Psychological test norms are based on large standardization samples that are representative of the population for which the test is intended. Tests are standardized by administering them to samples stratified on key demographics like age, gender, education level, and geographical region to create a normal distribution of scores. This allows future test takers' raw scores to be converted to percentiles for accurate comparison against the norm group. Regularly updating test norms with new standardization samples is important for interpreting scores.
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.
Originally Eysenck characterized an individual's personality on two scales. Introversion - extraversion and stable - unstable. A person may thus be
Introverted and Stable,
Introverted and Unstable,
Extraverted and Stable or
Extraverted and Unstable.
The scale, stable - unstable, measures an increasing level of neuroticism. Eysenck's term "neuroticism" does not mean that the persons actually have neurosis, only that they are more inclined to get one.
They are continuous scales, so one can of course also score in the middle, for example, only 50% unstable and only 50% introverted. Later in his career he added Psychoticism.
The Rotter Incomplete Sentences Blank is a projective psychological test developed by Julian B. Rotter. It comes in three forms (for different age groups) and comprises 40 incomplete sentences usually only 1–2 words long, such as "I regret ..." and "Mostly girls ...".
The Rotter Incomplete Sentences Blank (RISB) is the most frequently used sentence completion test of personality and socioemotional functioning. A performance-based test, the RISB is used to screen for adjustment problems, to facilitate case conceptualization and diagnosis, and to monitor treatment.The Rorschach Inkblot Test, the TAT, the RISB, and the C-TCB are all forms of projective tests.
The Rotter Incomplete Sentences Blank is an attempt to standardize the sentence completion method for the use at college level. Forty items are completed by the subject. These completions are then scored by comparing them against typical items in empirically derived scoring manuals for men and women and by assigning to each response a scale value from 0 to 6. The total score is an index of maladjustment.
The sentence completion method of studying personality is a semi structured projective technique in which the subject is asked to finish a sentence for which the first word or words are supplied. As in other projective devices, it is assumed that the subject reflects his own wishes, desires, fears and attitudes in the sentences he makes. Historically, the incomplete sentence method is related most closely to the word association test. In some test incomplete sentences tests only a single word or brief response is called for; the major differences appears to be in the length of the stimulus. In the sentence completion tests, tendencies to block and to twist the meaning of the stimulus words appear and the responses may be categorized in a somewhat similar fashion to the word association method.
The Incomplete Sentences Blank can be used, of course, for general interpretation with a variety of subjects in much the same manner that a clinician trained in dynamic psychology uses any projective material. However, a feature of ISB is that one can derive a single over-all adjustment score. This over-all adjustment score is of particular value for screening purposes with college students and in experimental studies. The ISB has also been used in a vocational guidance center to select students requiring broader counseling than was usually given, in experimental studies of the effect of psychotherapy and in investigations of the relationship of adjustment to a variety of variables.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
LASA 1 Final Project Early Methods Section3LASA 1.docxDIPESH30
LASA 1 Final Project Early Methods Section3
LASA 1: FINAL PROJECT EARLY METHODS SECTION
THE ROLE OF INTROVERSION AND EXTRAVERSION
PERSONALITY TRAITS ON MARITAL BLISS
STUDENT
_______ UNIVERSITY
PSY302-A01 Research Methods
Professor
April 15, 2015
Author Note:
This research was carried out as a partial fulfillment towards research methods course by.
Correspondence concerning this paper should be addressed to
1. What is your research question?
What is the significance of extroversion and introversion in marriage?
1. What is your hypothesis or hypotheses? What is the null hypothesis?
Null Hypothesis: Extroversion brings along successful family institution and marital bliss.
Alternate hypothesis: Extroversion does not bring along successful family institution and marital bliss.
1. How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
20 participants will be engaged in the research study. This is a small number that is easier to manage as well as coordinate their activities during the data collection exercise. Ideally, participants are required and are normally sampled from a large population to be a representative. The nature of the study will require the researcher to get participants who have experiences in marriage. On gender, I will sample equal number of men and women to act as the representative of the general population. The approach is guided by the population in the community where the number of women and men is at par. On age, I will pick individuals from across ages although the highest percentage will constitute of married individuals between the age of 30 and 40 years. Further, I will also pick four individuals who have divorced with the aim of understanding whether introversion or extroversion contributed to their divorce. I will also look at the personal traits of individuals; hence will both social and anti-social individuals. The target participants will precise, representative and homogeneous. They will then be divided into different sets or strata that are mutually exclusive in order to aid it obtaining a systematic process of research.
1. What sampling technique will be used to collect your sample? What population does yoursample generalize to?
Being a qualitative research, the research will utilize the sampling method in the collection of data. Surveying and questionnaire are the main data collection methods that are normally used in quantitative research. The methods aids in understanding the behavior and effects from different members of the focus groups. The approach helps to reduce biases that may emerge when using a bigger population size while at the same time gu ...
Originally Eysenck characterized an individual's personality on two scales. Introversion - extraversion and stable - unstable. A person may thus be
Introverted and Stable,
Introverted and Unstable,
Extraverted and Stable or
Extraverted and Unstable.
