The psychological report summarizes the evaluation of a 10-year-old boy referred for testing. Testing found the boy's cognitive functioning to be in the borderline range, with weaker performance than verbal skills. Socially, he functions at the average level for his age. The report recommends he be observed further and provided support to address difficulties with attention, impulsivity, and low self-esteem that may impact his functioning.
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!
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
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!
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
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 house-tree-person test (HTP) is a projective personality test, a type of exam in which the test taker responds to or provides ambiguous, abstract, or unstructured stimuli (often in the form of pictures or drawings).
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.
These are slides from a webinar from APA's Online Academy series. (http://apaonlineacademy.bizvision.com/)
Conducting psychological assessments can be one of the most ethically challenging areas of practice. Providing evaluations that are accurate, useful and consistent with the latest advances in research and theory are only a few of these challenges. This workshop will review several ethical issues of concern that graduate students who are engaged in assessment need to be attentive to. The ethical issues to be covered include informed consent, multicultural considerations, release of test data, third party requests for services, and assessment in the digital age. The workshop will be useful for identifying ethical pitfalls and for ensuring that diagnosis, and assessment are as valid and useful as possible for both clinicians and clients.
Protective Test - HFD- Personality AnalysisArora Mairaj
Aim of this lecture is to discuss HFD- as a technique for the assessment of Personality, with a brief review of Test , Types of Psychological Tests & Techniques.
Case Study of a Child with Autism John an only child was b.pdfagmbro1
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
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 house-tree-person test (HTP) is a projective personality test, a type of exam in which the test taker responds to or provides ambiguous, abstract, or unstructured stimuli (often in the form of pictures or drawings).
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.
These are slides from a webinar from APA's Online Academy series. (http://apaonlineacademy.bizvision.com/)
Conducting psychological assessments can be one of the most ethically challenging areas of practice. Providing evaluations that are accurate, useful and consistent with the latest advances in research and theory are only a few of these challenges. This workshop will review several ethical issues of concern that graduate students who are engaged in assessment need to be attentive to. The ethical issues to be covered include informed consent, multicultural considerations, release of test data, third party requests for services, and assessment in the digital age. The workshop will be useful for identifying ethical pitfalls and for ensuring that diagnosis, and assessment are as valid and useful as possible for both clinicians and clients.
Protective Test - HFD- Personality AnalysisArora Mairaj
Aim of this lecture is to discuss HFD- as a technique for the assessment of Personality, with a brief review of Test , Types of Psychological Tests & Techniques.
Case Study of a Child with Autism John an only child was b.pdfagmbro1
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
The closest frame of reference I have similar to the situationadver.docxrtodd643
The closest frame of reference I have similar to the situation/adversity facing today was when I entered middle school. Where I grew up there five elementary schools, four were for the “average” students and one for the “gifted” students. There was only one middle school. All of the gifted students were placed in advanced classes. I was fortunate to be one of the few from the average school to place in advanced classes. After the first month of class, I received my first “C+” ever and it was in English. I was sick to my stomach and holding back tears. I told my teacher Mrs. Eaves that I was sick and went to
the principal’s office
to call my parents. I balled my eyes out while I waited for them partly due to fear of my parents finding out I scored low, and partly because I was disappointed in myself. When my parents
arrived, they
kept asking me what was wrong, but I stayed silent. Your have to understand I come from a culture where getting a 99% meant that there was 1% room for improvement. When I returned to school the next day I was determined to never feel like that again. I worked hard, completed all my assignments on time, and took every chance I could for extra-credit. Mrs. Eaves would task me with getting her mail and other small tasks. Everyone would just say I was the “teachers pet”, but I didn’t think anything of it. Despite all my hard work, I still ended the school year with “B” in English. Growing up in a bilingual household was tough, trust me trying to explain the movie “Inception “ in
Urdu
to my grandpa was insane. At the end of year awards ceremony as I watched many of my friends get
awards
for science, math, social studies, ENGLISH, etc. I felt sad because the chances of me getting an award were slim. Mrs. Eaves comes on stage and presents the last award before she announces recipient or subject she explained that the award was the most important and has only given it out twice in her career. The room was silent because she goes into depth about its importance and meaning, but to be
honest, I
was scratching my head because all the smart kids in the class had already received
their
award. Then I hear my name and presents me with
his
“Mr Dependability” award and I just ecstatic. Not because of what the award meant, but just the fact I got an award. From that year on, I used that motivation and I pushed harder and harder eventually ending each year with awards in math, science, or social studies. I kept in touch with Mrs. Eaves throughout the years and she came to my wedding. At my wedding, I asked her why she gave me that award and was it just
a consolation prize
. She told me that when her father passed
away, I
was the only student to come up to her and console her and it eased her day. I do not even remember what I said or even that her father passed away. She said that she had not seen that level of maturity in any sixth grader. Dependable person is reliable, responsible, and trustworthy. In the world of Inf.
