BSE PSYCHOLOGY HELPER



Format for Psychology Practical File1. Psychology Practical File with name, class and section and board roll no. [Front page]2. IndexS.No.ParticularsSignatureIntroduction to psychological testingRaven`s Standard Progressive MatricesMaudley`s personality InventoryAdjustment inventory for school studentsSinha`s comprehensive anxiety testSelf-Concept Questionnaire3. Introduction to Psychological testing [Heading page]4. Psychological TestsPsychological testingrefers to the administration of psychological tests. A psychological test is "an objective and standardized measure of a sample of behavior". The termsample of behavior?refers to an individual's performance on tasks that have usually been prescribed beforehand.?Performance on the items produces a test score. A score on a well-constructed test is believed to reflect a psychological construct such as achievement in a school subject,?ability, aptitude, emotional functioning,?personality, etc. Differences in test scores are thought to reflect individual differences in the construct the test is supposed to measure. The technical term for the science behind psychological testing is?psychometrics.Types of testsTests have been developed to measure many different human developments. They are classified as:On the basis of Administration – Group test and individual testOn the basis of Behaviour – Ability tests [Intelligence tests and achievement tests], Personality Tests [structures personality tests, projective techniques and behavioral analysis]On the basis of context – Verbal tests, non-verbal tests, performance tests[Define the above-mentioned from chapter 1 NCERT Psychology Book]5. Fundamental Concept of Psychological TestingProper psychological testing is conducted after vigorous research and development in contrast to quick web-based or magazine questionnaires that say "Find out your Personality Color," or "What's your Inner Age?" Proper psychological testing consists of the following:Standardization?- All procedures and steps must be conducted with consistency and under the same environment to achieve the same testing performance from those being tested.Objectivity?- Scoring such that subjective judgments and biases are minimized, with results for each test taker obtained in the same way.Test Norms?- The average test score within a large group of people where the performance of one individual can be compared to the results of others by establishing a point of comparison or frame of reference.Reliability?- Obtaining the same result after multiple testing. It refers to the consistency of scores obtained by the same person when re-examined with the same test with different set of questions at another time.Validity?- The type of test being administered must measure what it is intended to measure.Types of ValidityFace ValidityFace validity?is a measure of how representative a research project is ‘at face value,' and whether it appears to be a good project.Content ValidityContent validity?is the estimate of how much a measure represents every single element of a construct.Criterion ValidityCriterion Validity?assesses whether a test reflects a certain set of abilities.Concurrent validity?measures the test against a benchmark test and highcorrelation?indicates that the test has strong criterion validity.Predictive validity?is a measure of how well a test predicts abilities. It involves testing a group of subjects for a certain construct and then comparing them with results obtained at some point in the future.Construct ValidityConstruct validity?defines how well a test or experiment measures up to its claims. A test designed to measure depression must only measure that particular construct, not closely related ideals such as anxiety or stress.6. Application of Psychological testinga. Detection of specific BehaviorPsychological test is used to measure and to detect the abilities of a person.b. Individual DifferencesA psychological test is used to measure the individual differences, that is different between abilities of different persons and the performance of the same person at different time.c. To diagnose by the Psychological TestThe psychological tests are usually used in clinical psychology.In clinical psychology a test's function is to diagnose mental disorders.So tests are used in mental hospitals and coaching and guidance centers for the assessment and diagnose of mental disorders.d. Legal ClassificationA psychological test helps in classifying a number of people into different categories For example normal and abnormal, criminal and innocent, intellectual and mental retarded, able and disable etc.e. Promoting Self UnderstandingA psychological test provide standardized information about the abilities, capabilities, aptitudes, potential competencies interest, trait and states of a person which helps in understanding one's personality and planning future prospective.f.Program EvaluationEffectiveness of a particular program is assessed by the applications of some kind of test. This function is usually performed by an achievement test.g. Scientific Inquiry or ResearchSome experts use tests for research purpose which provide information about the mental level and personality of the subject.h. Military SelectionA closely related application of psychological testing is to be found in the selection and classification of military personal. From simple beginnings in the World War-I, the scope and variety of psychological tests employed in military situations underwent a phenomenal increase during World War-II. Subsequently research on test development has been containing on a large scale in all brands of the normed services.i. IndustryIn industry and business tests are helpful in selection and classifying personal for placement in jobs that range from the simpler semiskilled to the highly skilled, from the selection of filling clerks and sales-person to top management for any of these position, however test results are only one source of information , though an important one.Industrial and Organizational Psychology (also known as I-O psychology, industrial-organizational psychology, work psychology, organizational psychology, work and organizational psychology, industrial psychology, occupational psychology, personnel psychology or talent assessment) applies psychology to organizations and the workplace. Common research and practice areas for I-O psychologists include:Job performanceJob analysisPersonnel recruitment and selectionPerformance appraisal/managementIndividual assessment (knowledge, skills, and ability testing, personality assessment, work sample tests, assessment centers)PsychometricsCompensationTraining and training evaluation/DevelopmentEmployment lawWork motivationJob attitudes (e.g., job satisfaction, commitment, organizational citizenship, and retaliation)Human resourcesOrganizational development (OD)Organizational research methodsTechnology in the workplaceGroup/team performanceEmploy safety and