The scale, stable - unstable, measures an increasing level of neuroticism. Eysenck's term "neuroticism" does not mean that the persons actually have neurosis, only that they are more inclined to get one.
They are continuous scales, so one can of course also score in the middle, for example, only 50% unstable and only 50% introverted. Later in his career he added Psychoticism.
The Rotter Incomplete Sentences Blank is a projective psychological test developed by Julian B. Rotter. It comes in three forms (for different age groups) and comprises 40 incomplete sentences usually only 1–2 words long, such as "I regret ..." and "Mostly girls ...".
The Rotter Incomplete Sentences Blank (RISB) is the most frequently used sentence completion test of personality and socioemotional functioning. A performance-based test, the RISB is used to screen for adjustment problems, to facilitate case conceptualization and diagnosis, and to monitor treatment.The Rorschach Inkblot Test, the TAT, the RISB, and the C-TCB are all forms of projective tests.
The Rotter Incomplete Sentences Blank is an attempt to standardize the sentence completion method for the use at college level. Forty items are completed by the subject. These completions are then scored by comparing them against typical items in empirically derived scoring manuals for men and women and by assigning to each response a scale value from 0 to 6. The total score is an index of maladjustment.
The sentence completion method of studying personality is a semi structured projective technique in which the subject is asked to finish a sentence for which the first word or words are supplied. As in other projective devices, it is assumed that the subject reflects his own wishes, desires, fears and attitudes in the sentences he makes. Historically, the incomplete sentence method is related most closely to the word association test. In some test incomplete sentences tests only a single word or brief response is called for; the major differences appears to be in the length of the stimulus. In the sentence completion tests, tendencies to block and to twist the meaning of the stimulus words appear and the responses may be categorized in a somewhat similar fashion to the word association method.
The Incomplete Sentences Blank can be used, of course, for general interpretation with a variety of subjects in much the same manner that a clinician trained in dynamic psychology uses any projective material. However, a feature of ISB is that one can derive a single over-all adjustment score. This over-all adjustment score is of particular value for screening purposes with college students and in experimental studies. The ISB has also been used in a vocational guidance center to select students requiring broader counseling than was usually given, in experimental studies of the effect of psychotherapy and in investigations of the relationship of adjustment to a variety of variables.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
LASA 1 Final Project Early Methods Section3LASA 1.docxDIPESH30
LASA 1 Final Project Early Methods Section3
LASA 1: FINAL PROJECT EARLY METHODS SECTION
THE ROLE OF INTROVERSION AND EXTRAVERSION
PERSONALITY TRAITS ON MARITAL BLISS
STUDENT
_______ UNIVERSITY
PSY302-A01 Research Methods
Professor
April 15, 2015
Author Note:
This research was carried out as a partial fulfillment towards research methods course by.
Correspondence concerning this paper should be addressed to
1. What is your research question?
What is the significance of extroversion and introversion in marriage?
1. What is your hypothesis or hypotheses? What is the null hypothesis?
Null Hypothesis: Extroversion brings along successful family institution and marital bliss.
Alternate hypothesis: Extroversion does not bring along successful family institution and marital bliss.
1. How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
20 participants will be engaged in the research study. This is a small number that is easier to manage as well as coordinate their activities during the data collection exercise. Ideally, participants are required and are normally sampled from a large population to be a representative. The nature of the study will require the researcher to get participants who have experiences in marriage. On gender, I will sample equal number of men and women to act as the representative of the general population. The approach is guided by the population in the community where the number of women and men is at par. On age, I will pick individuals from across ages although the highest percentage will constitute of married individuals between the age of 30 and 40 years. Further, I will also pick four individuals who have divorced with the aim of understanding whether introversion or extroversion contributed to their divorce. I will also look at the personal traits of individuals; hence will both social and anti-social individuals. The target participants will precise, representative and homogeneous. They will then be divided into different sets or strata that are mutually exclusive in order to aid it obtaining a systematic process of research.
1. What sampling technique will be used to collect your sample? What population does yoursample generalize to?
Being a qualitative research, the research will utilize the sampling method in the collection of data. Surveying and questionnaire are the main data collection methods that are normally used in quantitative research. The methods aids in understanding the behavior and effects from different members of the focus groups. The approach helps to reduce biases that may emerge when using a bigger population size while at the same time gu ...
ComFun6e_Ch03_C!.indd 66ComFun6e_Ch03_C!.indd 66 12/10/09 10:27:01 AM12/10/09 10:27:01 AM
A
ngela Savanti was 22 years old, lived at home with her mother, and was employed as a
secretary in a large insurance company. She . . . had had passing periods of “the blues”
before, but her present feelings of despondency were of much greater proportion. She
was troubled by a severe depression and frequent crying spells, which had not lessened
over the past two months. Angela found it hard to concentrate on her job, had great difficulty
falling asleep at night, and had a poor appetite. . . . Her depression had begun after she and
her boyfriend Jerry broke up two months previously.
(Leon, 1984, p. 109)
Her feelings of despondency led Angela Savanti to make an appointment with a
therapist at a local counseling center. The first step the clinician took was to learn
as much as possible about Angela and her disturbance. Who is she, what is her life
like, and what precisely are her symptoms? The answers might help to reveal the
causes and probable course of her present dysfunction and suggest what kinds of
strategies would be most likely to help her. Treatment could then be tailored to
Angela’s needs and particular pattern of abnormal functioning.
