FIRO-B

Aditi Singh

2020/3047

PSYCHOLOGICAL ASSESSMENT

DEPARTMENT OF PSYCHOLOGY, SRI AUROBINDO COLLEGE EVENING

UNIVERSITY OF DELHI
 FUNDAMENTAL INTERPERSONAL RELATIONS ORIENTATION- BEHAVIOR (FIRO-
B)

Aim : Using psychological tests of different attributes and interpreting the obtained scored

Introduction

Assessment
Assessment describes the status of a phenomenon at a particular time; it describes without value
judgment a situation that prevails; it attempts no explanation of underlying reasons and makes no
recommendations for action. It may deal with prevailing opinion, knowledge, practice, or
conditions. The definition of assessment for our purpose can be the process of collecting
information to be used as the basis for informed decision by the assessor or by those to whom
results are communicated. Psychological assessment usually involves a more comprehensive
assessment of the individual. This process of assessment makes use of psychological tests or
other qualitative methods. Therefore, it is a process of collecting information which can be
formal, informal, qualitative and quantitative. Psychological assessment is a process that
involves the integration of information from multiple sources, such as tests related to ability,
intelligence, interests or attitudes, as well as information from personal interviews. Collateral
information is also collected about personal, occupational, or medical history, such as from
records or from interviews with parents, spouses, teachers, or previous therapists or physicians.
Moreover the psychological assessment is a structured interview that gathers information from
and/or tests a person to evaluate his or her mental health. It is “an extremely complex process of
solving problems (answering questions) in which psychological tests are often used as one of the
methods of collecting relevant data” (Anastasi, 1990). The psychological assessment gathers
information about the individual to provide him/her guidance and counseling. It is the first step
in any guidance and counseling situation. The process typically starts with a key complaint or
presenting problem—this is usually what prompts the person to seek help. A complete
psychological assessment should include: bio psychosocial history, neurological assessment,
psychological testing and physical examination

Measurement
Measurement refers to the process by which the attributes or dimensions of some physical object
are determined. One exception seems to be in the use of the word measure in determining the IQ
of a person. The phrase, "this test measures IQ" is commonly used. Measuring such things as
attitudes or preferences also applies. However, when we measure, we generally use some
standard instrument to determine how big, tall, heavy, voluminous, hot, cold, fast, or straight
something actually is. Standard instruments refer to physical devices such as rulers, scales,
thermometers, pressure gauges, etc. We measure to obtain information about what is. Such
information may or may not be useful, depending on the accuracy of the instruments we use, and
our skill at using them. There are few such instruments in the social sciences that approach the
validity and reliability of say a 12" ruler.

Assessment is therefore quite different from measurement, and has uses that suggest very
different purposes. When used in a learning objective, the definition provided on the ADPRIMA
for the behavioral verb measure is: To apply a standard scale or measuring device to an object,
series of objects, events, or conditions, according to practices accepted by those who are skilled
in the use of the device or scale. An important point in the definition is that the person be skilled
in the use of the device or scale. For example, a person who has in his or her possession a
working Ohm meter, but does not know how to use it properly, could apply it to an electrical
circuit but the obtained results would mean little or nothing in terms of useful information.
Concept of Measurement Measurement refers to the process by which the attributes or
dimensions of some physical object are determined.

Psychological evaluation in testing

A psychological evaluation, or psychological testing, is a thorough process of assessment and

screening administered by a psychologist. The methods used for the evaluation will depend on
your or your loved one's needs.The role of the psychologist doing the evaluation is similar to a
detective looking for clues to solve a mystery. The more clues that can be identified, the more
information you'll have to understand what's going on and decide what options are best suited to
help them.The purpose of psychological evaluations is to pinpoint what is happening in
someone's life that may be inhibiting their ability to perform, think, behave, feel, or achieve in
more appropriate or constructive way either at home, school, or the work place. There are many
types of psychological evaluations that are used for personal insight, performance in school or
college, or for workplace performance. The psychologist will administer and interpret the results
and be able to determine what, if any, diagnoses, disorder, or disabilities you may or may not
have; as well as indicate your relative strengths and weaknesses. This information is used to
provide recommendations, interventions, and treatment options for the client.

Psychological attributes
Psychological attributes are the specific characteristics of a person that influence their behavior
and thoughts. These include personality, temperament, intelligence, and emotional state.
Psychological attributes are important to consider when trying to understand the reason for
someone's behavior. A person's psychological attributes are shaped by their genes, life
experiences, and environment. Some of our psychological attributes are fixed and permanent in
nature, which cannot be changed, while others are more flexible and can be developed over time.
There are different psychological attributes within a human being, such as intelligence,
personality, aptitude, and interest.