healthEssentially, industrial psychologists study the behavior of employees in a work setting. Although industrial psychology didn't begin until the 1920's, the discipline has evolved rapidly and revolutionized the workplace within the last century. Because the workplace is a social system, the application of industrial psychology is useful in understanding its complexity.j. EducationPsychological tests especially those of general intelligence and of specific aptitudes have very extensive use in educational classification, selection and planning from the 1st grade (and sometimes earlier) through the university. Prior to World War-II schools and colleges were the largest users of psychological tests.7. Pioneers of PsychologyModern mental testing began in France in the 19th century. It contributed to separating?mental retardation?frommental illness?and reducing the neglect, torture, and ridicule heaped on both groups.Englishman?Francis Galton?coined the terms?psychometrics and developed a method for measuring intelligence based on nonverbal sensory-motor tests. It was initially popular, but was abandoned after the discovery that it had no relationship to outcomes such as college grades.French psychologist?Alfred Binet, together with psychologists Victor Henri and?Théodore Simon, after about 15 years of development, published the?Binet-Simon test?in 1905, which focused on verbal abilities. It was intended to identify mental retardation in school children.Wilhelm Wundtestablished the first laboratory in Leipzig of psychology in 1879 and employed introspection as a method of studying the workings of the mind.William JamesPsychologist and philosopher William James is often referred to as the father of American psychology. His 1200-page text,?The Principles of Psychology, became a classic on the subject and his teachings and writings helped establish psychology as a science. James also contributed to?functionalism, pragmatism and influenced many students of psychology during his 35-year teaching career.8.Various definitions:Percentile Rank – An individual`s percentile rank on a test designates the percentage of cases or scores lying below it. For e.g. Percentile 20 means the individual is situated above 20% of the group fall below this person`s rank.Percentage – A rate, number or amount in each hundred. Any proportion or share in relation to a whole. Stanine scores – According to this method the standard population is divided into 9 groups. Stanine 1 is the lowest and stanine 9 is the highest.Sten Scores – standard scores on a scale of ten.Standrard scores – It designates the individual`s position with respect to the total range and distribution of scores. The standard score indicates, in terms of standard deviation how far a particular score is removed from the mean of the distribution. Difference between test and experimentTestExperimentIt is standardized instrument used to measure intellectual and non-intellectual characteristics of an individual through verbal or non-verbal measuresThe researcher tries to manipulate the situation and tries to prove or disapprove a hypothesisIt evaluates certain attributes of an individual.It determines cause and effect relationship between variables.It does not have a hypothesisIt has a hypothesis.It is standardized and has norms.It does not have norms and is meant for verification of various principles. Raven`s Standard Progressive MatricesRaven`s Standard Progressive Matrices [RSPM]Aim: To measure educative component of ‘g’ as defined in Spearman`s Two factor theory using Raven`s Standard Progressive Matrices.Basic Concept:Differences in the functioning of two individuals, dull vs bright, quick vs slow, adaptive vs non-adaptive etc. can be attributed to intelligence. But what is intelligence?Many definitions have been given:Ability to adjustAbility to learnAbility to carry out abstract thinkingAccording to oxford dictionary, intelligence is the ability of perceiving, learning, understanding and knowing.Alfred Binet was one of the first psychologists to define intelligence as the ability to judge well, reason well and understand well. “It seems to us that in intelligence there is a fundamental faculty, the alteration or the lack of which, is of the utmost importance for practical life. This faculty is judgment, otherwise called good sense, practical sense, initiative, the faculty of adapting one’s self to circumstances.” Wechsler defined it as the global capacity of an individual to think rationally and act purposefully. Thorndike had suggested three types of intelligence:Abstract intelligence – ability to deal with symbols, words, formulas and numbersSocial intelligence – ability to deal effectively with people and capacity to behave in social situations.Concrete/mechanical intelligence – ability to deal effectively with machines and equipments.Charles Spearman proposed two-factor theory of intelligence. According to this, intelligence consisted of general factor and specific factor based on factor analysis. The `G` factor consists of mental functions that are primary. In addition, individuals have specific factors too.Louis Thurstone proposed the theory of primary mental abilities which staes that intelligence consists of 7 primary abilities, which are:Verbal comprehensionSpatial relationsNumeric abilitiesPerceptual speedWord fluencyMemoryInductive reasoningHarvard professor Howard Gardner has identified eight different types of intelligences that each individual has the capacity to possess. The idea of multiple intelligences is important because it allows for educators to identify differing strengths and weaknesses in students and also contradicts the idea that intelligence can be measured through IQ.Visual/Spatial - Involves visual perception of the environment, the ability to create and manipulate mental images, and the orientation of the body in space.Verbal/Linguistic - Involves reading, writing, speaking, and conversing in one's own or foreign languages.Logical/Mathematical - Involves number and computing skills, recognizing patterns and relationships, timeliness and order, and the ability to solve different kinds of problems through logic.Bodily/Kinesthetic - Involves physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities.Musical - Involves understanding and expressing oneself through music and rhythmic movements or dance, or composing, playing, or conducting music.Interpersonal - Involves understanding how to communicate with and understand other people and how to work collaboratively.Intrapersonal - Involves understanding one's inner world of emotions and thoughts, and growing in the ability to control them and work with them consciously.Naturalist - Involves understanding the natural world of plants and animals, noticing their characteristics, and categorizing them; it generally involves keen observation and the ability to classify other things as well.Assessment of IntelligenceStandardized?intelligence testing?has been called one of psychology's