In Chapters 1 and 2 you read about how researchers in abnormal psychol-
ogy build a general understanding of abnormal functioning. Clinical practitioners
apply this broad information in their work, but their main focus when faced with
new clients is to gather idiographic, or individual, information about them
(Bornstein, 2007). To help persons overcome their problems, clinicians must fully
understand them and their particular difficulties. To gather such individual infor-
mation, clinicians use the procedures of assessment and diagnosis. Then they are in
a position to offer treatment.
jjClinical Assessment: How and Why
Does the Client Behave Abnormally?
Assessment is simply the collecting of relevant information in an effort to reach
a conclusion. It goes on in every realm of life. We make assessments when we
decide what cereal to buy or which presidential candidate to vote for. College
admissions officers, who have to select the “best” of the students applying to their
college, depend on academic records, recommendations, achievement test scores,
interviews, and application forms to help them decide (Sackett, Borneman, &
Connelly, 2008). Employers, who have to predict which applicants are most likely
to be effective workers, collect information from résumés, interviews, references,
and perhaps on-the-job observations.
Clinical assessment is used to determine how and why a person is behaving ab-
normally and how that person may be helped. It also enables clinicians to evaluate
people’s progress after they have been in treatment for a while and decide whether
the treatment should be changed. The hundreds of clinical assessment techniques
CLINICAL ASSESSMENT,
DI.
Psychological assessment is a process of testing that uses a combination of techniques to help arrive at some hypotheses about a person and their behavior, personality and capabilities.
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
1
Methods and Statistical Analysis
Name xxx
United State University
Course xxx
Professor xxxx
Date xxx
The Evaluative Criteria
The process of analyzing a healthcare plan to see if it meets its goals takes some time. Because it promotes an evidence-based approach, assessment is crucial in practice consignment. Evaluation can be used to assess the effectiveness of the research. It helps determine what changes could be recommended to improve service delivery and the study's persuasiveness. An impact evaluation analyzes the intervention's direct and indirect, positive and negative, planned and unplanned consequences. If an evaluation fails to deliver fresh recognition regularly, it may result in inaccurate results and conclusions. A healthcare practitioner can utilize the indicators or variables to evaluate programs and determine whether they are legal or not (Dash et al., 2019). The variables are also used to assess if the mediation is on track to meet its objectives and obligations. Participation rates, prevalence, and individual behaviors are among the measures to be addressed.
Individual behaviors are actions taken by individuals to improve their health. People have been denied the assistance and resources they seek because of ethics and plans. In addition, different people have varied perspectives about pressure ulcers treatment. Relevance refers to how the study may contribute to a worthwhile cause (Li et al., 2019). Quality variables give statistics on the precariously rising service consignment while also attempting to provide information on the part of the care that may be changed. The participation rate refers to the total number of people participating in the study.
On the other hand, individuals may be unable to engage in the study due to a lack of cultural knowledge and ineffective consent processes. The overall number of persons in a population who have a health disease at a given time is referred to as prevalence (Li et al., 2019). Although prevalence shows the rate at which new facts arrive, it aids in determining the suitable, complete outcome-positive prestige of people.
Research Approaches
The word "research approaches" refers to techniques and procedures to draw general conclusions concerning data collection, analysis, and explanation methods. In my research, I'll employ both quantitative and qualitative methods. A qualitative research technique will reveal deterrents and hindrances to practicing change by rationalizing the reasons behind specific demeanors (Li et al., 2019). Qualitative research will collect and evaluate non-numerical data to comprehend perspectives or opinions. It will also be utilized to learn everything there is to know about a subject or to develop new research ideologies.
The quantitative method focuses on goal data and statistical or numerical analysis of data collected through a questionnaire. In the healthcare field, quantitative research may develop and execute new or enhanced work meas ...
Before moving through diagnostic decision making, a social worke.docxtaitcandie
Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.
The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.
When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.
To prepare:
Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.
Review the Morrison (2014) reading on the elements of a diagnostic interview.
Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
Review the case example of a diagnostic summary write-up provided in this Week’s resources.
Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.
By Day 7
Submit
a 2- to 3-page case presentation paper in which you complete both parts outlined below:
Part I: Diagnostic Summary and MSE
Provide a diagnostic summary of the client, Carl. Within this summary include:
Identifying Data/Client demographics
Chief complaint/Presenting Problem
Present illness
Past psychiatric illness
Substance use history
Past medical history
Family history
Mental Status Exam (Be professional and concise for all nine areas)
Appearance
Behavior or psychomotor activity
Attitudes toward the interviewer or examiner
Affect and mood
Speech and thought
Perceptual disturbances
Orientation and consciousness
Memory and intelligence
Reliability, judgment, and insight
Part II: Analysis of MSE
After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:
Identify any areas in your MSE that require follow-up data collection.
Explain how using the cross-cutting measure would add to the information gathered.
Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
Would you discuss a possible diagnosis with Carl at time point in time? Why?
Support Part II with citations/references. The DSM 5 and case study
do not
need to be cited. Utilize the o.
