The NEO PI-R is a personality inventory based on the Big Five personality dimensions. It was developed by Paul Costa and Robert McCrae to assess neuroticism, extraversion, openness, agreeableness, and conscientiousness. Each domain is composed of six facets and is widely used in research, counseling, and occupational settings. The inventory consists of 240 items measuring the five domains and can be completed in about 35 minutes. It has high reliability and validity and provides a well-researched measure of the major dimensions of adult personality.
American psychologist Henry Murray developed a theory of personality that was organized in terms of motives, and needs. Murray described a need as a potentiality or readiness to respond in a certain way under certain given circumstances.
Theories of personality based upon needs and motives suggest that our personalities are a reflection of behaviors controlled by needs.
American psychologist Henry Murray developed a theory of personality that was organized in terms of motives, and needs. Murray described a need as a potentiality or readiness to respond in a certain way under certain given circumstances.
Theories of personality based upon needs and motives suggest that our personalities are a reflection of behaviors controlled by needs.
Murray developed a theory of personality that was organized in terms of
Motives,
Presses, and
Needs.
Murray described needs as a "potentiality or readiness to respond in a certain way under certain given circumstances …. It is a noun which stands for the fact that a certain trend is apt to recur" " (1938).
Theories of personality based on needs(Being Unconscious) and motives suggest that our personalities are a reflection of behaviors controlled by needs.
He assumed that the human natural state is a state of disequilibrium, and that is why people have needs—to satisfy the lack of something.
While some needs are temporary and changing,
Other needs are more deeply seated in our nature.
According to Murray, these psychogenic needs function mostly on the unconscious level but play a major role in our personality.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
MMPI is a personality inventory used in the assessment of personality. It is also used as a psychometric test as well as a diagnostic tool by clinical psychologists and counselors. Developed by Hathway & McKinley in the year 1943. It is the second most widely used personality inventory.
An introductory presentation on WISC-IV, which had just recently been adapted for children and adolescents living in Turkey. Presentation made by Clinical Psychologist Ayşe Canan Altındaş, MA.
The 16PF5 is the fifth version of the 16PF, a self-report questionnaire originally devised by Dr Raymond Cattell as part of his work to identify the primary components of personality. His research, which began in the 1940s, was based on the use of factor analysis to interpret data derived from questionnaire items (Q-data) and from behaviour ratings (L-data). The 16PF was designed to give a broad measure of personality that would be useful to practitioners in a wide range of settings: from selection, to counselling to clinical decision-making.
Please let me know if you are interested to purchase psychological test.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Murray developed a theory of personality that was organized in terms of
Motives,
Presses, and
Needs.
Murray described needs as a "potentiality or readiness to respond in a certain way under certain given circumstances …. It is a noun which stands for the fact that a certain trend is apt to recur" " (1938).
Theories of personality based on needs(Being Unconscious) and motives suggest that our personalities are a reflection of behaviors controlled by needs.
He assumed that the human natural state is a state of disequilibrium, and that is why people have needs—to satisfy the lack of something.
While some needs are temporary and changing,
Other needs are more deeply seated in our nature.
According to Murray, these psychogenic needs function mostly on the unconscious level but play a major role in our personality.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
MMPI is a personality inventory used in the assessment of personality. It is also used as a psychometric test as well as a diagnostic tool by clinical psychologists and counselors. Developed by Hathway & McKinley in the year 1943. It is the second most widely used personality inventory.
An introductory presentation on WISC-IV, which had just recently been adapted for children and adolescents living in Turkey. Presentation made by Clinical Psychologist Ayşe Canan Altındaş, MA.
The 16PF5 is the fifth version of the 16PF, a self-report questionnaire originally devised by Dr Raymond Cattell as part of his work to identify the primary components of personality. His research, which began in the 1940s, was based on the use of factor analysis to interpret data derived from questionnaire items (Q-data) and from behaviour ratings (L-data). The 16PF was designed to give a broad measure of personality that would be useful to practitioners in a wide range of settings: from selection, to counselling to clinical decision-making.
Please let me know if you are interested to purchase psychological test.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
05995 Topic Discussion 3Number of Pages 2 (Double Spaced).docxoswald1horne84988
05995 Topic: Discussion 3
Number of Pages: 2 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.Review this week’s course materials and learning activities and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs: 175 words
1.
Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2.
Describe how you will apply that learning in your daily life, including your work life.
3.
Describe what may be unclear to you, and what you would like to learn.
05993 Topic: Discussion 1
Number of Pages: 2 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.Review this week’s course materials and learning activities and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs: 175 words
1.
Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2.
Describe how you will apply that learning in your daily life, including your work life.
3.
Describe what may be unclear to you, and what you would like to learn.
Module Chapter 8 p655 wk3
C H A P T E R 8
Test Development
All tests are not created equal. The creation of a goo.
COUN 521
CEFS 521
Benchmark: Psychological Report Assignment Instructions
Overview
You will write a Psychological Report Assignment based upon four (4) psychological evaluations and information reported in the Initial Interview Assignment and Mental Status Examination (MSE) Assignment. Counselors are commonly required to write a psychological report that presents assessed and observation information about a client. This Psychological Report Assignment will require students to synthesize and report information about the character depicted in the Initial Interview Assignment and Mental Status Examination (MSE) Assignment.
Instructions
· Length of Psychological Report Assignment: 2100-2400 words (not including the title page)
· Format of Psychological Report Assignment: APA for font (Times New Roman, 12 pt.), title page, margins, and section headings
· Number of citations: none
· Acceptable sources: none
Using your character from the Initial Interview Assignment and Mental Status Examination (MSE) Assignment, you will take the assessments with the goal of answering one (1) of the referral questions posted below:
1. Would this examinee be a good candidate for participation in a summer missions trip in a very challenging environment?
2. Would this examinee be a good candidate for Senior Pastor at a large urban church?
3. Would the examinee make a good Resident Assistant (RA) at Liberty University?
Assessment Selection
You will report on four (4) assessments. For one of your assessments, you must use the IPIP-NEO assessment (see Psychological Report Resources for the link). There are two versions (short/long) of the IPIP-NEO assessment. Please use the longer version. Copy and paste the NEO description and chart into the report. This will give you a nice template for writing an assessment description. Once you have the results of the IPIP-NEO, you will plug in your own numbers into the chart.
The three (3) additional tests may come from the assessment listed on Blackboard: Jung Personality Test, Beck Depression Inventory, and the Beck Anxiety Inventory. However, you may select other assessments to replace these assessment. Please make sure that any assessments that you select are designed to provide some of the information needed to answer the referral question. For example, if going on a mission trip is stressful, then you will want to pick an assessment that measures stress; you would not pick one that can be used to diagnose schizophrenia. When you have completed scoring the assessments, begin writing the psychological report.
You may not use the Symptom Questionnaire (SQ); Depression, Anxiety, Stress Scales (DASS) or the Clinical Anxiety Scale (CAS). These assessments are used in the sample paper, so you may not use them in your report. This would be plagiarism.
Please refer to the Psychological Report –Diagnostic Report Sample to ensure that you correctly format your Psychological Report Assignment paper. For this, you will not use A ...
Qualitative research, lab report overview, and review of lectures 1 to 7James Neill
This lecture introduces qualitative research and qualitative analysis, overviews the lab report tasks, and summarises Lectures 1 to 7. See also http://ucspace.canberra.edu.au/pages/viewpage.action?pageId=57409703
Fundamentals of Research Article and Scientific Methods.pptxNehaa Dubey
This presentation clarifies the fundamental framework of a research article while presenting a comprehensive explication of the scientific method in a manner accessible to a wide audience.
The Flynn Effect in Atkins MR/ID death penalty cases. Adjust or not to adjus...Kevin McGrew
Presentation made as part of APA (Div 33) invited symposium on Atkins MR/ID cases and the death penalty. Reviewed 5 major issues re: FE "adjust or not" issue and 4 possible positions for experts that vary as a function of two dimensions (adjust or not and how; attention to "bright line" real-world legal context.
Part 2-Journal Article AssignmentChoose a research study, desc.docxherbertwilson5999
Part 2-Journal Article Assignment
Choose a research study, describe it in APA format, interpret it, and critique it. The research article chosen must be a minimum of 3 pages in length with a minimum of 5 references or sources (references are listed at the end of the article).Please see “Journal Article Assignment” following this for specific details and the grading rubric.
A. Describe a research study 40 points
Reference citation
Title
Introduction
B. Method of research 40 points
Methods
Results
Discussion
C. Critique 40 points
a. Characteristics of the article that demonstrates the relation of Psychology as a science
b. Strengths and limitations of the study
c. Description of the research method usedLast Mod: August 15, 2011 Terra Community College Syllabus Page 5 of 13
d. Possible causal inferences of the study
e. Statistical and/or practical significance
f. Validity of conclusions
D. Grammar, Spelling, Punctuation 15 points
E. Evaluation/Interpretation/Practical Application 15 points
Instructions: Type, double spaced, 12 pt. font and save as a Microsoft Word document. THEN attach it electronically to the Drop Box established for this course. No late papers allowed!