Intelligence- It is the global capacity to understand, think rationally and use available resources
effectively in a situation/challenge. It represents general Cognitive competence/ability.The term
intelligence comes from the Latin word ‘intellegere,’ which means to "understand." By that time
intelligence is not defined adequately, but most people agree that it involves the ability to think
abstractly, solve problems, and learn from experience. Intelligence is often used as a measure of
someone's potential in academics and at the workplace, but researchers argue if it is an accurate
measure. There are many different types of intelligence; some people are better at certain types
than others. For example, some people are good at logical and mathematical reasoning, while
others are better at creative thinking or understanding and empathizing with other
people.Nevertheless, it is important to remember that intelligence is not static – it can change
over time, and everyone has the potential to improve their intelligence. There are several ways to
improve an individual's intelligence, and one is to practice the types of tasks that simply require
intelligence. Along with this, individuals can also improve their intelligence by learning new
things, staying open-minded, and keeping the brain active. Personality

Psychological test that measure intelligence

Stanford-Binet Intelligence Test

The person best known for formally pioneering the measurement of intellectual ability is Alfred
Binet. Binet was particularly interested in the development of intelligence, a fascination that led
him to observe children carefully in the classroom setting. Along with his colleague Theodore
Simon, Binet created a test of children’s intellectual capacity. Simon and Binet created individual
test items that should be answerable by children of given ages. For instance, a child who is three
should be able to point to her mouth and eyes, a child who is nine should be able to name the
months of the year in order, and a twelve-year-old ought to be able to name sixty words in three
minutes. Their assessment became the first IQ test.
IQ or intelligence quotient is a name given to the score of the Binet-Simon test. The score is
derived by dividing a child’s mental age (the score from the test) by their chronological age to
create an overall quotient. These days, the phrase IQ does not apply specifically to the
Binet-Simon test and is used to generally denote intelligence or a score on any intelligence test.
In the early 1900s, the Binet-Simon test was adapted by a Stanford professor named Lewis
Terman to create what is, perhaps, the most famous intelligence test in the world, the Stanford-
Binet (Terman, 1916). The major advantage of this new test was that it was standardized. Based
on a large sample of children, Terman was able to plot the scores in a normal distribution, shaped
like a bell curve (see Fig. 1). To understand a normal distribution, think about the height of
people. Most people are average in height, with relatively fewer being tall or short, and fewer
still being extremely tall or extremely short. Terman (1916) laid out intelligence scores in exactly
the same way, allowing for easy and reliable categorizations and comparisons between
individuals.

Weschler Intelligence Scales

The Wechsler Adult Intelligence Scale (WAIS)—can provide clues to a definition of intelligence
itself. Motivated by several criticisms of the Stanford-Binet test, psychologist David Wechsler
sought to create a superior measure of intelligence. He was critical of the way that the
Stanford-Binet relied so heavily on verbal ability and was also suspicious of using a single score
to capture all intelligence. To address these issues, Wechsler created a test that tapped a wide
range of intellectual abilities. The the Wechsler Adult Intelligence Scale (WAIS) assesses
people’s ability to remember, compute, understand language, reason well, and process
information quickly (Wechsler, 1955). David Wechsler’s approach to testing intellectual ability
was based on the fundamental idea that there are, in essence, many aspects to intelligence. The
Stanford-Binet test reflected mostly verbal abilities, while the Wechsler test also reflected
nonverbal abilities. The Stanford-Binet has also been revised several times and is now similar to
the Wechsler in several aspects, but the Wechsler continues to be the most popular test in the
United States.
The current version of the test, the WAIS-IV, which was released in 2008, comprises 10 core
subtests and five supplemental subtests, with the 10 core subtests yielding scaled scores that sum
to derive the Full Scale IQ. With the WAIS-IV, the verbal/performance IQ scores from previous
versions were removed and replaced by the index scores. The General Ability Index (GAI) was
included, which consists of the similarities, vocabulary, and information subtests from the verbal
comprehension index and the block design, matrix reasoning and visual puzzles subtests from the
perceptual reasoning index. The General Ability Index (GAI) is clinically useful because it can
be used as a measure of cognitive abilities that are less vulnerable to impairments of processing
speed and working memory.

Aptitude- Individual’s underlying potential for acquiring skills. Aptitude assessment helps
predict what an individual will be able to do if given proper environment and training. E.g.
training a person with good language aptitude can help him become a good writer.ptitude is the
special skills of a person in a certain activity or area. Freeman (1971) defined aptitude a . "a
combination of characteristics indicative of an individual's capacity to acquire (with training)
some specific knowledge skill, or a set of organized responses, such as the ability to speak a
language, to become a musician, to do a mechanical work." The person's ability to pick up new
knowledge or skills following training is determined by a mixture of traits and environment.
Hence, aptitude is neither entirely genetic nor environmental. Certain aspects may be inborn, like
musical abilities or accuracy in software coding, and other aspects can be improved through
practice and training. People with the same intelligence may differ in the aptitude of different
aspects.