Applied Research Essay example
Ethics in Research Essay
Research Critique Essay example
Essay on Types Of Research
Methodology of Research Essay examples
Qualitative Research Evaluation Essay
Essay about Sampling
Sample Methodology Essay
Research Methods Essay
Fundamentals of Research Essay
Experimental Research Designs Essay
Sampling Methods Essay
Due Thursday Feb 18, 2016 by NoonInstructions The critical eval.docxjacksnathalie
Due Thursday Feb 18, 2016 by Noon
Instructions: The critical evaluation essay – Be sure to submit a final draft in MLA format on word. This paper should be at least 700 words, but no more than 850. Also, take great care not to plagiarize.
Mark Twain “The Story of the Bad Little Boy”
Write a critical analysis of Mark Twain’s “The Story of the Bad Little Boy” approaches can be quite straightforward. Psychological, gender, sociological, biographical, and historical are all approaches that many use naturally in viewing a work. However, if your interest lies elsewhere, feel free to choose another approach. This essay will need a debatable thesis. A thesis is not a fact, a quote, or a question. It is your position on the topic. The reader already knows the story; you are to offer him a new perspective based on your observations.
Since the reader is familiar with the story, summary is unnecessary. Rather than tell him what happened, tell him what specific portions of the story support your thesis.
Link to “The Story of the Bad Little Boy”
http://www.washburn.edu/sobu/broach/badboy.html
This paper should be at least 700 words, but no more than 850. The paper should be formatted correctly MLA style and written in third person (do not use the words I, me, us, we, or you). The essay should also contain citations and a works cited list based on your selected essay in the assigned readings. Formulate the structured response from your own close reading of the text.
DISCLAIMER: Originality of attachments will be verified by Turnitin.
Key Terms
This document lists and defines some of the 28 most important concepts that all psychology students and psychologists should know and understand well. Many of these concepts will appear again and again in your future classes and work in psychology. You will go deeper into many of them as you explore the world of Psychology.
CONCEPTS
Definition
1. ABC
Behavior therapists conduct a thorough functional assessment (or behavioral analysis) to identify the maintaining conditions by systematically gathering information about situational antecedents (A), the dimensions of the problem behavior (B), and the consequences (C) of the problem. This is known as the ABC model, and the goal of a functional assessment of a client's behavior is to understand the ABC sequence. This model of behavior suggests that behavior (B) is influenced by some particular events that precede it, called antecedents (A), and by certain events that follow it, called consequences (C). Antecedent events cue or elicit a certain behavior. For example, with a client who has trouble going to sleep, listening to a relaxation tape may serve as a cue for sleep induction. Turning off the lights and removing the television from the bedroom may elicit sleep behaviors as well. Con- sequences are events that maintain a behavior in some way, either by increasing or decreasing it. For example, a client may be more likely to return to counselin ...
3 Free Courses From Coursera 2023
3 Free Courses From Coursera 2023
Introduction to Psychology:
The study of human behavior and the mind is known as psychology. The topic focuses on how people in our immediate environment think, feel, behave, and interact, as well as what drives them.
It is through scientific methods that psychologists explain our behavior. Knowing what to look for, they examine, test, and make use of statistics to find patterns. But rather than just explain human behavior, psychologists use their expertise to offer support and generate positive change. This is one of 3 Free Courses From Coursera 2023.
What can you do with a degree in psychology?
You can pursue a variety of careers with the fundamental skills you acquire with a psychology degree. of the subject, going a few points. This lets students learn about the areas of psychology that are more specialized, which can lead to master’s or doctoral degrees. Counseling, social services, and education are all fields in which graduates can immediately find employment.
Numerous occupations await psychology graduates, including:
Educational psychologist
Forensic psychologist
Teacher
Health psychologist
Therapist
Occupational psychologist
Sport and exercise psychologist
Careers and advice adviser
Chaplain/counselor
Life coach
About this Course:
What are people most afraid of? What do our dreams mean? Are we natural-born racists? What makes us happy? What are the causes and cures of mental illness? This course tries to answer these questions and many others, providing a comprehensive overview of the scientific study of thought and behavior. It explores topics such as perception, communication, learning, memory, decision-making, persuasion, emotions, and social behavior. We will look at how these aspects of the mind develop in children, how they differ across people, how they are wired up in the brain, and how they break down due to illness and injury. Learn More About It…
Rating: 4.9/5
University: Yale University
SKILLS YOU WILL GAIN:
Reasoning
Problem-Solving
Abstract thinking
Analytical thinking
2. Introduction to Statistics:
About this course- Stanford’s “Introduction to Statistics” teaches you statistical thinking concepts that are essential for learning from data and communicating insights. By the end of the course, you will be able to perform exploratory data analysis, understand key principles of sampling, and select appropriate tests of significance for multiple contexts. You will gain the foundational skills that prepare you to pursue more advanced topics in statistical thinking and machine learning.
Topics include Descriptive Statistics, Sampling and Randomized Controlled Experiments, Probability, Sampling Distributions and the Central Limit Theorem, Regression, Common Tests of Significance, Resampling, Multiple Comparisons. This is one of 3 Free Courses From Coursera2023.