greatest successes. It is certainly one of the field's most persistent and widely used inventions.Since Alfred Binet first used a standardized test to?identify learning-impaired Parisian children?in the early 1900s, it has become one of the primary tools for identifying children with mental retardation and learning disabilities. It has helped the U.S. military place its new recruits in positions that suit their skills and abilities.?In 1908, Alfred Binet gave the concept of Mental Age [MA] which is a subject`s intellectual development with respect to others of his/her age group. Chronological Age [CA] is the biological age. IQ = MA X 100 CAHistory and descriptionIt is the most common and popular test administered to groups ranging from 5-year-olds to the elderly. It is made of 60?multiple choiceitems, listed in order of difficulty that’s why it`s called progressive. ?The original form of the matrices was first published in 1938.?This test measures abstract intelligence of an individualThe tests were developed for research purposes. Because of their independence of language and reading and writing skills, and the simplicity of their use and interpretation, they quickly found widespread practical application. For example, all entrants to the British armed forces from 1942 onwards took a twenty-minute version of the SPM.ReliabilityOver forty studies dealing with the reliability of the SPM have been reported in the literature. They cover very wide range, many cultural groups and clinical as well as normal population. Results have been summed up in the table 1.1Age Range [years]SPM Retest ReliabilityMHV Retest ReliabilityCorrelation between SPM and MHV Scores13+ -1.88.87.57Under 30.93.97.6030-39.88.91.5140-49.87.98.4550 and above.83.90.44MHV – Mill Hill Vocabulary Scale – companion measure to SPM and asses verbal reasoning ability in the general population. ValidityThe concurrent and predictive validities of SPM vary with the age, sex and the homogeneity of the sample and the conceptual relevance of the criterion to which the SPM will be related and the quality of its assessment. For English speaking children and adolescents, reliable correlation of SPM with the Binet and Wechsler Scales range from .54 to .86. Some American studies with the adults have yielded very high correlations between SPM and WAIS scores.PreliminariesName:Age:Gender:Class:Place of conduction: Psychology LabTime:Materials RequiredSPM booklet, response sheet, SPM manual, pen/pencilPrecautionsOptimal conditions for testing were ensured before the test begunTime of start and finish were notedIf the subject got stuck on a question, then they should move to the next question.The tester should ensure that no question is left unansweredRapport FormationRapport was established between the subject and the tester, prior to the test so that he/she could feel comfortable and at ease. In such a state, she/he should answer the questions in a calm manner and any doubts should be cleared before starting the test.InstructionsThe following instructions were given:1. This is a test which consists of a booklet containing 5 sets, each set has 12 items that sums up to be 60 items in total.2. The difficulty level of the test increases progressively.3. Attempt all the items.4. Choose the correct item that you think is the right answer and write it on the response sheet.5. If you have any doubt, then clarify it right now.6. There is no time limit but try to finish as soon as possible.Test AdministrationAfter the instructions were given, the subject was asked to fill in the necessary details. The tester ensured that the instructions were clear and understood.Introspective report/Verbal ReportThe subject wrote “The first three sets were quite easy but gradually items became difficult and required high level on concentration. Towards the end I didn’t feel like completing the test.”[You can write the introspective report given by your subject]ScoringThe total no. of problems solved correctly were scored which was calculated with the help of the answer key. Thereafter, a single score is obtained by adding the total scores of the five columns. The percentile score and grade corresponding to this are noted down from the manual for analysis.Discrepancy score – The difference between the score a person obtains on each set and that normally expected for his total score is called the discrepancy score shown numerically as:SetsSet - ASet - BSet - CSet - DSet - EActual ScoreExpected ScoreDiscrepancyScoreTotal score:Percentile:Grade:InterpretationThe aim of administrating the SPM was to access the level of mental ability of the subject. SPM is a test of person`s capabilities of abstract reasoning at the time of the test. This is done by providing figures/patterns and measuring the ability to figure out patterns between them.The subject`s raw score was _______ which corresponds to ____ percentile and grade _____.Conclusion[For Grade – 1]The subject`s score shows that he is Intellectually Superior as his score lies at 95th percentile for people of his age group. This shows that he has the following characteristics:superior abilities to reason, generalize or problem solve, high intelligence?learns new things rapidlyvery perceptive, good sense of observationwide range of interests, overwhelmed by many interests and abilitieslong attention span, sustains concentration on topics of interest, persistent?OR [For Grade – 2]The subject`s score shows that he has Above-AverageIntellectual Capacity as his score lies between 90th Percentile- 75th percentile for people of his age group. This shows that he has the following characteristics:Easily recognizes patternsVery good memory.Advanced reasoning skillsMore curious than most students. Asks a lot of questionsOR [For Grade – 3]The subject`s score shows that he has AverageIntellectual capacity as his score lies between 25th Percentile-75th percentile for people of his age group. This shows that he has the following characteristics:?make judgments and form opinions autonomouslybetter able to construct and handle abstractionsThey usually respond and relate well to parents, teachers, and other adults.?They exhibit an intrinsic motivation to learnReferences1. NCERT Psychology Textbook2. SPM Manual, Author – J.C. Raven3. Baron RA 2001/Indian Reprint Psych4. Michael Egan, Mercury's Web: Some Reflections on Following Nature across Time and PlaceStandard Progressive MatricesSets A, B,C, D, EName: Date:Place: Class:Age: Gender:Test Begun: Test ended:Item no.AItem no.BItem no.CItem no. DItem no.E111112222233333444445555566666777778888899999101010101011111111111212121212TotalTotal Total Total Total TimeTotal ScoreGradeTested by: ___________________________Standard Progressive MatricesCorrect AnswersItem No.ABCDE142837256246311338422872561781633465765551826146914713103362211441541255265Percentile NormsPercentileAge 13-25 years955590547549504425371030525Interpretation of Results for RPMGrade 1 – Intellectually Superior – If the score