Psychological Assessment for Adults and Children

2013 ◽  
pp. 679-692
Author(s):  
Craig Johnston ◽  
Jennette Moreno ◽  
John Foreyt
Keyword(s):  
Psychological Assessment ◽  
Adults And Children

Psychological Assessment for Adults and Children

2007 ◽  
pp. 629-638
Author(s):  
Chermaine Tyler ◽  
John Foreyt ◽  
Craig Johnston
Keyword(s):  
Psychological Assessment ◽  
Adults And Children

Stimulus Ratio Effects on Speech Discrimination by Children and Adults

1991 ◽  
Vol 34 (3) ◽  
pp. 671-678 ◽  
Author(s):  
Joan E. Sussman
Keyword(s):  
Discrimination Task ◽  
Response Pattern ◽  
Response Patterns ◽  
Speech Discrimination ◽  
Adult Group ◽  
Discrimination Accuracy ◽  
Formant Frequency ◽  
Response Strategies ◽  
Place Of Articulation ◽  
Adults And Children

This investigation examined the response strategies and discrimination accuracy of adults and children aged 5–10 as the ratio of same to different trials was varied across three conditions of a “change/no-change” discrimination task. The conditions varied as follows: (a) a ratio of one-third same to two-thirds different trials (33% same), (b) an equal ratio of same to different trials (50% same), and (c) a ratio of two-thirds same to one-third different trials (67% same). Stimuli were synthetic consonant-vowel syllables that changed along a place of articulation dimension by formant frequency transition. Results showed that all subjects changed their response strategies depending on the ratio of same-to-different trials. The most lax response pattern was observed for the 50% same condition, and the most conservative pattern was observed for the 67% same condition. Adult response patterns were most conservative across condition. Differences in discrimination accuracy as measured by P(C) were found, with the largest difference in the 5- to 6-year-old group and the smallest change in the adult group. These findings suggest that children’s response strategies, like those of adults, can be manipulated by changing the ratio of same-to-different trials. Furthermore, interpretation of sensitivity measures must be referenced to task variables such as the ratio of same-to-different trials.

Effects of Systematic Training in Psychological Assessment on Competence in Writing Reports

2002 ◽  
Vol 23 (4) ◽  
pp. 407-416
Author(s):  
Heike Eckert ◽  
Karl Westhoff
Keyword(s):  
Psychological Assessment ◽  
Individual Feedback ◽  
Systematic Training

Abstract: In practice every graduate in psychology is expected to be competent in writing psychological reports. First we discuss the basic determinants of the acquisition of this competence. Then we describe how these basic determinants are taken into consideration in the study. The effects of several measures to improve this training are tested. They relate to structure, contents and realization in the sequence of lectures and seminars. Three hypotheses on the effectiveness of our training were tested by evaluation of the examination reports written in 5 consecutive years (N1 = 229, N2 = 119). The results show that a systematic acquisition of knowledge and competence can be supported by different didactic aids as individual feedback, checklists with rules on how to proceed and also checklists for mistakes.

Articles Published in EJPA 2009–2010

2011 ◽  
Vol 27 (4) ◽  
pp. 290-298 ◽  
Author(s):  
Tuulia M. Ortner ◽  
Isabella Vormittag
Keyword(s):  
Psychological Assessment ◽  
Rating Scales ◽  
Self Report ◽  
Related Field ◽  
Broad Scope ◽  
Future Challenges ◽  
Health Related ◽  
Report Data ◽  
Self Report Data

With reference to EJPA’s unique and broad scope, the current study analyzed the characteristics of the authors as well as the topics and research aims of the 69 empirical articles published in the years 2009–2010. Results revealed that more than one third of the articles were written by authors affiliated with more than one country. With reference to their research aims, an almost comparable number of articles (1) presented a new measure, (2) dealt with adaptations of measures, or (3) dealt with further research on existing measures. Analyses also revealed that most articles did not address any particular field of application. The second largest group was comprised of articles related to the clinical field, followed by the health-related field of application. The majority of all articles put their focus on investigating questionnaires or rating scales, and only a small number of articles investigated procedures classified as tests or properties of interviews. As to further characteristics of the method(s) used, a majority of EJPA contributions addressed self-report data. Results are discussed with reference to publication demands as well as the current and future challenges and demands of psychological assessment.

Rorschach Assessment of Complex Trauma in Youth

2020 ◽  
Vol 41 (1) ◽  
pp. 19-41
Author(s):  
David Ephraim
Keyword(s):  
Psychological Assessment ◽  
Complex Trauma ◽  
Personality Development ◽  
Traumatic Events ◽  
History Of ◽  
The Way

Abstract. A history of complex trauma or exposure to multiple traumatic events of an interpersonal nature, such as abuse, neglect, and/or major attachment disruptions, is unfortunately common in youth referred for psychological assessment. The way these adolescents approach the Rorschach task and thematic contents they provide often reflect how such experiences have deeply affected their personality development. This article proposes a shift in perspective in the interpretation of protocols of adolescents who suffered complex trauma with reference to two aspects: (a) the diagnostic relevance of avoidant or emotionally constricted Rorschach protocols that may otherwise appear of little use, and (b) the importance of danger-related thematic contents reflecting the youth’s sense of threat, harm, and vulnerability. Regarding this last aspect, the article reintroduces the Preoccupation with Danger Index ( DI). Two cases are presented to illustrate the approach.

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