Job Opportunity Of Statistics:
Operations analyst:
Primary duties: Operations analysts find
R3 Stem Cells and Kidney Repair A New Horizon in Nephrology.pptxR3 Stem Cell
R3 Stem Cells and Kidney Repair: A New Horizon in Nephrology" explores groundbreaking advancements in the use of R3 stem cells for kidney disease treatment. This insightful piece delves into the potential of these cells to regenerate damaged kidney tissue, offering new hope for patients and reshaping the future of nephrology.
Navigating the Health Insurance Market_ Understanding Trends and Options.pdfEnterprise Wired
From navigating policy options to staying informed about industry trends, this comprehensive guide explores everything you need to know about the health insurance market.
Leading the Way in Nephrology: Dr. David Greene's Work with Stem Cells for Ki...Dr. David Greene Arizona
As we watch Dr. Greene's continued efforts and research in Arizona, it's clear that stem cell therapy holds a promising key to unlocking new doors in the treatment of kidney disease. With each study and trial, we step closer to a world where kidney disease is no longer a life sentence but a treatable condition, thanks to pioneers like Dr. David Greene.
QA Paediatric dentistry department, Hospital Melaka 2020Azreen Aj
QA study - To improve the 6th monthly recall rate post-comprehensive dental treatment under general anaesthesia in paediatric dentistry department, Hospital Melaka
Global launch of the Healthy Ageing and Prevention Index 2nd wave – alongside...ILC- UK
The Healthy Ageing and Prevention Index is an online tool created by ILC that ranks countries on six metrics including, life span, health span, work span, income, environmental performance, and happiness. The Index helps us understand how well countries have adapted to longevity and inform decision makers on what must be done to maximise the economic benefits that comes with living well for longer.
Alongside the 77th World Health Assembly in Geneva on 28 May 2024, we launched the second version of our Index, allowing us to track progress and give new insights into what needs to be done to keep populations healthier for longer.
The speakers included:
Professor Orazio Schillaci, Minister of Health, Italy
Dr Hans Groth, Chairman of the Board, World Demographic & Ageing Forum
Professor Ilona Kickbusch, Founder and Chair, Global Health Centre, Geneva Graduate Institute and co-chair, World Health Summit Council
Dr Natasha Azzopardi Muscat, Director, Country Health Policies and Systems Division, World Health Organisation EURO
Dr Marta Lomazzi, Executive Manager, World Federation of Public Health Associations
Dr Shyam Bishen, Head, Centre for Health and Healthcare and Member of the Executive Committee, World Economic Forum
Dr Karin Tegmark Wisell, Director General, Public Health Agency of Sweden
Telehealth Psychology Building Trust with Clients.pptxThe Harvest Clinic
Telehealth psychology is a digital approach that offers psychological services and mental health care to clients remotely, using technologies like video conferencing, phone calls, text messaging, and mobile apps for communication.
India Clinical Trials Market: Industry Size and Growth Trends [2030] Analyzed...Kumar Satyam
According to TechSci Research report, "India Clinical Trials Market- By Region, Competition, Forecast & Opportunities, 2030F," the India Clinical Trials Market was valued at USD 2.05 billion in 2024 and is projected to grow at a compound annual growth rate (CAGR) of 8.64% through 2030. The market is driven by a variety of factors, making India an attractive destination for pharmaceutical companies and researchers. India's vast and diverse patient population, cost-effective operational environment, and a large pool of skilled medical professionals contribute significantly to the market's growth. Additionally, increasing government support in streamlining regulations and the growing prevalence of lifestyle diseases further propel the clinical trials market.
Growing Prevalence of Lifestyle Diseases
The rising incidence of lifestyle diseases such as diabetes, cardiovascular diseases, and cancer is a major trend driving the clinical trials market in India. These conditions necessitate the development and testing of new treatment methods, creating a robust demand for clinical trials. The increasing burden of these diseases highlights the need for innovative therapies and underscores the importance of India as a key player in global clinical research.
Navigating Challenges: Mental Health, Legislation, and the Prison System in B...Guillermo Rivera
This conference will delve into the intricate intersections between mental health, legal frameworks, and the prison system in Bolivia. It aims to provide a comprehensive overview of the current challenges faced by mental health professionals working within the legislative and correctional landscapes. Topics of discussion will include the prevalence and impact of mental health issues among the incarcerated population, the effectiveness of existing mental health policies and legislation, and potential reforms to enhance the mental health support system within prisons.
2. PSYCHOLOGICAL ASSESSMENT
A psychological assessment can include numerous components
such as norm-referenced psychological tests, informal tests and
surveys, interview information, school or medical records, medical
evaluation and observational data. A psychologist determines what
information to use based on the specific questions being asked. For
example, assessments can be used to determine if a person has a
learning disorder, is competent to stand trial or has a traumatic brain
injury. They can also be used to determine if a person would be a
good manager or how well they may work with a team.
One common assessment technique, for instance, is a clinical
interview. When a psychologist speaks to a client about his or her
concerns and history, they're able to observe how the client thinks,
reasons and interacts with others. Assessments may also include
interviewing other people who are close to the client, such as
teachers, coworkers or family members. (Such interviews, however,
would only be performed with written consent from the client.)