Journal Article Assignment (Research Method-Part 2) Information
Being able to read and critique research is an essential skill in psychological inquiry. This assignment will allow you to begin to understand the format for research conducted in the field of Psychology. This assignment is mandatory for the course. No late submissions will be accepted.
IF YOU HAVE COMPLETED AND SUBMITTED THIS ASSIGNMENT FOR ANOTHER PSYCHOLOGY COURSE, YOU MAY NOT USE THE SAME JOURNAL ARTICLE FOR THIS ASSIGNMENT. FAILURE TO COMPLY WITH THIS WILL RESULT IN AN “F” FOR THE ENTIRE COURSE.
The purpose of this assignment is to provide students an opportunity to familiarize themselves with published research. The tasks of the assignment are as follows:
1. Choose an empirical article from a professional journal where the author(s) describe the purpose, method, and results of a scientific investigation. Some examples of relevant journals in Psychology are:
Developmental Psychology
Human Development
Merrill-Palmer Quarterly
Child Development
Adolescence
Journal of Youth and Adolescence
Aging and Cognition
Psychology and Aging
Research on Aging
Journal of Black Psychology
Developmental Review
Journal of Personality and Social Psychology
Journal of Marriage and the Family
Hispanic Journal of Behavioral Sciences
Death Studies
Last Mod: August 15, 2011 Terra Community College Syllabus Page 6 of 13
Note that not all research articles are complicated reading. As a novice, it might help to browse through the journals until you come upon one that is of interest as well as readable.
2. Identify your article by including a full APA style reference of it at the top of your assignment.
3. Briefly summarize the research article using the headings most common to such empirical reports. You will include specific page numbers.
TitleDocumentation of problem-based assessment of the neuroloTakishaPeck109
Title:
Documentation of problem-based assessment of the neurological system.
Purpose of Assignment:
Learning the required components of documenting a problem based subjective and objective assessment of neurological system. Identify abnormal findings.
You will perform a history of a neurologic problem that you mor one that you have experienced and perform an assessment of the neurologic system. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the drop box provided.
Course Competency:
Apply assessment techniques for the neurological and respiratory systems.
Instructions:
Content: Use of three sections:
· Subjective
· Objective
· Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
Format:
· Standard American English (correct grammar, punctuation, etc.)
· No Consideration for plagiarism
· WRITE NURSE PERSPECTIVE
· USE NURSE CONCEPT
· APA FORMAT 7EDITION, INTEXT CITATION, AND THREE REFERENCES
· 2PAGES
MAKE SURE FOLLOE Documentation Grading Rubric- 10 possible points
Levels of Achievement
Criteria
Emerging
Competence
Proficiency
Mastery
Subjective
(4 Pts)
Missing components such as biographic data, medications, or allergies. Symptoms analysis is incomplete. May contain objective data.
Basic biographic data provided. Medications and allergies included. Symptoms analysis incomplete. Lacking detail. No objective data.
Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Lacking detail. No objective data. Information is solely what “client” provided.
Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Detailed. No objective data. Information is solely what “client” provided.
Points: 1
Points: 2
Points: 3
Points:4
Objective
(4 Pts)
Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as “normal”, “appropriate”,
“okay”, and “good”.
Includes all components of assessment for particular system. Lacks detail. Uses words such as “normal”, “appropriate”, or “good”. Contains all objective information. May have signs of bias or explanation of findings.
Includes all components of assessment for particular system. Avoided use of words such as “normal”, “appropriate”, or “good”. No bias or explanation for findings evident Contains all objective information
Includes all components of assessment for particular system. Detailed information provided. Avoided use of words such as “normal”, “appropriate”, or “good”. No bias or explanation for findings evident. All objective information
Points: 1
Points: 2
Points: 3
Points: 4
Actual or Potential Risk Factors
(2 pts)
Lists one to two actual or potential risk factors for the client based on the assessmen ...
2. The test was developed by Paul T. Costa, Jr. and Robert R.
McCrae for use with adult (17+) men and women without
overt psychopathology.
The original version of the measurement, published in 1978,
was the Neuroticism-Extroversion-Openness
Inventory (NEO-I).
This version only measured three of the Big Five personality
traits. It was later revised in 1985 to include all five traits and
renamed the NEO Personality Inventory (NEO PI).
In this version, "NEO" was now considered part of the name of
the test and was no longer an acronym.
This naming convention continued with the third version, the
NEO PI-R, published in 1990.