lies at or above the 95th percentile for people of his/her age groupGrade 2 – Above average intellectual capacity – If the score lies at or above the 75th to 90th percentile.Grade 3 – Intellectual average – If the score lies between the 25th percentile and 75th percentile, if the score is greater than the median and 3 -, if the score is less than the median.Grade 4 – Below average intellectual capacity – If the score lies at or above the 25th percentile 4-, if the score lies at or below the 10th percentile. Maudley`s Personality InventoryMaudley`s Personality InventoryAim: To assess the introversion-extraversion, emotional stability-neuroticism dimensions of personality of the subject using MPI.Basic Concept:According to Allport, personality is the dynamic organizations within the individual that determine its behaviour. Theories of PersonalityBehavioral TheoriesBehavioral theories suggest that personality is a result of interaction between the individual and the environment. Behavioral theorists study observable and measurable behaviors, rejecting theories that take internal thoughts and feelings into account. Behavioral theorists include?B. F. Skinner?and?John B. Watson.Psychodynamic theoriesPsychodynamic theories include Sigmund Freud's?psychosexual stage theoryand Erik Erikson's?stages of psychosocial development.Psychodynamic theories of personality are heavily influenced by the work of?Sigmund Freud, and emphasize the influence of the unconscious mind and childhood experiences on personality.Structure of PersonalityAccording to Freud, personality is divided in three parts – Id, ego and super-ego. Id operates on the pleasure principle, while ego works on reality principle and super-ego works on the morality principle. Division of mindThe mind is divided into three parts- conscious, pre-conscious and unconscious.Psychosexual stagesErikson believed that personality progressed through a series of stages, with certain conflicts arising at each stage. Success in any stage depended upon successfully overcoming these conflicts.Post/neo Freudian ApproachThe?Neo-Freudian?psychiatrists?and?psychologists?were a group of loosely linked American theorists of the mid-twentieth century, who were all influenced by?Sigmund Freud, but who extended his theories, often in social or cultural directions.?Carl JungHe was a Swiss psychiatrist?and psychotherapist?who founded?analytical psychology. The central concept of analytical psychology is individuation—the psychological process of integrating the opposites, including the conscious with the unconscious, while still maintaining their relative autonomy. Jung considered individuation to be the central process of human development.Jung created some of the best known psychological concepts, including thearchetype, the?collective unconscious, the?complex, and?extraversion and introversion.Alfred AdlerHis emphasis on the importance of feelings of inferiority—the?inferiority complex—is recognized as an isolating element which plays a key role in personality development.?Alfred Adler considered human beings as an individual whole; therefore he called his psychology "Individual Psychology".Karen HorneyShe was a German psychoanalyst who practiced in the United States during her later career. Her theories questioned some traditional Freudian?views. This was particularly true of her theories of sexuality and of the instinct orientation of psychoanalysis. She is credited with founding feminist psychology?in response to Freud's theory of penis envy. She disagreed with Freud about inherent differences in the psychology of men and women, and she traced such differences to society and culture rather than biology.Humanist TheoriesHumanist theories emphasize the importance of free will and individual experience in the development of personality. Humanist theorists emphasized the concept of self-actualization, which is an innate need for personal growth that motivates behavior. Humanist theorists include?Carl Rogers?and?Abraham Maslow.Trait TheoriesThe?trait theory?approach is one of the largest areas within personality psychology. According to this theory, personality is made up of a number of broad traits. A trait is basically a relatively stable characteristic that causes an individual to behave in certain ways. Some of the best known trait theories include Eysenck's three-dimension theory and the?five factor theory?of personality.Gordon Allport (1897–1967)Gordon Allport was one of the first modern trait theorists. Allport and Henry Odbert worked through two of the most comprehensive dictionaries of the English language available and extracted around 18,000 personality-describing words. From this list they reduced the number of words to approximately 4,500 personality-describing adjectives which they considered to describe observable and relatively permanent personality traits.Allport organized these traits into a hierarchy of three levels:Cardinal traits?dominate and shape an individual's behavior, such as Ebenezer Scrooge’s greed or Mother Theresa’s?altruism. They stand at the top of the hierarchy and are collectively known as the individual's?master?control.?They are considered to be an individual's ruling passions. Cardinal traits are powerful, but few people have personalities dominated by a single trait. Instead, our personalities are typically composed of multiple traits.Central traits?come next in the hierarchy. These are general characteristics found in varying degrees in every person (such as loyalty, kindness, agreeableness, friendliness, sneakiness, wildness, or grouchiness). They are the basic building blocks that shape most of our behavior.?Secondary traits?exist at the bottom of the hierarchy and are not quite as obvious or consistent as central traits. They are plentiful but are only present under specific circumstances; they include things like preferences and attitudes. These secondary traits explain why a person may at times exhibit behaviors that seem incongruent with their usual behaviors. For example, a friendly person gets angry when people try to tickle him; another is not an anxious person but always feels nervous speaking publicly.?Cattel`s ClassificationHe believed that there is a common structure in which people differ. This could be determined empherically by a statistical technique. He then developed the Sixteen Personality Factor?Questionnaire?