3. USAGE OF PSYCHOLOGICAL
ASSESSMENT
Psychological assessment is most often used in the psychiatric,
medical, legal, educational, or psychological clinic settings. The types
of assessments and the purposes for them differ among these
settings.
In the psychiatric setting, the common needs for assessment are to
determine risks, whether a person should be admitted or discharged,
the location the patients should be held, as well as what therapy the
patient should be receiving. Within this setting, the psychologists need
to be aware of the legal responsibilities that what they can legally do
in each situation.
Within a medical setting, psychological assessment is used to find a
possible underlying psychological disorder, emotional factors that may
be associated with medical complaints, assessment for
neuropsychological deficit, psychological treatment for chronic pain,
and the treatment of chemical dependency.
4.
5. STANDARDIZATION …
standardization, ensures that everything is the same for all participants. In the
case of intelligence tests, it means that every test-taker must have the same
circumstances.
For example, you take an intelligence test that's given to you by Amy, a nice
woman who hands the test over, tells you that you have an hour to take it, and
then walks away. You are left to figure everything out on your own.
But imagine that your friend takes that same test, but this time it's given by
someone named Rosa. Rosa notices when your friend starts to struggle with a
question, so she gives him a hint. When he really can't get an answer, she lets
him look the answers up online. What if you score the same as your friend?
Does that mean that you are equally adept? No, because you didn't have
standardization. That is, the test you took was harder than your friend's test,
even though it had the same questions, just by virtue of the fact that you didn't
have the same help that he did.
As you can probably tell, standardization is very important in an intelligence test
and other psychological tests. Making sure that every single person gets the test
under standard conditions ensures that everyone gets a fair shot at the test.
6. STANDARDIZATION IS NOT SAME AS
STANDARDIZING
There are quality standards and regulations for standardization and test quality.
These are determined by the international psychological associations. This
includes the ITC (International Test Commission), EFPA (European Federation of
Psychologists Association's), test publisher groups like the European Publisher
Group and the nationally recognized certification institutes like the BPS (British
Psychological Society) and COTAN (Commissie Testaangelegenheden
Nederland).
There are also standards like DIN 33430 “Requirements for procedures and their
use in occupational aptitude appraisals” which provide information on the
currentness of the norms and on the correct interpretation of psychological
testing procedures. considerably more marked in the group of schizophrenia
patients. These impairments could impact adversely on patients’ everyday lives
and on the course of the illness.
An interesting point that emerged was that patients with depression tend to
underestimate their cognitive abilities, while patients with schizophrenia
overestimate them. More specifically it was noted that people with depression
have problems in the areas of figural memory, working memory and response
inhibition. People with schizophrenia also have deficits on other subdimensions,
including cognitive flexibility, planning and processing speed
7. WHO IS STANDARDIZED…
Standardization represents particular effort on the part of the test developer. The process
is both cost- and time-intensive. Test developers that have in-house testing options and
can draw upon the appropriate infrastructure have an advantage. It can take between
three and six months before the standardization is completed and the evaluation is
present. In other cases, if there are no in-house testing options available, tests can be
standardized as part of collaborations with clinics, universities, business partners, or other
institutes.
The project generally lasts much longer depending on how quickly suitable test persons
can be found. “Our search for test persons is done with existing databases of interested
persons, through appeals for test person can be made by attachment, insert, or internet
forums”, reports the head of the SCHUHFRIED Research Center, Alexander Weidinger.
300 potential test persons can be quickly found this way. However, not all persons are
suitable for testing to create a representative sample.
The prerequisite is that the test person must be psychologically healthy and not under the
influence of drugs or medications. “The particular difficulty in standardization lies in
complying with the census,” says Alexander Weidinger. Students and other groups of
persons with a lot of free time during the day are often interested in making their time
available in the interest of science, in particular when their efforts are compensated with an
allowance for expenses. For the group of professionally employed adults and the healthy
“best age” test subject, however, it is difficult to find suitable test people.
8.
9. SAMPLING…
In order to assess overall performance, most psychological
tests employ a sample which allows the test makers to create
a normal distribution which can be used for comparison of any
specific future test score.
Standardization Sample : �a large sample of test takers
who represent the population for which the test is
intended.� This standardization sample is also referred to as
the norm group (or norming group).
We convert the raw scores of the sample group into
percentiles in order to construct a normal distribution to allow
us to rank future test takers.
10. Sampling methods for selecting a norming group
Sample must be representative :� Test children if you are developing a test of children's
IQ;� test adults if you are interested in assessing adult interests.
The closer the match between your sample and your intended population of test takers,
the more accurate the distribution will be as a ranking guide.
Simple Random Sampling : every person in the target population has an equal chance of
being in the standardization sample.
Stratified Sampling : Test developer takes into account all demographic variables which
can accurately describe the population of interest and then selects individual at random,
but proportional to the demographic portrait of the test population. Most accurate way of
developing norm group. Common demographics to stratify :� age, gender, socioeconomic
status, geographic region.
Cluster Sampling :sampling begins by dividing a geographic region into blocks and then
randomly sampling within those blocks. �More likely than random� sampling to come up
with a representative sample and less time consuming than stratified sampling.
