics

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32
Q

Device or procedure used to obtain information.

A

Test

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33
Q

Provide the teacher with info that is helpful in providing more effective instructional guidance for individual pupils and the whole class.

A

Instructional Uses of Test

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34
Q

Test results provide information that is needed for “quality control”.

A

Administrative Uses of Test

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35
Q

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.

A

Guidance Uses of Test

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36
Q

Uniformity of procedure in administering and scoring the test. Need to establish “norm”.

A

Standardization

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37
Q

Determination of the difficulty level of an item or of the whole test based on objective, empirical procedures.

A

Objective Measurement of Difficulty

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38
Q

Method of gathering information through direct communication involving reciprocal exchange.

A

Interview

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39
Q

People involved in creating and developing methods of assessment.

A

Test Developer

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40
Q

Refers to a wide array of professionals who rely on psychological assessment and tools for various purposes.

A

Test User

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41
Q

Refers to the person whom the assessment tools were administered to.

A

Test Taker

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42
Q

The focus of the test. Determines the content of the test and the appropriateness of a certain item format.

A

Test Domain/ Scale/ Dimension

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43
Q

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.

A

Maximal Performance test/ Ability Test

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44
Q

Presents a question and a set of possible answers to a question.

A

Alternate Choice-Response

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45
Q

Presents a question without a set of possible answers.

A

Free response item

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46
Q

Measure usual or habitual thoughts, feelings and behavior. Indicates how test takers think and act on a daily basis.

A

Typical Performance Test

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47
Q

Indicates where the members of a group of test takers fall relative to each other.

A

Norm Reference Scoring

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48
Q

The group to which you are compared with a norm reference scores.

A

Norm Group

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49
Q

We administer the test to this group and use the responses of those test takers to develop a scale for our norm reference scores.

A

Standardization Sample

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50
Q

Indicates where test takers fall relative to the content of the test.

A

Criterion Reference Scoring

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51
Q

Present the absolute strength to each characteristic tested.

A

Normative Scores

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52
Q

Compare the relative strength of different characteristics within a test taker and therefore often use “forced choice” test items.

A

Ipsative Score

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53
Q

Adopted Code of Ethics for Clinical Psychologists in the 1980s.

A

Psychological Association of the Philippines (PAP)

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54
Q

Appointed immediate past president as Chair of the Scientific and Professional Ethics Committee on 2008.

A

Dr. Allan B. I. Bernardo

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55
Q

Date of the final ratification of the finalized proposed Code of Ethics for Philippine Psychologist.

A

July 24, 2009

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56
Q

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.

A

Universal Declaration of Ethical Principles for Psychologists

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57
Q

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?

A

Preamble

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58
Q

In Priniciple I, Respect for Dignity of Persons and People, respect for the customs and beliefs of cultures are only limited when?

A

A custom/belief seriously contravenes the principle of respect for the dignity of people or causes serious harm to their well-being.

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59
Q

In Principle II, it is our duty to __ benefits and. __ potential harm to individuals/ groups or communities.

A

Maximize benefits, minimize harm

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60
Q

Priniciple III is about ____ . It is based on honesty, truthful, open and accurate communicatiobs.

A

Integrity

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61
Q

According to Principle III, we have to avoid incomplete disclosure of information unless __?

A

Complete disclosure is culturally inappropriate or violates confidentiality, or carries the potential to do serious harm.

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62
Q

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?

A

Being misused, used incompetently, or made useless.

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63
Q

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.

A

General Ethical Standards and Procedures

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64
Q

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?

A

Resolve the conflict while being committed to our code of ethics. If cannot be resolved by such, adhere to the law.

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65
Q

In conflicts between ethics and organizational demands, what do we do?

A

Make our code of ethics known to the organization and declare our commitment and adherence to the code.

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66
Q

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?

A

Bring it to the attention of the psychologist.

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67
Q

Reporting violation of the code of ethics to appropriate authorities does not apply when?