(16PF), an assessment tool commonly utilized today. The 16 personality traits include:1. Warmth (A)2. Reasoning (B)3. Emotional Stability (C)4. Dominance (E)5. Liveliness (F)6. Rule-consciousness (G)7. Social Boldness (H)8. Sensitivity (I)9. Vigilance (L)10. Abstractedness (M)11. Privateness (N)12. Apprehension/Apprehensiveness (O)13. Openness to change (Q1)14. Self-reliance (Q2)15. Perfectionism (Q3)16. Tension (Q4)Type ApproachIt is based on grouping people on the basis of psychological traits. One of the first of these theories proposed by Hippocrates grouped people on the basis of bodily fluids:Sanguine – Cheerful and confidentMelancholic - depressedCholeric – Hot temperedPhlegmatic – Calm and slowFriedman and RosenmanThey have classified individuals into Type A and Type B personalities. The theory describes Type A individuals as ambitious, rigidly?organized, highly?status-conscious, sensitive, impatient, take on more than they can handle, want other people to get to the point, anxious, proactive, and concerned with?time management. People with Type A personalities are often high-achieving "workaholics", push themselves with deadlines, and hate both delays and ambivalence.The theory describes Type B individuals as a contrast to those of Type A. Type B personality, by definition, are noted to live at lower stress levels. They typically work steadily, and may enjoy achievement, although they have a greater tendency to disregard physical or mental stress when they do not achieve. When faced with competition, they may focus less on winning or losing than their Type A counterparts, and more on enjoying the game regardless of winning or losing. Unlike the Type A personality`s rhythm of multi-tasked careers, Type B individuals are sometimes attracted to careers of creativity: writer, counselor, therapist, actor or actress.?Hans Eysenck: Three Dimensions of PersonalityBritish psychologist Hans Eysenck developed a model of personality based upon just three universal trails:Unlike Allport and Cattell, theorist Hans Eysenck only included three general traits in his list. They are:1. Introversion- ExtraversionAs in Carl Jung's personality type theory, Eysenck classified people as either introvert, those who directs focus on inner world, or extravert, those who gives more attention to other people and his environment.2. Neuroticism-Emotional StabilityThis category is synonymous to "moodiness versus even-temperedness", where in a neurotic person is inclined to having changing?emotions?from time to time, while an emotionally stable person tends to maintain a constant mood or emotion.3. PyschoticismThis dimension refers to the finding it hard to deal with reality. A psychotic person may be considered hostile, manipulative, anti-social and non-empathetic.Methods of assessing personalityPersonality assessment refers to the procedures used to evaluate people on the basis of certain characteristics. The most commonly used methods for assessing personality are – psychometric tests, self-report measures, projective techniques and behavioural analysis. We are using self-report measures here, which are fairly structured, often based on a theory, that requires subjects to give verbal responses using some kind of rating scale. The method requires the subject to objectively report his/her own feelings with respect to various items. They are scored in quantitative terms and are interpreted on the basis of norms developed for the test. Examples – The Minnesota Multiphasic Personality Inventory [MMPI], Eysenk Personality Questionnaire [EPQ] and 16 Personality factor [PF]Advantages – Used for career guidance, vocational exploration, personal counselling and personality development.Disadvantages – Social desirability is the tendency on the part of respondent to endorse items in a socially desirable manner. Acquiescence is the tendency of the subject to agree with items irrespective of their contents. History and descriptionA questionnaire designed to measure two major dimensions of personality, namely extraversion and neuroticism, according to the theory of personality of the German-born British psychologist H. J. Eysenck (1916–97), first propounded in his books Dimensions of Personality (1947) and The Scientific Study of Personality (1952). Eysenck published the test initially in the journal Rivista di Psicologia in 1956. Later versions of it were called the Eysenck Personality Inventory and the Eysenck Personality Questionnaire. MPI abbrev. [Named after the Maudsley Hospital in Denmark Hill, south London, where Eysenck worked, and which in turn is named after the English psychiatrist Henry Maudsley (1835–1918) who founded it].Each of these two traits are measured by means of 48 questions. Neuroticism refers to general emotional stability of a person, his emotional over responsiveness and his stability to neurotic breakdown under stress. Extraversion as opposed to introversion refers to the out-going, uninhibited, sociable proclivities of a person. The two dimensions are conceived of as being quite independent: thus all the theoretically possible combinations of scores may in fact be observed.Reliability and ValidityBoth split half and kuder Richardson reliability coefficients have been calculated on many samples. For the neuroticism scale, these values nearly all lie between 0.85 and 0.90; for extraversion scale, they lie between 0.75 and 0.85 with the majority above 0.80. Retest reliabilities are available only on about 100 cases; they are 0.83 and 0.81 respectively. The correlation between the long and short MPI scales are 0.86 and 87 respectively for N and E. The Cattel`s neuroticism and introversion scales correlate 0.34 and 0.53 [forms A and B] and 0.65 and 0.67 [forms C and D] with the corresponding MPI scales.PreliminariesName:Age:Gender:Qualification:Place of conduction: Psychology LabTime:Materials RequiredMPI manual, response sheet, MPI questionnaire form, pen/pencilPrecautionsOptimal conditions for testing were ensured before the test begunTime of start and finish were notedThe tester should ensure that the subject is not familiar with the test.Subject should be told that there is no correct answer. Subject should not skip any item and use “?” only when required. 5. Subject should be assured of confidentiality of test results.Rapport FormationRapport was established between the subject and the tester, prior to the test so that he/she could feel comfortable and at ease. In such a state, she/he should answer the questions in a calm manner and any doubts should be cleared before starting the test.InstructionsThe following instructions were given:“There are some questions regarding the way you feel, behave and react.”In each item there are three answers `yes`, `no` and `?`Don’t leave any question and try to complete as soon as possible.There are total of 48 items in this test.There are no right or wrong answersGive the first natural answer as it comes to you. When in doubt, give the best possible answer.AdministrationAfter the instructions were given, the subject was asked to fill in the necessary details. The tester ensured that the instructions were clear and understood.The MPI questionnaire was given to the subject and was completed in less than 10-15 minutes. The raw score was obtained after the subject completes the test.Introspective reportThe test was quite insightful and fun to do. The tester made me feel at ease.