psychology assignment:
first question, please read:
Baldwin, J. M. (1898). The science of the mind--Psychology. In The story of the mind (pp. 1-7). New York, NY, US: D Appleton & Company. doi:10.1037/11355-001
Wundt, W. (1894). Lecture first (J. E. Creighton & E. B. Titchener, Trans.). In Lectures on human and animal psychology (2nd ed., pp. 1-11). New York, NY, US: Swan Sonnenschein & Co. doi:10.1037/12937-001
second question, please read:
Wundt, W. (1894). Lecture first (J. E. Creighton & E. B. Titchener, Trans.). In Lectures on human and animal psychology (2nd ed., pp. 1-11). New York, NY, US: Swan Sonnenschein & Co. doi:10.1037/12937-001
Wundt, W. (1907). Problem of psychology (C. H. Judd, Trans). In Outlines of psychology (3rd rev. English ed. from 7th rev. German ed., pp. 1-6). Leipzig, Germany: Wilhelm Engelmann. doi:10.1037/12406-001
James, W. (1890). The scope of psychology. In The principles of psychology (Vol I, pp. 1-11). New York, NY, US: Henry Holt and Co. doi:10.1037/10538-001
Third question, please read:
Witmer, L. (1907/1996). Clinical Psychology. American Psychologist, 51(3), 248-251. doi:10.1037/0003-066X.51.3.248
Gilbreth, L. M. (1947). Scientific management and human resources. Occupations, 26, 45-49.
Clinical Psychology
Lightner W i t m e r
D uring the last ten years the l a b o r a t o r y o f psy- chology at the University o f Pennsylvania has conducted, u n d e r m y direction, what I have called
" a psychological clinic." Children f r o m the public schools
o f Philadelphia a n d adjacent cities have b e e n b r o u g h t to
the l a b o r a t o r y b y p a r e n t s or teachers; these children h a d
m a d e themselves c o n s p i c u o u s because o f a n inability to
progress in school w o r k as rapidly as other children, or
because o f m o r a l defects which r e n d e r e d t h e m difficult
t o m a n a g e u n d e r o r d i n a r y discipline.
W h e n b r o u g h t to the psychological clinic, such chil-
d r e n are given a physical a n d m e n t a l e x a m i n a t i o n ; i f the
result o f this e x a m i n a t i o n shows it to be desirable, they
are then sent to specialists for the eye or ear, for the nose
a n d throat, a n d for n e r v o u s diseases, one or all, as each
case m a y require. T h e result o f this c o n j o i n t medical a n d
psychological e x a m i n a t i o n is a diagnosis o f the child's
m e n t a l a n d physical condition a n d the r e c o m m e n d a t i o n
o f a p p r o p r i a t e medical a n d pedagogical t r e a t m e n t . T h e
progress o f s o m e o f these children has been followed for
a t e r m o f years.
To illustrate the operation o f the psychological clinic,
take a recent case sent to the l a b o r a t o r y f r o m a city o f
Pennsylvania, n o t far f r o m Philadelphia. T h e child was
b r o u g h t b y his parents, on the r e c o m m e n d a t i o ...
This is the slides from a two day Autism Conference with Tony Attwood and Michelle Garnett in Denmark. The conference was hosted by Psychological Resource Centre.