11. �������������������� Item Sampling
Often, test developers need to produce more than one
version of a standardized test. This is particularly important
if you believe you will have an individual complete a
psychological test more than once.
Item sampling refers to the procedure of giving two norm
groups different items from� the same exam. This allows
us to shorten the time it takes to conduct our representative
sampling.
12.
13. WHAT ARE NORMS….
Norms are a basic requirement and an essential quality feature for psychological
diagnosis. They are a reference system that places the tested person in relation
to other persons, thus making the results interpretable and informative. Tests
without norms are only meaningful if several persons were tested and the results
are compared with each other in ranking order. For most test users, norms are
an absolute requirement.
This presents great challenges for the test publisher because the development of
a new test, or updating a test, requires great effort. A distinction is made between
two types of norms, the representative norm and the random sample. For a
representative norm sample, at least 300 persons must have been tested and
the minimum limit must be independent of the number of inhabitants in a country.
This norm represents a cross-section of the population (census). This means that
the percentage of men and women in a country are depicted in the norm sample.
Education and age also play a role. Furthermore, additional demographic
aspects can be taken into consideration (e.g., country vs. city, ethnic group
membership, etc.). For random samples, meaning samples that are only
representative of specific groups of people, professions, or patients, smaller
sample sizes of at least 150 people are often required.
For the good of the norm, however, it is not just the absolute number of the
sample group size that is critical, but even more so the quality of the composition
of the sample, the collection of the data, and the description of the sample.
14. PURPOSE OF NORMS
A variety of norms can be created for test procedures. Generally they are
the frequently mentioned representative norm samples from which partial
norms for age group, gender, and education can be drawn. Representative
norm samples are country-specific or region-specific because national
borders also often represent linguistic or cultural borders which in turn
indicate differences between persons from different countries, cultures, age
groups, etc. Which norm is to be used depends on the question that is to be
posed. Therefore it is important to know with which groups of people the
comparison will be made during the standardization. For example, it doesn’t
make sense to perform personality tests in Japan with French norms
because different values are valid for many characteristics there.
In general, the more complex a test is and the more specific the question,
the more important the consideration of sociocultural influences and
therefore also the selection of the right standard. For achievement tests, for
example, a representative norm sample for Austria is a good basis for
general use. If you want to make comparison within a group, it makes sense
to take the norm sample from the group in question.
15. In human resources psychology, an individual professional group norm is drawn
upon in order to provide a more precise differentiation in personnel selection. For
example, if traffic psychologists want to know whether the driving behavior of a
retiree is consistent with their age, then a senior norm group can be consulted.
But if you want to know whether older drivers display "normal” driving behavior in
comparison to other road users, then the representative norm sample is used in
the testing. Child and adolescent norms have a special significance among
norms. Because children develop especially quickly, the norms for the many age
levels and for each relevant developmental stage must be created. Creating a
representative test group requires a large quantity of test persons, and the
parents’ permission to perform the testing must be present for each test. The
organizational effort to obtain child and adolescent norms is therefore relatively
high.
UPDATING NORMS….
Regular updating of test norms is necessary, and we recommend that this be
done every seven to ten years. The reason for this is in the continuous change in
the population and the associated changes to the census. The number, the
composition, and the education level of the public changes. Even the average
intelligence changes. The average IQ test result has increased noticeably since
1950. It is clear that the currentness of the representative norm sample
decreases over the course of the year. If the use of the tests is to remain
meaningful, the norms must be updated. The quality of the test is ultimately
strongly dependent on the norms.
16. DIFFERENCE BETWEEN GROUP NORMS AND LOCAL
NORMS….
� Sometimes educators are interested how
students performed relative to other students in the
same grade, or other students in adjacent districts.
��� For these purposes, test scores will
develop local norms for statistical comparison,
rather than using the group norm supplied with the
test. When scoring is done by computer, local
norms can be easily developed.
17. PSYCHOLOGICAL EVALUATION…
Psychological evaluation is defined as a way of testing people
about their behavior, personality, and capabilities to draw
conclusions using combinations of techniques. Over the years, it
has developed from unethical methods of locking people up for
tests to the many different strategies seen today. We currently see
evaluation being used in several different settings for multiple
purposes, such as education or legal situations. The purpose
behind many modern psychological evaluations is to try to pinpoint
what is happening in someone's psychological life that may be
inhibiting their ability to behave or feel in more appropriate or
constructive ways. It is the mental equivalent of physical
examination. It is important to use psychological evaluation
properly otherwise violations of the professional ethical code can
occur, resulting in harm to the client and invalid assessment
results.
18.
19. FORMAL AND INFORMAL EVALUATION
Formal psychological evaluation consists of standardized batteries
of tests and highly structured clinician-run interviews
while informal evaluation takes on a completely different tone. In
informal evaluation, assessments are based on unstructured, free-
flowing interviews or observations that allow both the patient and
the clinician to guide the content.
A highly unstructured interview and informal observations provide
key findings about the patient that are both efficient and effective. A
potential issue with an unstructured, informal approach is the
clinician may overlook certain areas of functioning or not notice
them at all Or they might focus too much on presenting complaints.