[You can write the introspective report given by your subject]ScoringThe inventory is scored directly from the test forms. The raw scores were converted into Standard Score through the Short Scale and Long Scale Forms which was added to give a total of ___________ for neuroticism and ______ for extraversion respectively. All the items that are in `YES` are weighed as 2 [except the ones where NO is allotted 2] and `No` is scored as 1. All the `?` are scored 1. Result tableNeuroticismExtraversionRaw ScoreStandard Score [Sten Score]ConclusionPersonality is the dynamic organization within the individual of those psychophysical systems which determine his/her unique and characteristic thought and behaviour. Trait is a relatively enduring attribute or quality on which individuals differ from one another. Extroversion is the outgoing, uninhibited and sociable proclivities of a person. The subject’ raw score for Extraversion = 42 [write your subject`s score here] and for Sten score for Extraversion=10 [write your subject`s score here]. Since the Sten’s score was 10 [write your subject`s score here] for Extraversion, she was seen as highly extraverted. She is highly sociable, friendly, outgoing and enjoys interacting with other individuals. The subject’s score for raw score for “Neuroticism”=20 [write your subject`s score here] and for Sten score= 5 [write your subject`s score here] .Since the Sten score was 5 [write your subject`s score here] for “Neuroticism”, she was seen to be neither extremely neurotic, nor extremely emotionally stable, but was seen to be of average emotional stability. Note: (IF subject gets sten scores of 1,2,3 on neuroticism subject is stable; if sten is 4,5,6,7, subject is of average stability and 8,9,10 then subject is unstable so describe accordingly. For extraversion 1,2,3, subject is an introvert; 4,5,6,7, ambivert and 8,9,10, subject is an extravert )ReferencesMPI manualNCERT psychology textbook?A Dictionary of PsychologyBaron RAC (2001)[To be attached on a blank page opposite to conclusion section]Interpretation TableTo interpret the scores, your E score and your N score are plotted on a graph from which you can read your personality characteristics. The nearer the outside of the circle you are, the more marked are the personality traits.MPIScoring TableNeuroticismExtraversionItem no.ResponseScoreItem no.ResponseScore213465781091112132015261728193221342338254227442946314833143516371839224124433045364740TotalTotalRaw ScoreRaw ScoreConverted ScoreConverted ScoreScoring:Yes – 2No – 0? - 1For items: 14, 16, 18, 22, 24,30, 36 and 40 scoring will be Yes – 0, No – 2,? – 1Norms for General population [combined] for short scaleDimensions12345678910Extraversion0-3456-7891011-12--Neuroticism-0-234-56-789-1011-12--12345678910Sten scoresNorms for General population [combined] for long scaleDimensions12345678910Extraversion0-1516-1819-2122-2425-2829-3132-3435-3738-4041-48Neuroticism0-34-89-1314-1819-2324-2829-3334-3839-4344-4812345678910Sten scoresSelf-Concept QuestionnaireAim: To assess the level of anxiety of my subject using Dr. Saraswat`s Self Concept Questionnaire.Basic Concept:Self – It refers to totality of an individual`s conscious experiences, ideas, thoughts and feelings with regard to himself and herself.The concept of self is created to help understand the personality theory better. How does self develop – a newly born child has no idea of its self. As a child grows older, the idea of self emerges and its formation begins. Parents, friends, teachers and significant others play a vital role in shaping a child`s ideas about self. Our interactions with other people, our experiences and the meaning we give to them serve as the basis of ourself. The structure of self is modifiable in the light of our own experiences and the experiences we have of other people.Personal Identity – It refers to those attributes of a person that makes him different from others. For e.g. My name is Sonal/MohanSocial Identity – It refers to those aspects of a person that link him/her to social or cultural group. For e.g. I am a MuslimSelf-concept – The way we perceive ourselves and the ideas we hold about our competencies and attributes is also called self-concept. This can be either positive or negative. A person may have a positive view of her/his athletics or bravery but a negative view of his academic talent. Studies indicate that by the age of 6-7 yrs children seem to have formed seld esteem atleast in four areas:AcademicsSocial CompetenceAtheletic competencePhysical appearanceSelf-efficacy – refers to the believe of a person in his ability to control life outcomes.Self as subject and object – When self is described as doing something [ I am dancer], it is a subject. On the other other hand if it describes as an entity on which something is done, it is described as subject. Kinds of selfPersonal self – this leads to an orientation in which one feels primarily conserned with oneself.Social self -the social self emerges in relation with others and emphasizes such aspects of life as cooperation, unity, sacrifice, support or sharing. Self-regulationIt refers to the ability to organise and monitor our overt behavior. People who are able to change their behavior according to the demands of the external environment are high on self-regulation.History and descriptionThe SCQ was developed by Dr. R.K.Saraswat and it provides six separate dimensions of self concept, namely physical [view about their body and health], social [sense of worth in social interactions], temperamental [emotional state], educational [in relation to school, teachers and co-curricular activities], moral [moral worth] and intellectual [ awareness of their intelligence and capacity to solve problems].ReliabilityTest – retest reliability is 0.85PreliminariesName:Age:Gender:Qualification:Place of conduction: Psychology LabTime:Materials RequiredSCQ manual, SCQ questionnaire form, pen/pencilPrecautionsOptimal conditions for testing were ensured before the test begunTime of start and finish were notedThe tester should ensure that the subject is not familiar with the test.Subject should be told that there is no correct answer. Subject should not skip any item Subject should be assured of confidentiality of test results.Rapport FormationRapport was established between the subject and the tester, prior to the test so that he/she could feel comfortable and at ease. In such a state, she/he should answer the questions in a calm manner and any doubts should be cleared before starting the test.InstructionsThe following instructions were given:In each item there are five answer options, there are 48 items in totalDon’t leave any question and try to complete as soon as possible.There are no right or wrong answersGive the first natural answer as it comes to you. When in doubt, give the best possible answer.Read the questions carefully and a `√` for whichever option suits you the best.There is no time limit for this testAdministrationAfter the instructions were given, the subject was asked to fill in the demographic details. The subject was asked to check whether he/she left any items unanswered.Introspective Report/Verbal reportThe test was quite insightful and fun to do. The tester made me feel at ease.