STUDIESThe cases you are about to view all depict children aged .docxflorriezhamphrey3065
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
ECE430 Week Two Case Study Focus Students Each.docxjack60216
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
ECE430 Week Two Case Study Focus Students Each.docxSALU18
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
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
One of the most developed cities of India, the city of Chennai is the capital of Tamilnadu and many people from different parts of India come here to earn their bread and butter. Being a metropolitan, the city is filled with towering building and beaches but the sad part as with almost every Indian city
Welcome to Secret Tantric, London’s finest VIP Massage agency. Since we first opened our doors, we have provided the ultimate erotic massage experience to innumerable clients, each one searching for the very best sensual massage in London. We come by this reputation honestly with a dynamic team of the city’s most beautiful masseuses.
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
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
Medical Technology Tackles New Health Care Demand - Research Report - March 2...pchutichetpong
M Capital Group (“MCG”) predicts that with, against, despite, and even without the global pandemic, the medical technology (MedTech) industry shows signs of continuous healthy growth, driven by smaller, faster, and cheaper devices, growing demand for home-based applications, technological innovation, strategic acquisitions, investments, and SPAC listings. MCG predicts that this should reflects itself in annual growth of over 6%, well beyond 2028.
According to Chris Mouchabhani, Managing Partner at M Capital Group, “Despite all economic scenarios that one may consider, beyond overall economic shocks, medical technology should remain one of the most promising and robust sectors over the short to medium term and well beyond 2028.”
There is a movement towards home-based care for the elderly, next generation scanning and MRI devices, wearable technology, artificial intelligence incorporation, and online connectivity. Experts also see a focus on predictive, preventive, personalized, participatory, and precision medicine, with rising levels of integration of home care and technological innovation.
The average cost of treatment has been rising across the board, creating additional financial burdens to governments, healthcare providers and insurance companies. According to MCG, cost-per-inpatient-stay in the United States alone rose on average annually by over 13% between 2014 to 2021, leading MedTech to focus research efforts on optimized medical equipment at lower price points, whilst emphasizing portability and ease of use. Namely, 46% of the 1,008 medical technology companies in the 2021 MedTech Innovator (“MTI”) database are focusing on prevention, wellness, detection, or diagnosis, signaling a clear push for preventive care to also tackle costs.
In addition, there has also been a lasting impact on consumer and medical demand for home care, supported by the pandemic. Lockdowns, closure of care facilities, and healthcare systems subjected to capacity pressure, accelerated demand away from traditional inpatient care. Now, outpatient care solutions are driving industry production, with nearly 70% of recent diagnostics start-up companies producing products in areas such as ambulatory clinics, at-home care, and self-administered diagnostics.
CHAPTER 1 SEMESTER V PREVENTIVE-PEDIATRICS.pdfSachin Sharma
This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
The Valsalva maneuver exerts pressure to expel faeces through a voluntary contraction of the abdominal muscles while maintaining forced expiration against a closed airway. Patients with cardiovascular disease, glaucoma, increased intracranial pressure, or a new surgical wound are at greater risk for cardiac dysrhythmias and elevated blood pressure with the Valsalva maneuver and need to avoid straining to pass the stool.
Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
Constipation is a symptom, not a disease. Improper diet, reduced fluid intake, lack of exercise, and certain medications can cause constipation. For example, patients receiving opiates for pain after surgery often require a stool softener or laxative to prevent constipation. The signs of constipation include infrequent bowel movements (less than every 3 days), difficulty passing stools, excessive straining, inability to defecate at will, and hard feaces
IMPACTION
Fecal impaction results from unrelieved constipation. It is a collection of hardened feces wedged in the rectum that a person cannot expel. In cases of severe impaction the mass extends up into the sigmoid colon.
DIARRHEA
Diarrhea is an increase in the number of stools and the passage of liquid, unformed feces. It is associated with disorders affecting digestion, absorption, and secretion in the GI tract. Intestinal contents pass through the small and large intestine too quickly to allow for the usual absorption of fluid and nutrients. Irritation within the colon results in increased mucus secretion. As a result, feces become watery, and the patient is unable to control the urge to defecate. Normally an anal bag is safe and effective in long-term treatment of patients with fecal incontinence at home, in hospice, or in the hospital. Fecal incontinence is expensive and a potentially dangerous condition in terms of contamination and risk of skin ulceration
HEMORRHOIDS
Hemorrhoids are dilated, engorged veins in the lining of the rectum. They are either external or internal.