A

An intervention would violate confidentiality rights or when we are called to review the work of another psychologist whose professional conduct is in question.

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68
Q

When do we refrain from filing ethical complaints?

A

When we have reckless disregard to wilfull ignorance of facts that would disprove allegations of ethical violations.
Without supporting factual evidence.

69
Q

We shall provide services, teach and conduct research only within the boundaries of what?

A

Our competence.

70
Q

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?

A

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
Q

When assuming forensic roles, we shall be reasonably familiar with what rules?

A

Relevant judicial or administrative rules

72
Q

Shall we make our services available in emergency situations if we lack the training appropriate to the case? Why/ Why not?

A

Yes, to ensure individuals are not deprived of the emergency services they require at that time.

73
Q

What shall be our bases for our work?

A

Established scientific and professional knowledge of the discipline.

74
Q

Why should we avoid delegating work to persons who have multiple relationships with those being served?

A

It would likely lead to exploitation or loss of objectivity.

75
Q

To whom shall we authorize responsibilities?

A

To persons expected to perform competently on the basis of their education, training or experience.

76
Q

When shall we refrain from initiating an activity?

A

When there is a likelihood that our personal problems will prevent us performing work related activities in a competent manner.

77
Q

What appropriate measures shall we take when we become aware of personal problems that may interfere with performing work-related duties adequately?

A

Obtain professional consultation or assistance, determine whether we should limit, suspend or terminate these work related duties.

78
Q

We do not engage in sexual harassment as defined in what law?

A

Philippine Anti-Sexual Harassment Act (RA No. 7877)

79
Q

When harm is foreseeable but unavoidable, what shall we do?

A

Minimize harm.

80
Q

How does multiple relationships occur?

A

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
Q

When shall we refrain from taking on a professional role?

A

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
Q

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?

A

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
Q

We shall not __ persons over whom we have supervisory, evaluative or other authority.

A

Exploit

84
Q

What language shall we use in our informed consent?

A

Language that is reasonably understandable to the person

85
Q

What shall we do for people who are legally incapable of giving informed consent?

A

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
Q

When delivering services to or through organizations, when shall we provide information to clients about the nature & objectives of services, and etc.?

A

Beforehand.

87
Q

If we are precluded by law or organization rules from providing information to particular individuals or groups, what shall we do?

A

Inform those individuals or groups at the outset of the service.

88
Q

In cases where the client is minor or is legally incapable of giving informed consent, who should we inform about the limitations of confidentiality?

A

Primary guardian or legal representative

89
Q

Before the actual interview, session or any other related psychological activities, what should we explain to the client?

A

All anticipated uses of the information they will disclose.

90
Q

In court cases, what kind of information should we release?

A

Pertinent to the legitimate request of the court.

91
Q

To whom should we discuss confidential information we obtained from our work when we consult cases with our colleagues?

A

To persons concerned or only for scientific, medical and professional uses.

92
Q

To whom could we disclose confidential information if it is self-referral and what do we need?

A

Only to the source of referral with a written permission from the client.

93
Q

What are the valid purposes for disclosing information without consent of the client or legal representative?

A

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
Q

When confidential information is needed to be shared with schools, organizations, social agencies or industry, who is allowed to supervise such releases?

A

Only qualified psychologists

95
Q

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?

A

Prior approval from management.

96
Q

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.

A

Identification of the client

97
Q

We do not reveal confidential and personally identifiable information of our clients in our writings, lectures, classroom discussions or other public media unless?

A

Client or legal representative consented in writing;
There is a legal authorization
Adequately disguise the client.

98
Q

What kind of information shall be included in announcements through telephone listings, brochures and calling cards for professional services?

A

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
Q

In all spoken, written, printed communications or electronic transmission, we do not make ____ statements concerning ourselves or our colleagues.

A

False/Deceptive/ Fraudulent statements

100
Q

We claim degrees as credentials for our psychological services only if these degrees were earned from what?