[You can write the introspective report given by your subject]Behavioural reportThe subject was calm while answering the questions. He/she did not take a long time in completing the test. ScoringThe respondent is provided with five alternatives to give his/her responses ranging from most acceptable to least acceptabledescription of his/her self concept. The responses are in such a way that the scoring system for all the items will remain the same i.e 5,4,3,2,1 whether the items are positive or negative. If the respondents puts a tick mark fir first alternative the score is 5, for second alternative the score is 4 and so on. The summated score of all the eight items in each self-concept dimension provide the total self-concept score for that dimension. A high score on this indicates a higher self-concept and vice versa. Now all the scores of each dimension will be added to get the total score of an individual. Scoring TableNameAgeSexItem No.PhysicalAItem No.SocialBItem No.TemperamentalCItem No.EducationalDItem No.MoralEItem NoIntellectual.F214567381012341192114153513203716174118224019254233274323264436294624304538314828324739TotalTotalTotalTotalTotalTotalInterpretationSum of all areas: ______________________________Interpretation: ________________________________Interpretation and Classification of Raw scores for all dimensionsSelf- Concept Dimension ScoreInterpretation [Category]33 to 40High Self-concept25 to 32Above average self-concept17 to 24Average self-concept9 to 16Below average self-conceptUpto 8Low self-conceptInterpretation and Classification of Raw scores for total self-concept Raw scoreInterpretation 193 to 240High self-concept145 to 192Above average self-concept97 to 144Average self-concept49 to 96Below average self-concept1 to 48Low self-conceptAnalysis and interpretationMy subject got a score of ____ in the physical dimension which means he/she has _____ self-concept of her/his own body, health and physical appearance and strength. In social dimension my subject got ____ self-concept which means he/she has ____ self-concept about her interpersonal skills and social interactions. In temperamental dimension, he/she got a score of ___ which corresponds to ____ self-concept about his/her emotional state and reactions. He/she got ____ score in educational dimension which shows that he/she has ____ self-concept in relation to school, teachers and extra-curricular activities. My subject got a score of ___ in moral dimension which means he/she has ____ self-concept in his/her moral worth. In intellectual dimension, he/she scored _____ which corresponds to ____ self-concept in awareness about his/her intelligence and capacity to solve problems. ConclusionMy subject has a score of _____ in total self-concept which means he/she has _____ self-concept ReferencesSCQ ManualNCERT Psychology textbook, XIILavery, B.B. 1993, PsychologyAdjustment Inventory for School StudentsAim: To measure the adjustment of an individual using a standardized test for adjustment by AKP Sinha and RP Singh.Basic ConceptThe concept of adjustment has originated from the term `adaptation`. It is the process where an individual cope, responds to their environment. The behavioural process by which humans and other animals maintain a state of equilibrium by various needs is called adjustment. It is how they cope with change in the environment to act efficiently maintaining homeostasis.James Denver defines adjustment as the modification to compensate for or meet special conditions.James. C. Coleman says that adjustment is the outcome of the individual`s attempts to deal with the stress and meet his needs, also his efforts to maintain harmonious relationships with the environmentAdaptation is the action or process of adapting. It is also the process of change by which an organism or species becomes better suited to its environment. Features:Varies from culture to cultureSubjective in natureContinuous processIn the present test, adjuatment is being measured by three different ways:Social – Man needs to be accepted by the society in which he lives. He has to follow norms of the society to be adjusted. He has to seek approval of the society and act accordingly.Emotional – An individual is emotionally adjusted if he/she is happy with themselves, realizes his/her potential and is content with what he/she has achieved.Educational – An educationally well-adjusted person is one who has an ability to think and innovate, he/she needs to be happy in their academic achievements.History and descriptionThe AISS seeks to segregate well-adjusted school students [14-18 years] from poorly adjusted students in 3 areas – social, emotional, and educational. The test consists of 60 items where the subject is required to answer in terms of `yes` or `no`. each item in the test is scored as per the instructions given in the manual. The subject can be classified into five categories in accordance with the raw scores obtained by them in the inventory. The five categories areA – ExcellentB – GoodC – AverageD – UnsatisfactoryE – Very UnsatisfactoryReliabilitySplit half – 0.95Test retest – 0.93PreliminariesSubject`s nameAgeGenderClassPlace of conductionMaterials requiredAISS questionnaire, response sheet, scoring sheet, pen/pencilPrecautionsOptimal conditions for testing should be ensured before starting the test.No questions should be left unansweredInstructions should be clearly givenRapport FormationThe subject was made to feel comfortable. General questions about the subject’s day and life were asked. The subject was ensured that the results will be kept confidential.InstructionsThe following instructions were given:In each item can be answered in `yes` or `no`Don’t leave any question and try to complete as soon as possible.There are no right or wrong answersGive the first natural answer as it comes to you. When in doubt, give the best possible answer.Read the questions carefullyThere is no time limit for this testAdministrationAfter the instructions were given, the subject was asked to fill in the demographic details. It was ensured that all instructions were clearly understood by the subject. The introspective report was taken after the administration was done. The subject was asked to check whether he/she left any items unanswered.Introspective Report/Verbal reportThe test was quite insightful and fun to do. The tester made me feel at ease.