FLATULENCE
As gas accumulates in the lumen of the intestines, the bowel wall stretches and distends (flatulence). It is a common cause of abdominal fullness, pain, and cramping. Normally intestinal gas escapes through the mouth (belching) or the anus (passing of flatus)
FECAL INCONTINENCE
Fecal incontinence is the inability to control passage of feces and gas from the anus. Incontinence harms a patient’s body image
PREPARATION AND GIVING OF LAXATIVESACCORDING TO POTTER AND PERRY,
An enema is the instillation of a solution into the rectum and sig
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.
Struggling with intense fears that disrupt your life? At Renew Life Hypnosis, we offer specialized hypnosis to overcome fear. Phobias are exaggerated fears, often stemming from past traumas or learned behaviors. Hypnotherapy addresses these deep-seated fears by accessing the subconscious mind, helping you change your reactions to phobic triggers. Our expert therapists guide you into a state of deep relaxation, allowing you to transform your responses and reduce anxiety. Experience increased confidence and freedom from phobias with our personalized approach. Ready to live a fear-free life? Visit us at Renew Life Hypnosis..
1. Psychological Report Template
DEPARTMENT OF PSYCHOLOGY
COLLEGE OF SCIENCE
UNIVERSITY OF STO. TOMAS
P S Y C H O L O G I C A L R E P O R T
Personal Information
Name:
Age:
Date of Birth:
Sex:
Educational Level:
Source of Referral:
Reason for Referral:
Tests Administered Dates of Administration
Physical and Behavioral Observation:
2. Test Results and Interpretation
A. Intellectual Functioning
B. Social Functioning
Summary:
Diagnostic Impression:
Recommendations:
(Name of Psychologist)
Psychologist
2
3. Sample of an Acceptable Report - 1
DEPARTMENT OF PSYCHOLOGY
COLLEGE OF SCIENCE
UNIVERSITY OF STO. TOMAS
P S Y C H O L O G I C A L R E P O R T
Personal Information:
Name: Mr. A.
Age: 16 years, 5 months
Date of Birth: March 09, 1989
Sex: Male
Educational Level: Special Education
Source of Referral: Dr. XXX
Reason for Referral: Socio-Cognitive Evaluation
Tests Administered: Dates of Administration
Wechsler Intelligence Scale for Children September 02, 2005
– 3rd Edition (attempted)
Bender-Gestalt Visual-Motor Test August 26, 2005
Childhood Autism Rating Scale September 02, 2005
Draw-A-Person Test August 26, 2005
Vineland Social Maturity Scale August 26, 2005
3
4. Physical and Behavioral Observation:
Mr. A. came in for his testing appointment wearing white printed shirt
and blue jeans. He has a moderate body built and a dark complexion.
In the two sessions, it was observed that Mr. A. constantly repeated
almost every statement uttered by the psychologist and his mother every
time they talk to him. When given the instruction to write his name on a
piece of paper, with the exact instruction as “Isulat mo yung pangalan mo
dito,” he started writing the word “pangalan.” When instruction was
changed to “isulat mo dito (name of patient),” he was able to write his name,
but he kept on mentioning his name as he was writing it. It was further
observed that he sang an unfamiliar tune repeatedly while doing something,
like working on a puzzle or scanning a book; moreover, he would just
suddenly stand and dance.
Test Results and Interpretation:
A. Intellectual Functioning
Mr. A. was not able to respond to any part of the verbal test and in
most parts of the performance test. He just echoed whatever he heard from
the psychologist. It was noted, however, that he could name familiar objects
shown in pictures, such as man (lalake), woman (babae), fox (aso), elephant,
and he knows how to count up to 15. It was also observed that he is able to
perform tasks that require copying or imitation, such as reproducing some
geometric illustrations and block designs shown and copying some symbols
presented to him. Developmentally, Mr. A.’s performance skill is similar to
an 8 ½ -year old child.