3. The NEO-PI-3, an update to the NEO Inventory, was
published in 2005.
A mnemonic device for the five primary factors is the acronym
"OCEAN," or alternatively "CANOE".
The short version, the NEO-Five Factor Inventory (NEOFFI), has 60 items (12 items per domain).
The NEO PI-R and NEO-FFI were updated in 2010 in a
manual called the NEO Inventories for the NEO Personality
Inventory-3, NEO Five-Factor Model 3, and NEO Personality
Inventory-Revised.
While the NEO PI-R is still being published, the NEO-PI-3 and
NEO-FFI-3 feature updated normative data and new forms.
4. NEO-PI-R
Based on Big Five personality dimensions
Rationally and factor analytically derived
Newest of the major personality inventories
Very popular with researchers
Composed of 5 domains, each with 6 facets
Easy to administer and score
6. AREA OF APPLICATION
The NEO PI-R has applications in occupational assessment
for selection and development
vocational guidance
counseling
research
7. Forms
In the most recent publication, there are two forms for the
NEO, one for self report (form S) and one for observer
rating (form R).
Both forms consist of 240 items (descriptions of behavior)
answered on a five point scale, ranging from "strongly
disagree" to "strongly agree".
Finally, there is a 60-item assessment of domains only called
the "NEO FFI." There are paper and computer versions of
all forms available.
8. Administration
Costa and McCrae report that the assessment should not be evaluated if
there are more than 40 items missing.
They also state that despite the fact that the assessment is "balanced" to
control for the effects of acquiescence and nay-saying, that if more than
150 responses, or less than 50 responses, are "agree" or "strongly
agree," the results should be interpreted with caution.
Scores can be reported to most test takers on "Your NEO Summary,"
which provides a brief explanation of the assessment, and gives the
participants’ domain levels and a strengths-based description of three
levels (high, medium, and low) in each domain.
For example, low N reads "Secure, hardy, and generally relaxed even
under stressful conditions," whereas high N reads "Sensitive,
emotional, and prone to experience feelings that are upsetting." For
profile interpretation, facet and domain scores are reported in T Scores
and are recorded visually as compared to the appropriate norm group,
much like other measures of personality.
10. Psychometric properties
The psychometric properties reported below relate to the UK
adaptation of the NEO PI-R.
Reliability
Item analysis, (Cronbach’s Alpha) and factor analysis were carried out
on a sample of 609 respondents in the UK Anglicization study. The
UK results show close alignment with those from the US. The
domain scales show internal reliabilities which range from .87 to .92.
Facet scales show internal reliabilities ranging from .58 to .82.
Test retest reliabilities are all above .75
Validity
Validity data is extensive; for a full account the reader is referred to
the Professional Manual (US edition), and reference lists are available
from the publishers.
11. Characteristics of NEO-PI-R
N1 Anxiety
N2 Angry Hostility
N3 Depression
N4 Self-Consciousness
N5 Impulsiveness
N6 Vulnerability
E1 Warmth
E2 Gregariousness
E3 Assertiveness
E4 Activity
E5 Excitement Seeking
E6 Positive Emotions
O1 Openness to Fantasy
O2 Openness to Aesthetics
O3 Openness to Feelings
O4 Openness to Actions
O5 Openness to Ideas
O6 Openness to Values
A1 Trust
A2 Straightforwardness
A3 Altruism
A4 Compliance
A5 Modesty
A6 Tender-Mindedness
C1 Competence
C2 Order
C3 Dutifulness
C4 Achievement Striving
C5 Self-Discipline
C6 Deliberation
N Neuroticism
E Extraversion
O Openness to Experience
A Agreeableness
C Conscientiousness
15. NEO-PI-R and Personality Disorders
N
E
O
A
C
H
L
L
L
-
H
-
L
L
H
H
-
L
L
H
L
-
H
-
Paranoid
-
Antisocial
Borderline
Dependent
16. References
Lord, Wendy (2007). NEO PI-R - A Guide to Interpretation and
Feedback in a Work Context. Hogrefe Ltd, Oxford.
B. Bell, C. L. Rose, & A. Damon (1972). "The normative
aging study: An interdisciplinary and longitudinal study of
health and aging". Aging & Human Development.
McCrae, R. R., & Costa, P. T., Jr., (2010). NEO
Inventories: Professional manual. Lutz, FL: Psychological
Assessment Resources, Inc.
Church, A. T.; Katigbak, M. S. (2002). "Indigenization of
psychology in the Philippines".International Journal of
Psychology