Psychological test that measure aptitude

i) Differential Aptitude Test (DAT)

The Differential Aptitude Test (DAT) is developed by Bennett, Seashore, and Wesman (1947,
1982, 1984). It is one of the most widely and commonly used multiple aptitude test batteries.
First published in 1947, the test is now available in its fifth edition (1992). The fifth edition of
the battery has been designed for use in educational and career counseling of students in Grades
seven through twelve; organized into two levels; one for students in Grades seven to nine and the
other for students in Grades ten to twelve

. The DAT consists of eight independent tests: i) Verbal Reasoning (VR) ii) Numerical
Reasoning (NR) iii) Abstract Reasoning (AR) iv) Perceptual (Clerical) Speed and Accuracy
(PSA) v) Mechanical Reasoning (MR) vi) Space Relations (SR) vii) Spelling (S) viii) Language
Usage (LU) All the above subtests except the Perceptual (Clerical) Speed and Accuracy are
multiplechoice power tests. A power test is one which allows enough time to complete the test,
but some of the items are so difficult that no one can get a perfect score. On the contrary, the
Clerical Speed and Accuracy is a speed test in which the items are of low difficulty level, but the
time limit is too short to finish all the items. Alternate forms of the DAT are available.

ii) Multidimensional Aptitude Battery (MAB)

The Multidimensional Aptitude Battery (MAB) was developed by Jackson (1984, 1994). This
test is a paper-and pencil equivalent of the Wechsler Adult Intelligence scale – Revised (WAIS-
R), designed to measure the same aptitudes as the latter. It is a group test. It includes 10 subtests,
five verbal and five performance scales to yield Verbal, Performance and Full Scale IQ. All the
subtests except one bear the same names as the WAIS-R. The 10 subtests are listed as follows:
Verbal Performance Information Digit symbol Comprehension Picture Symbol Arithmetic
Spatial Similarities Picture arrangement Vocabulary Object Assembly The Block Design subtest
of WAIS-R has been replaced by the Spatial subtest in MAB. The items are original and are in
multiple-choice format. Unlike WAIS-R in which the verbal subtests except Arithmetic do not
have any time limit, the MAB verbal subtests contain elements of both power and speed. The
items within each of the subtests are arranged in order of increasing difficulty, the beginning
items being quite easy and advanced items very difficult.Each subtest has to be performed within
seven minutes. MAB is suitable for adolescents and adults. However, the test is not suitable for
persons with below average intelligence/intellectually disturbed or mentally disturbed persons.
Raw scoreson each of the MAB subtests are converted to scaled scores. The sum of scaled scores
is then used to find out deviation IQ.The MAB is considered to have psychometric
excellence.Research studies have reported strong internal consistency, test-retest reliability as
well as construct validity. The MAB is used in career counseling and personnel selection.

Personality- Relatively enduring characteristics that make a person distinct from others. This
test tells us how a person is likely to behave in future- Dominant, submissive, moody withdrawn
or emotional.Personality refers to the enduring characteristics and behavior that comprise a
person’s unique adjustment to life, including major traits, interests, drives, values, self-concept,
abilities, and emotional patterns. Various theories explain the structure and development of
personality in different ways, but all agree that personality helps determine behavior.The field of
personality psychology studies the nature and definition of personality as well as its
development, structure and trait constructs, dynamic processes, variations (with emphasis on
enduring and stable individual differences), and maladaptive forms.

Psychological test that measure personality

The 16 Personality Factor Questionnaire (16PF)

was first published by Cattle, Tatsuoka, and Eber in 1949, however, since then there have been

more additions. This questionnaire is based on Allports 4000 proposed personality traits, which

Cattle Narrowed down to 171, and then later down to 16, to design the tool.

The questionnaire is designed to measure normal behaviors and can bed used for career

development, employees selection, marital help, and counseling; but it does have some clinical

reference.

It measures: warmth, reasoning, emotional stability, dominance, liveliness, rule-consciousness,

social boldness, sensitivity, vigilance, abstractedness, privateness, apprehension, openness to

change, self-reliance, perfectionism, tension

The questionnaire is designed to be used by people 16 or older.

It takes 30-35 minutes to complete by paper and pencil version, and 30 minutes to complete

using a computer/online version.