B. Social Functioning
Socially, Mr. A.’s maturity level is much below his age, equivalent to
a 9 year old child. He prefers to be with and play with young children rather
than with his age-group. At his age, he is able to perform some simple self-help
skills, such as bathing and going to the toilet and cleaning oneself
4
5. without help from other people, combing his hair, and caring for self while
eating. According to his mother, he is also able to perform some household
chores, such as cooking rice and washing dishes. He, however, do these
chores, as well as his self-help activities, on a routinely basis. Interruption
on the routine makes him irritable. Other activities not part of the routine
requires much prodding from his mother before he performs it. He also has
an attitude of not wanting to repeat eating the food that he has taken the
previous meal.
In terms of communication, Mr. A. is able to say some meaningful
statements and is also able to understand simple instructions from other
people. However, he frequently echoes what he hears, even songs heard
from the television or radio. Sometimes, according to his mother, he would
just suddenly talk and repeatedly say a statement or sing and dance even
without hearing any music at all. When speaking, he does not have eye
contact. His mother stated that, if ever there is eye contact, it happens just
for a very short period of time.
In terms of locomotion, he is able to leave their house on his own, but
does not go far. He just visits the neighbor’s house and would just walk
around the house or sing and dance there before he goes back home.
Summary:
Cognitively, Mr. A. was unable to respond to all verbal tests and most
performance tests. It was noted, however, that he is able to name familiar
objects, count to 15, and perform simple tasks that require reproduction or
imitation. Socially, Mr. A. functions on the level of a 9-year-old child. He is
able to perform some self-help skills and household chores, but on a
routinely basis. In terms of communication, he echoes most of the words he
hears. He also has this behavior of suddenly talking, singing, or dancing,
and repeatedly does the activity. In terms of locomotion, he is only able to
go to nearby places, such as the neighbors’ houses, on his own.
5
6. Diagnostic Impression:
MILD AUTISM
Recommendations:
Based on the evaluation presented, the following recommendations
are given:
a. Re-enroll Mr. A. in a Special Education class.
b. Continue providing him with support, and care, and provide
proper information to his siblings about his condition so that
they may not tease him; instead, they could also provide the
support and care that he needs.
(NAME OF PSYCHOLOGIST)
Psychologist
6
7. Sample of an Acceptable Report - 2
DEPARTMENT OF PSYCHOLOGY
COLLEGE OF SCIENCE
UNIVERSITY OF STO. TOMAS
P S Y C H O L O G I C A L R E P O R T
Personal Information:
Name: Girl A.
Age: 6 years, 6 months
Date of Birth: September 15, 1998
Sex: Female
Educational Level: Special Education
Source of Referral: Ms. T.N.
Reason for Referral: Psychological Re-Evaluation
Tests Administered: Dates of Administration
Wechsler Intelligence Scale for Children – 3rd Edition June 3, 2005
Bender-Gestalt Visual-Motor Test May 27, 2005
Draw-A-Person Test May 27, 2005
Vineland Social Maturity Scale May 27, 2005
Physical and Behavioral Observation:
Girl A. came for her initial appointment wearing white shirt and blue
shorts. On her first session with the psychologist, she was already at ease
and verbally expressive, citing stories about what she did that day, and about
her grandmother, aunt, cousins, and siblings. It was observed that Girl A.’s
7
8. speech is already comprehensible. She spoke using the English language,
though it was mixed with Tagalog language. When asked to draw a person,
she immediately got a piece of paper and a pencil, and drew while
continuously talking about what she was drawing. She even asked for
another paper where she could draw more after she completed her assigned
task. When asked to copy some figures, she followed instructions without
hesitation. However, it was observed that she copied fast, as if in a hurry,
and she could not wait for the next figure to be presented. She frequently
asked for the next figure immediately after finishing her drawing and she did
not mind even if what she was currently drawing overlaps a previous drawn
figure.