A

CHED recognized educational programs or from accredited foreign educational programs.

101
Q

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?

A

No.

102
Q

When making public statements or when involved in public activities, we clearly state whether we are representing ourselves as what?

A

Private citizens, members of specific organizations or groups, representative of the discipline of psychology.

103
Q

We may claim that our services are of superlative quality, and that we give better services than other psychologists or practitioners. True or False?

A

False.

104
Q

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?

A

True.

105
Q

We should advertise or offer refunds of money to dissatisfied users of our psychological services. True or False?

A

False.

106
Q

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?

A

False

107
Q

What are the reasons why we should create records and data relating to our professional and scientific work?

A

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
Q

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?

A

Use codes and other techniques.

109
Q

In the event that we withdraw from a position or practice, what should we do?

A

Made advanced plans to facilitate appropriate transfer and to protect confidentiality of records and data.

110
Q

May we withhold records that are requested and needed by our client’s emergency treatment, because payment has not been received?

A

No.

111
Q

Shall we reach an agreement with recipients of our psychological services about compensations and billing requirements?

A

Yes, as early as feasible.

112
Q

What are the basis for our expert opinions that we provide through recommendations, report and diagnostic or evaluative statements?

A

Substantial information and appropriate assessment techniques.

113
Q

We provide expert opinions regarding the psychological characteristics of a person only after what?

A

Employing adequate assessment procedures and examinations to support our conclusions and recommendations.

114
Q

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?

A

Limitations of our opinions and basis of our conclusions and recommendations.

115
Q

We gather informed consent prior to the assessment of our clients except what kind of instances?

A

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
Q

The limitations of the obtained data are discussed in what?

A

Results, conclusions and recommendations.

117
Q

We do not base our interpretation, conclusions and recommendations on __ test results.

A

Outdated

118
Q

We do not provide interpretations, conclusions, and recommendations on the basis of __.

A

Obsolete tests

119
Q

In reporting the test results to the client, we must take into consideration the _, _, and _ of test.

A

Validity, reliability, appropriateness

120
Q

We do not release test data in the forms of _ scores unless regulated by the court.

A

Raw and scaled scores

121
Q

Where test results have to be communicated to relatives, parents or teachers, we explain them through a _ language.

A

Non-technical language

122
Q

When test results need to be shared with schools, social agencies, the courts or industry, who shall supervise such releases?

A

We shall supervise.

123
Q

The administration and handling of all test materials shall be handled only by?

A

Qualified users or personnel.

124
Q

We do not promote the use of assessment tools and methods by unqualified persons except when?

A

It is for training purposes with adequate supervision.

125
Q

Are clients allowed to withdraw from therapy?

A

Yes.

126
Q

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?

A

Consent for their voluntary participation.

127
Q

We do not enter into a client- clinician relationship other than for what purpose?

A

Professional purpose.

128
Q

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.

A

2 years

129
Q

We assess and ensure the balance between young people’s dependence on adults and their capacity for acting independently. What issues shall we consider?

A

Their capacity to give consent
Confidentiality issues
Receiving of service independent of the parent and legal guardian’s responsibility.

130
Q

We ensure that referrals with colleagues are discussed and consented by ?

A

Our clients.

131
Q

What are the valid reasons to terminate therapy?

A

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
Q

In cases when therapy is prematurely terminated, we provide __ and __.

A

Pretermination counseling and appropriate referrals.

133
Q

May an instructor modify the course content when he/she considers it pedagogically necessary or desirable?

A

Yes, so long as students are made aware of these modifications in a manner that enables them to fulfill the course requirements.

134
Q

In course or program related activities, we shall not require students or supervisees to disclose personal information except in what cases?

A

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
Q

When individual/group therapy is a program or course requirement, there should be an option of what?

A

Selecting such therapy from practitioners who are not affiliated with the program.