FIRO-B,

Fundamental Interpersonal Relations Orientation

- Behavior, is a questionnaire designed by Will Shutz, formerly of Stanford University,

distributed by Consulting Psychologists Press of Palo Alto, California. FIRO-B measures a

person's self-perception of how they characteristically relate to other people. In addition to

giving information about how individuals see themselves behaving in interpersonal relationships,

the instrument can also be used to facilitate effectiveness in those relationships. For this reason,

FIRO-B has been used widely in a variety of settings including the study of individual

personality dynamics, sensitivity training, marriage counseling, personnel selection and

assignment, team building, and significantly, managerial relationships. FIRO-B addresses three

dimensions of human relations: Inclusion, Control, and Affection. Mr. Shutz describes these

dimensions through the analogy of a boat ride: Inclusion concerns whom you would like to take

a boat ride with; Control has to do with who is operating the engine and rudder; and Affection

has to do with close relationships that may develop between individuals on the boat.

Methodologies

Preliminaries

Name of the subject : XYZ

Age of the subject : 33

Gender of the subject: male

Material Required

1. FIRO-B questionnaire

2. FIRO-B manual
Procedures

1. Rapport Formation :The subject was made to feel at ease with a small conversation. The

subject was told to be as honest as possible in his answers. The subject was first made to sit in

the practical lab which was assured that the result of the tests would remain anonymous and

confidential. Throughout the data collection the subject is kept at ease by asking if they have any

doubt. When the process ends the subject is accompanied outside the lab and is thanked for her

cooperation.

Instructions :you will be provided with a questionnaire Please be as honest and accurate as you can
throughout. Try not to let your response to one statement influence your responses to other statements. There

are no "correct" or "incorrect" answers. Answer according to your own feelings, rather than how you think

"most people" would answer. Read each item carefully. Using the scale shown below, please select the number

that best describes YOU and put that number in the blank provided.

For statements 1 - 16 use this rating scale:

1 Usually 3 Sometimes 5 Rarely

2 Often 4 Occasionally 6 Never

Precaucion

1. General Precautions

The test should be conducted in a lab, so that there are no distractions

There should not be any noise to interrupt the subject

The lab should be property illuminated. There should not be bad lighting.
Observational Report:

The subject was interested in the experiment when I explained to them what it was about. They

were very quick in their approach, answering the questions quickly. They was very elated after

the questionnaire was fully answered and they were informed of their scores .

Interpretation and discussion

inclusion Control Affection Scores

Expressed 4 3 2 9
behavior Total expressed

Wanted 2 1 1 4
behavior Total wanted

Scores 6 4 3 13
Total inclusion Total control Total affection social
interaction
index
Each of these six scores may range from zero to nine. The higher the score, the more indicated
that the subject believe in that the statements in Exhibit 1 reflect the behavior. the strength of
the scores range from extremely weak to extremely high.(a) 0-l extremely low, compulsive (b)2-
3 low, noticeably characteristic (c)4-5 borderline, may be a tendency (d)6-7 high, noticeably
characteristic (e) 8-9 extremely high, compulsive. We can compare the Expressed and Wanted
scores on each of the three basic dimensions.

Inclusion: The participant scored 4 on expressed behavior .so the participant tends to include
others in some of the activities, join and belong to select groups, and interact with people some
of the time.while they scored 2 on wanted behavior You usually do not want others to include
you in their activities and groups, and do not like being noticed.therefore the total score on the
dimension is 6 .so the participant tends to include others in some of the activities, join and
belong to select groups, and interact with people some of the time.You prefer a balance between
time alone and time with others.

Control: is about concerns influence, leadership, responsibility, and decision making the
participant scored 3 on expressed behavior . the participant scored 1 on wanted behavior which
and the total control score is 4 the participant tend to prefer situations with little structure and
have a relaxed attitude toward authority and responsibility

Affection: The need for Affection relates to emotional ties and warm connections between
people; it determines the extent of closeness that a person seeks. The expresses behavior score
was 2 while the behavior score was 1 therefore the total score on affection was 3 which implies
that the subject does not do well in terms of making emotional connection and ties with people

Expressed behavior The extent to which you will initiate the behavior. The score of the
participant was 9 . the score lies in the high range which means there will be a little
compulsivity. This dimension indicates how much you prefer to initiate the behavior. It is about
what you actually do and can be easily observed by others.

Wanted behavior The extent to which you want or will accept that behavior from others.the score
scored by the participant was 4 . This dimension indicates how much you prefer others to initiate
the behavior towards you . It is about what you really want from others – whether or not you
show it openly

General

The score scored on social interactional index was 13 which implies Interaction with others in
all the areas of Inclusion, Control and Affection may appeal to you on a selective basis. You are
likely to be choosy about how, when and where you associate with others – and to be cautious
about how you use or share authority. Some close relationships are probably important to you,
but there are likely to be times when you prefer to concentrate on the more impersonal demands
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