On her second testing appointment, Girl A. wore a yellow sando and
pink, checkered shorts. As she was doing her assigned task, it was observed
that she had a short attention span, being able to focus her attention only on
the first part of the series of tests. She was easily distracted by external
stimuli, such as the items on the table and the voice of her teacher and the
other children, that she frequently went out of the testing area to play or talk
to her teacher or grandmother. It was further observed that when Girl A. is
asked to resume with her task, she follows with hesitation, frequently saying
“I want to play” and “I’m very, very sad because I want to play” while trying
to work on an activity. She also easily gets irritated and shouts when she
fails to complete her task on her first try. She shouted at the psychologist,
saying “Help me, I’m very, very scared, it’s still broken, How?!,” “Oh, dear,
I cannot do it, I can’t do it!,” and “I’m very, very rest, you quiet first!” She
even shouted “quiet!” at the people outside the room.
Test Results and Interpretation:
A. Intellectual Functioning
Verbal IQ 55
Performance IQ 103
Full Scale IQ 76
Classification Borderline
8
9. Girl A. ‘s test results reveal that her full scale IQ is within the
Borderline level. Her verbal functioning is weaker than her performance
functioning. Although she was able to provide information and explanation
about ideas and concepts, and solve mathematical problems, she is only able
to do these on simple tasks. He was not able to correctly identify similarities
among objects nor was she able to give the meaning of common words.
Based on observation, this deficiency in the verbal area could not solely be
attributed to lack of knowledge or information. It is attributed to various
factors, such as Girl A.’s inability to focus her attention on what is being
asked so that she blurts out answers without thinking about the question.
Delayed speech development due to lack of stimulation and language
confusion are also probable factors for her low verbal functioning. It was
only in 2003 that Girl A. started with her formally speech development
program at the Gabay-Aral Learning Center; thus, she is still in the process
of acquiring more verbal information. Moreover, according to her
grandmother, in Girl A.’s toddler years, she was just frequently left to listen
to children’s English educational audio tapes or left in front of the television
to watch English cartoons, because everybody were busy and nobody could
play with her or talk to her. These audio tapes and television cartoons
developed in Girl A. some familiarity with the English language. However,
she is forced to learn the Filipino language because it is the medium of
communication used in their home and other children in their place tease her
and do not want to play with her because of using English as her medium of
communication. At present, Girl A. knows how to speak in Tagalog but
most frequently, she speaks in English or a mixture of Tagalog and English.
In terms of the Performance level of intellectual functioning, results
show that Girl A. is within the average level. She was able to show a little
more interest in the activities as compared to the verbal area, although she
still fidgeted on her seat and frequently left the testing room. The first part
of the set of tests, where she was still able to focus her attention, is a
performance test. In this part, she was able to answer correctly more than
half of the items, including those that other children find difficult to answer.
However, in the other sets, where she has already lost her concentration, her
performance noticeably dropped. Nevertheless, she was still able to
correctly arrange together puzzle pieces, provide the code for certain
illustrations, and copy the block designs presented. Moreover, Ann was
revealed to be at par with her age group in terms of her visual-motor
development.
9
10. B. Personality and Social Functioning
Projective drawings and geometric illustrations of Girl A. reveal that
she has difficulty organizing her thoughts, resulting to her inability to plan
her activities/tasks properly. In doing her assigned tasks, she is not able to
focus her thoughts on one activity at a time. Frequently, she does something
else while doing her task. Thus, she is not able to focus on the details of her
work, resulting to careless mistakes.
Socially, Girl A. is on the average level of maturity. Her social
maturity, in terms of self-help, locomotion, and communication, is within
her age group. She can perform tasks, such as making her own sandwich
using a table knife for spreading, combing her hair neatly, using the spoon
and fork properly, and trying to read at own initiative.
Summary:
Girl A.’s cognitive functioning was found to be within the Borderline
Level, having great difficulty in the verbal area than in the performance area.
This level of functioning, however, was found to be due to his speech delay,
language confusion, and inattention and hyperactivity rather than actual
cognitive incapacity. Socially, Girl A. performs on the average level, typical
of a 6 year old child.