136
Q

Faculty who are likely to be responsible for evaluating students academic performance do not themselves provide that therapy. True or False?

A

True.

137
Q

Information regarding the process for providing feedback to students and supervisees should be provided to the student at what part of supervision?

A

Beginning.

138
Q

We must not engage in sexual relationships with students or supervisees who are __.

A

In our department, agency, or training center or over whom we have or are likely to have evaluative authority.

139
Q

We do not contravene nor engage in research which contravenes __.

A

International humanitarian law.

140
Q

What should we obtain when we consult research with persons below 18 years of age?

A

Informed assent and informed consent from their parents or legal guardians.

141
Q

When we consult research with adult participants who have difficulties in comprehension or communication, to whom shall we obtain informed consent and approval?

A

Informed consent from adult family members and approval from independent advisors.

142
Q

Informed consent for conducting research should include:

A

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
Q

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?

A

Beginning.

144
Q

We may need to obtain informed consent on more than one occasion on what type of research?

A

Longitudinal Research

145
Q

We must obtain informed consent from participants before recording their voices or images except when?

A

It consists of naturalistic observation in public places with no harm
It includes deception and consent is obtained during debriefing

146
Q

May we make research participation as a course requirement or an opportunity for extra credit?

A

Yes, as long as we inform them about equitable alternative activities that could fulfill their educational or employment goals.

147
Q

We may dispense informed consent only when:

A

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
Q

We may fairly compensate participants unless _.

A

Compensations are refused in advance.

149
Q

Why couldn’t we offer undue, excessive or inappropriate reward for research participation?

A

It could likely pressure or coerce participation.

150
Q

May we offer psychological and professional services as an incentive for research participation?

A

Yes, as long as we clarify the nature of services including risks, obligations and limitations.

151
Q

We refrain from conducting research involving deception, except when:

A

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
Q

When should we explain any deception as an integral feature of design and conduct of an experiment to participants of research?

A

Preferably at the end of participation but not later than the end of data gathering.

153
Q

We __ by informing the participants that they have contributed to the body of knowledge and make sure that they learned from their participation.

A

Debrief

154
Q

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?

A

Seek to reestablish trust and assure them that the research procedures were carefully structured and necessary for scientifically valid findings.

155
Q

When is observational research acceptable?

A

When those being observed would expect to be observed by strangers.

156
Q

What are the sufficient reasons to use animals in research?

A

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
Q

If possible, who shall supervise all procedures in research involving animals?

A

Psychologists trained in research methods and experience in the care of laboratory animals.

158
Q

We may only use a procedure causing pain, stress and privation to animals when:

A

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
Q

We perform surgical procedures with appropriate __ to avoid infection and minimize pain during after surgery in animals.

A

Anesthesia

160
Q

Why is it recommended to consult with groups, organizations, or communities studying the findings of our research?

A

To increase accuracy of interpretation and minimize risk of misunderstanding and misinterpretation or misuse.

161
Q

We do not __ data.

A

Fabricate

162
Q

If we discover significant errors in our published data, we act quickly to correct it in a __

A

Correction, retraction, erratum or other appropriate publication means.

163
Q

We may present any portion of others work or data as our own if the source is cited occasionally. True or False?

A

False.

164
Q

Where must minor contributions to the research be acknowledged?

A

Footnotes or introductory statement.

165
Q

When an article is mainly based on a student’s thesis or dissertation, how do we credit the student?

A

Primary authorship.

166
Q

Is it acceptable to republish data?

A

Yes, as long as proper acknowledgement is cited.

167
Q

Should we share and not withhold our data to other competent professionals who seek to verify and reanalyze the research results?

A

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
Q

In cases wherein our research touches on social policies and structures of communities which we do not belong to, what is appropriate to do?

A

Discuss the limits of our data with respect to their social policy.

169
Q

What shall we do with disconfirming evidence about our findings and views?

A

Do not conceal; acknowledge hypotheses and explanations.

Psychology (2 decks)

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