The highly structured interview, although very precise, can cause
the clinician to make the mistake of focusing a specific answer to a
specific question without considering the response in terms of a
broader scope or life context. They may fail to recognize how the
patient's answers all fit together, they lose the forest through the
trees.
20. USE OF TESTS AND
BATTERIES….
The benefits to more formal standardized evaluation types such as batteries and
tests are many.
First, they measure a large number of characteristics simultaneously. These
include personality, cognitive, and/or neuropsychological characteristics.
Second, these tests provide empirically quantified information. The obvious
benefit to this is that we can more precisely measure patient characteristics as
compared to any kind of structured or unstructured interview.
Third, all of these tests have a standardized way of being scored and being
administered. Each patient is presented a standardized stimulus that serves as a
benchmark that can be used to determine their characteristics. These types of
tests eliminate any possibility of bias and produce results that could be harmful
to the patient and cause legal and ethical issues.
Fourth, tests are normed. This means that patients can be assessed not only
based on their comparison to a "normal" individual, but how they compare to the
rest of their peers who may have the same psychological issues that they face.
Normed tests allow the clinician to make a more individualized assessment of
the patient.
Fifth, standardized tests that we commonly use today are both valid and reliable.
We know what specific score mean, how reliable they are, and how the results
will affect the patient.
Most clinicians agree that a balanced battery of tests is the most effective way of
helping patients.
21. PSYCHOLOGICAL TEST SCORING..
Accurate measurement of human behavior and mental processes involves
the use of assessment tools with established validity (the test measures what
it was actually designed to measure) and reliability (the test measures the
trait or ability in a consistent manner and without excessive error).
Scoring the Exams
Administrator may be responsible for scoring the exams herself or may mail
them to a service or bring them to a computer grading service.
Scoring Essay Tests : The most subjective category of scoring, can be
made more rigorous by developing a scoring scheme which lists the
important facts or theories which should have been included.
The analytic scoring procedure is preferable to the global scoring approach
because it helps to minimize
Halo effects and leniency error
22. Other recommendations for scoring Essays
1. Score all answers of a specific essay at one time.
2. Score all answers to a specific essay within one test scoring period.
3. If both writing quality and essay content are to be graded, they should be
assigned separate grades before being combined.
4. Have two readers score each essay, and let the final grade be the
average of the two scores given to a particular essay.
5. Write comments next to the examinee's responses, and correct errors on
their papers.
Computer Software is now being developed that can grade essays.�
The Intelligent Essay Assessor. The "Software" learns a specific subject
area by scanning appropriate documents. Then, the software is fed graded
essays to set up the grading standards. Now, ungraded essays can be
interpreted and graded by the Software program.
23.
24. SCORING OBJECTIVE TESTS…
Hand Graded :� Due to human error, mistakes may occur.� Having two graders
grade exams help to catch 90% of those simple mistakes in grading.
Machine Scoring : As accurate as the answer code given to the computer.�
For some psychological tests of personality and/or adjustment, considerable
training is required in order to properly score responses.
Some testing publishers will only release or sell their products to individuals who
have undergone special training or have a particular degree in a related field.
Guessing Corrections : Some tests which penalize for wrong answers, do so
because they want to discourage random guessing.�
Professionals in the testing industry generally agree that correcting for guessing
has very little effect on the ranking and distribution of test scores.
25. TYPES OF SCORING SYSTEM….
There are many possible ways to depict an individual's score
relative to the normative sample. Such data could be
represented in the form of 1) standard scores, 2) scaled scores,
3) T-scores, or 4) percentile scores. Each reporting method
allows for comparison relative to the normative sample. The
method of reporting selected by an individual psychologist may
vary based on training and personal discretion.
1. STANDARD SCORES - reflect a traditional method of
descriptive reporting most frequently observed in areas of
intellectual assessment. For example, a standard score of 100
represents precisely average performance, indicating that 50%
of the normative sample scored better than that individual, and
50% scored lower. However, very few individuals obtain such a
precisely average score.
26. SCALED SCROES - offer a somewhat different
descriptive framework. A scaled score of 10 represents
average (50th percentile) performance with a normal
range between 8 and 12. Scaled scores of 6 or 7
represent low average abilities, with scaled scores of 4
and 5 representing a borderline deficient range. Scaled
scores below 4 represent deficient performance.
T SCORES - are yet another method of depicting a
person’s score. In this context, a T Score of 50 is
precisely average, with a normal range of roughly 40 to
60. T Scores below 30 (2nd percentile) or above 70
(98th percentile) represent unusually low or high
performance. Many common personality tests use T
Scores to represent the findings.
27. PERCENTILE SCORES - a score in the 50th percentile
represents precisely average performance with scores
between the 25th and 75th percentile representing the
normal range. Scores below the 2nd percentile and
above the 98th percentile are very unusual, and thus are
traditionally seen as “abnormal.” There is no particular
reason to select one scoring method over another other
than preference of the test developer. Scoring systems
are interchangeable. A T score of 50 means the same as
a Standard Score of 100, which means the same as a
Scaled Score of 10. All are equivalent to a percentile
score of 50. Regardless, these scoring and reporting
methods allow for relatively precise quantification of
behavior and mental processes, and aid in diagnosis by
determining the extent to which a deficiency or
abnormality of behavior might be present.