[You can write the introspective report given by your subject]Behavioural reportThe subject was calm while answering the questions. He/she did not take a long time in completing the test. ScoringScoring was done as per the instructions given in the manual. The responses of the subject was marked in the scoring sheet under the three dimensions and actual response [AR] and expected responses [ER] were tallied with one another. If the ER and AR matched then given 1 mark and if it doesn’t match then give 0 mark. After allotting the marks, total all the three dimensions and interpret the scores from the result sheet.InterpretationDimensionsTotal ScoreResultSocialEmotionalEducationalSum of all dimensions: _________________________________ConclusionMy subject has a total score of ____ suggesting he/she has _______ adjustment. ReferencesSCQ ManualNCERT Psychology textbook, XIILavery, B.B. 1993, PsychologyAISS Scoring SheetEmotionalSocialEducationalItemNo.ERARScoreItemNo.ERARScoreItemNo.ERARScore1Y2Y3Y4Y5Y6Y7Y8Y9Y10Y11N12N13Y14Y15Y16Y17N18N19Y20N21Y22Y23N24N25Y26N27Y28Y29Y30N31Y32N33N34Y35Y36Y37Y38N39Y40Y41N42Y43Y44N45Y46Y47Y48Y49Y50N51N52Y53N54N55Y56N57N58Y59N60NTotalTotalTotalClassification of adjustment in terms of categories in the three areasAreaCategoryDescriptionMale[range of score]Female[range of score]EmotionalABCDEExcellentGoodAverageUnsatisfactoryVery unsatisfactory1 & below2-45-78-1011 & above1 & below2-56-78-1011 & aboveSocialABCDEExcellentGoodAverageUnsatisfactoryVery unsatisfactory2 & below3-45-78-1011 & above2 & below3-45-78-1011 & aboveEducationalABCDEExcellentGoodAverageUnsatisfactoryVery unsatisfactory2 & below3-45-78-1011 & above2 & below3-45-78-1011 & aboveClassification of adjustment in terms of categoriesCategoryDescriptionMale[range of scores]Female[range of scores]AExcellent5 & below5 & belowBGood6-126-14CAverage13-2115-22DUnsatisfactory22-3023-31EVery unsatisfactory31 & above32 & aboveSinha`s Comprehensive Anxiety testAim: To assess the level of anxiety of the subject by using Sinha`s Comprehensive Anxiety Test by AKP Sinha and LNK Sinha.Basic ConceptsAnxiety is a vague, objectless fear or an uneasy feeling. It is an apprehensive feeling which is typically accompanied by a variety of psychological factors, including increase in heart rate, drying up of mouth, muscular tension and rapid breathing.Three kinds of anxietyState anxiety – It describes the experience of unpleasant feelings when confronted with specific situations, demands or a particular object or event. It arises when the person makes a mental assessment of some type of threat. When the object or situation that is perceived as threatening goes away, the person no longer experiences anxiety. Thus, it’s a temporary condition in response to some perceived threatTrait Anxiety – It arises in response to a perceived threat but it differs in its intensity, duration and the range of situations in which it occurs. It refers to the difference between people in terms of their tendency to experience state anxiety in response to the anticipation of a threat. People with a high level of trait anxiety experience more intense degrees of state anxiety to specific situations than most people do not and experience anxiety toward a broader range of situations or objects than most people. Somatic anxiety– It is the physical symptoms of anxiety, such as butterflies in the stomach. It is commonly contrasted with cognitive anxiety, which is the mental manifestations of anxiety or the specific thought processes that occur during anxiety, such as concern or worry.Anxiety is observed to manifest itself in the following ways:HealthAmbitionSocial relationshipsFutureFamilyThere are a number of approachers to study anxiety. Psychodynamic approach, Karen Horney`s Basic anxiety and behavioural approach.Psychodynamic ApproachFreud was one of the persons who emphasized on the study of anxiety. He believed that neurotic anxiety was the result of a conflict between the id, ego and super ego. The id consists of all biological/primitive impressions based on pleasure principle. The ego takes into account the external reality in the shape of instinctive sexual and aggressive urges and the morality related to it. Ego bridges the gap between id and the super ego. Anxiety in this theory is an unpleasant feeling of tension or worry that is experienced by the person. Super ego is based on moral principle and focuses on the right/wrong as per the society.Karen Horney`s Basic AnxietyShe was one of the few women psychologists in the early psychoanalytic movement and disagreed with Freud strongly over his views on differences between men and women. According to her, basic anxiety could result from a variety of things including direct or indirect domination, indifference, erratic behavior, lack of respect for the child`s individual needs, hostile atmosphere at home and so on.Behavioural ApproachThis approach believes in ways in which anxiety becomes associated with observation and learning by modelling. History and descriptionSCAT is developed by AKP Sinha and LNK Sinha in 1995. The test consists of 90 items which are to be answered in five categories on the basis of score obtained on the extremely high anxiety to extremely low anxiety.ReliabilityTest retest method – 1Split half method – 1PreliminariesName:Age:Gender:Qualification:Place of conduction: Psychology LabTime:Materials RequiredSCAT manual, SCAT questionnaire form, pen/pencilPrecautionsOptimal conditions for testing were ensured before the test begunTime of start and finish were notedThe tester should ensure that the subject is not familiar with the test.Subject should be told that there is no correct answer. Subject should not skip any item Subject should be assured of confidentiality of test results.Rapport FormationRapport was established between the subject and the tester, prior to the test so that he/she could feel comfortable and at ease. In such a state, she/he should answer the questions in a calm manner and any doubts should be cleared before starting the test.InstructionsThe following instructions were given:In each item there are two options, `yes` or `no`Don’t leave any question and try to complete as soon as possible.There are no right or wrong answersGive the first natural answer as it comes to you. When in doubt, give the best possible answer.Read the questions carefully and put a `x` for whichever option suits you the best.There is no time limit for this test.AdministrationAfter the instructions were given, the subject was asked to fill in the demographic details. The subject was asked to check whether he/she left any items unanswered.Introspective Report/Verbal reportThe test was quite insightful and fun to do. The tester made me feel at ease.[You can write the introspective report given by your subject]Behavioural reportThe subject was calm while answering the questions. He/she did not take a long time in completing the test. ScoringScoring can be done by hand, for any response indicated `yes` score will be 1 and 0 for `no`. The sum of all positive responses would be the total score of the subject.Pages234TotalRaw ScoreInterpretationThe aim of administering SCAT was to assess the level of anxiety of the subject. My subject scored a total of ______ which means he/she has _________________ anxiety. ConclusionRaw score of my subject is ___ therefore he/she has ____________ anxiety.ReferencesSCAT manualNCERT textbook, Psychology ................
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