Diagnostic Impression:
ATTENTION DEFICIT/HYPERACTIVITY DISORDER,
COMBINED TYPE
10
11. Recommendations:
Based on the evaluation presented, the following recommendations
are given:
1. Girl A.’s exposure to a behavior modification program is
recommended.
2. Girl A. may be transferred from a special education program to a
regular school/classroom program provided she will still have tutorial
sessions in order to cope with the demands of a regular school.
3. It is also suggested that her teachers be informed of her condition so
that she may be given extra consideration and they may be able to
participate in the behavior modification program.
XXXXXXXXXXXXXXXXXX
Psychologist
11
12. Sample of an Unacceptable Report – 1
(The DoubTing PsychologisT)
PSYCHOLOGICAL REPORT
Name: CG
Age: 10 years, 0 months
Date of Birth: March 29, 1983
Sex: Male
Educational Attainment: Grade 3
Source of Referral: Dr. YYYYYYYY
Reason for Referral: Psychological Evaluation
Dates of Testing: March 28 and April 11, 2003
Tests Administered:
Wechsler Intelligence Scale for Children – 3rd Edition
Bender-Gestalt Visual-Motor Test
Draw-A-Person Test
Vineland Social Maturity Scale
Behavioral Observation:
CG is a chubby boy who was well-kempt in his white printed shirt,
blue jeans, and gray shoes. In the interview session, he was observed to be
overactive and he laughed a lot. During the test, on the other hand, he rarely
smiled and almost never made an eye contact with the examiner even when
the instructions in the test were being given. Although he seemed to be
motivated to work at first, his motivation seemed to have faded easily. He
was easily frustrated and he easily gave-up on those items which he believed
he could not answer correctly. He frequently commented “di ko po kaya e.”
12
13. Moreover, he was only able to focus his attention and full concentration on
the task at the beginning of the session.
At home, CG is said to be hyperactive and playful. In school, he was
observed to be friendly, but sometimes, bossy. He also does not listen to his
teachers and is inattentive in class discussions.
Test Results and Interpretation:
Intellectual Evaluation:
CG obtained the following results in his test:
Area IQ Classification
Full Scale 77 Borderline
Verbal 87
Performance 72
The results revealed that CG has the ability to understand the meaning
of some common concepts, solve simple everyday problems, and orally
respond to arithmetic computations. However, his ability does not seem to
be enough to help him cope with more complex, uncommon
situations/problems that are usually encountered by children his age. In the
performance level, CG seems to have limited perceptual-motor skills. This
may mean that he is not good at manipulating objects around him nor can he
learn much by manipulating them.
Socially, CG seems to be in the average level of development. He is
able to accomplish the tasks that most 10 year old children can do, such as
making telephone calls, making minor purchases, and taking care of the self
during meal time.
Emotional Evaluation:
CG appears to have the inability to plan and organize work, which
may be related to his seemingly very poor self-concept and feelings of
13
14. intense inadequacy. This is manifested in his refusal to complete the tasks
that seem difficult and frequently stating “di ko kaya”. Probably as a result
of his feelings of inadequacy, CG tends to protect his ego by escaping into
fantasy, seeing himself as someone who is powerful and strong. This
fantasy may lead to his tendency to be overtly aggressive or impulsive when
reaching out to others.
Summary:
CG’s cognitive functioning at the full scale and performance level was
found to be within the borderline range. His verbal functioning, on the other
hand was within the low average range. Socially, however, he was found to
be at the average level. Emotionally, CG appears to have overtly aggressive
or impulsive behaviors, which may be a result of his escape into fantasy
which he tends to use as his defense against feelings of inadequacy and poor
self-concept.
Diagnostic Impression:
Inattentiveness due to feelings of inadequacy
Recommendations:
Based on the evaluation, the following recommendations are given:
1. Since it was found that CG’s cognitive functioning is below the
average level (but not intellectually deficient) tutorial lessons are
recommended to help him cope with regular education.
2. It is also suggested that his teachers be informed of his condition so
that he may be given extra consideration.
3. To address his poor self-concept and feelings of inadequacy, he may
be encouraged to pursue a sport or an activity that interests him.
4. Further interview and observation are needed to establish a diagnosis
of Attention-Deficit/Hyperactivity Disorder, Predominantly
Inattentive Type.
14
15. Sample of an Unacceptable Report – 2
(Wrong inTegraTion/conTraDicTing
iDeas)
EXAMINEE: MARICRIS
Maricris is a kind of person that is very optimistic and goal-oriented
as manifested in many of her results. She may indicate
paranoid tendencies and very sensitive to criticisms of her
environment. She is very close to her family especially to her
mother. She longs for her father’s closeness because the latter is
away from him for a considerable length of time. The subject may
show signs of being withdrawn in the outside world. Maricris is
also indicative of emotional and social maladjustments in many
of her results. However, she manifests strong intellectual strivings
and a desire to know everything at hand correlated with her result
that she is very goal-oriented and has set high standards for herself
in the future. She is driven by her dreams and contented with what
she has at the moment especially when it concerns with her family
and her life back home. All in all, Maricris may be a well-adjusted
person in all aspects of development, but sometimes she
may be overpowered by her negativistic and paranoid tendencies.
15
16. Sample of an Unacceptable Report – 3
(Psychologists’ secrets revealed/
lack of integration)
EXAMINER: VANESSA
I. BENDER VISUAL-MOTOR GESTALT TEST (BVMGT)
Most of the Bender Gestalt drawings were drawn in a normal way, although
there were some figures that Vanessa has a hard time drawing. She has
closure difficulty, since her drawing of the diamond and circle had a space 3
in between. This means that she has difficulty maintaining adequate
interpersonal relationships. Also, she has redrawn a total figure, and this
indicates that she has a high degree of current anxiety.
There were also emotional indicators seen in her drawings. The figures were
drawn very small, and these indicate that she tends to be anxious, constricted
and timid. There was also a second attempt in drawing a figure, and this
indicates impulsiveness and anxiety. Lastly, there was expansion that
occurred, since she used two papers in drawing the figures. This means that
she is impulsive and has acting-out behavior.
II. HAND TEST
Vanessa responses show that she likes engaging in interpersonal
relationships. She is very friendly and likes spending time with her friends.
She is also very affectionate. She is not shy of showing her concern to
others and is very loving. Vanessa is also acquisitive in nature. She has
definite goals in mind, although at times, she is in doubt of reaching these
goals. Lastly, she is calm and collected almost all the time. She does not
like confrontations and fighting with others, as she is not aggressive.
16
17. III. HOUSE-TREE-PERSON TEST (HTPT)
Vanessa’s drawing of the house was unusually large, and this indicates
aggression, expansive and grandiose tendencies, and feelings of inadequacy
with compensatory defenses. The house was also placed on the left side of
the paper, and this shows that she is impulsive, frank and emotionally
satisfied. The house was close in appearance, and this shows interpersonal
warmth. The door was very large, and this shows that she is overly
dependent on other. The roof was also emphasized, and this indicates
fantasy satisfaction. The roof was over-detailed, and this shows obsessive-compulsive
traits. Lastly, the drawing of curtained windows indicates
consciously controlled socializing with some anxiety implied.
The drawing of the tree indicates possible aggressive tendencies and over-compensatory
action and hypersensitivity, since the tree was very large. The
branches were also very faint, and these indicate that she is indecisive and
anxious. Lastly, the drawing of fruits indicates that she is very nurturing.
The drawing of the person was unusually large, and this indicates
grandiosity. The head was also unusually large. This shows that she has
grandiose expansive tendencies and is overly dependent on others. The eyes
were also large, and these indicate suspiciousness, possible anxiety and
hypersensitive to social opinion. The mouth was also drawn upturned, and
this indicates forced congeniality and possible inappropriate affect. The
neck was short and thick. This means that she has tendencies to be stubborn
and impulsive. The drawing of the fingers also shows possible regressive
tendencies, since the fingers were petal-like. Lastly, there was also an
emphasis on the feet, since the feet were very large and the shoes were
overly –elaborated. This indicate that she has feelings of sexual inadequacy
and possible aggressiveness.
17