MPEC 012 Guide

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MAPC Exam Guide
Psychodiagnostics
Dec 2022 Exam
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MAPC Exam Guide: Psychodiagnostics – Dec 2022 Exam
© Dr. Vasant Kothari 2022

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First Published – 2021
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Exam ONLY
PRIORITY 1
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exam point of view
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number of times
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1 1
2 1,3
3 1,2,3
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50% of Questions
39 Marks
Introduction to Psychodiagnostics Exam Guide – Dec 22
Block 1 – Unit 1
Introduction to Psychodiagnostics
Q. No. 1. Define psychodiagnostics. Jun 16 – 3 Marks

Dec 17 – 3 Marks
Answer: Psycho-diagnostics is nothing but the way through Jun 21 – 3 Marks
which psychologists diagnose different mental health problems.
Basically, psychodiagnosis is a process that
• uses a number of procedures,

• intended to tap various areas of psychological functions,
• both at a conscious and unconscious level,
• using projective techniques as well as more objective and standardized
tests,
• in both cases, interpretation may rest on symbolic signs as well as
scoreable responses,
• with the goal of describing individuals in personological rather than
normative terms.
The term psychodiagnosis might be applied more aptly to the neutral term clinical
assessment. The central difference between clinical assessment and other testing
applications is that the clinician, rather than the test, is at the centre of the
assessment process (117 Words)
Q. No. 2. Discuss the application of psychological assessment in clinical

practice. Dec 17 – 7 Marks
Answer: Clinical psychologists are often asked to make recommendations

regarding a client’s ability to function in everyday activities (e.g., work,
classroom, or shopping). Common approaches include a combination of paper-
and-pencil (including some computer automated) assessments, behavioral
observations of the client’s performance during testing, and self-report measures
1-1 www.springseason.in
about their perceived deficits. From this combination of assessments,

observations, and self-reports, the psychologist is expected to make predictions
about the client’s ability to return to the classroom, return to work, and
successfully complete other activities of daily living.
At one time, psychological testing represented one of the most important activities
of clinical psychologists. Several reviews of research and practice, however,
suggest that testing will remain an important activity and that many of the tests
now widely used (e.g., standardized measures of intelligence, the MMPI-2) will
remain popular even if they are partially supplemented by new testing
technologies.
The most widely used clinical tests can be divided into three types:
1. Individual tests of general mental ability,

2. Personality tests, and
3. Neurological tests.
Psychological tests enable clinical psychologist to make diagnoses more reliably,

validly, and quickly than they can from personal observation alone. Tests can
uncover problems that a clinical psychologist may not detect until much later.
This allows the clinician to focus on the appropriate treatment more quickly,
thereby saving time and money for the patient or client. Once a course of treatment
has begun, tests can help the clinician monitor the effectiveness of the treatment
as it proceeds.
Psychological tests are also used to monitor a person’s response to medications,

which are used increasingly in treating a number of disorders, including
depression, schizophrenia, and attention deficit disorder in children. The tests can
help to track progress during a course of treatment to determine if a person is
receiving the correct dosage, or is responding correctly to the medication. In a
similar manner, tests can help monitor a person’s response to other therapeutic
treatments such as psychotherapy. Tests can also serve to confirm or reject

potential diagnoses. (334 Words)
Q.No.3. Differentiate between psychological assessment and psychological

testing. Jun 18 – 4 Marks
Answer:
Psychological Assessment Psychological Testing

More complex Simpler
Each assessment involves
various procedures Involves one uniform procedure,
(interviewing, observation, frequently unidimensional
testing, etc.) and dimensions
Less time consuming, lasting
Time consuming, last from a few
from a few minutes to a few
hours to a few days or more
hours
Data collected often from
collateral sources, such as
Data collected from single
relatives or teachers and are used
person only
in addition to the subject of the
assessment
Idiographic Nomothetic
Focus is on uniqueness of a given Focus is on how one person or
individual, group or situation group compares with others
Addresses a specific question
e.g. Does he have a learning Yields scores on a measure
disability and if so how can we e.g. what is this person’s IQ?
help him deal with it
Knowledge of testing and other
assessment methods as well as Knowledge of tests and testing
the specialty are assessed is procedure is required
required
Psychological Assessment Psychological Testing

Subjectivity, in form of clinical
Objectivity required
judgement, required
Quantification rarely possible Quantification is critical
Arriving at a decision
Obtaining data for use in making
concerning the referral question
decision
or problem
Entails both structured and
Highly structured
unstructured aspects
Evaluation of result is very
Relatively simple investigation
difficult due to variability of
of reliability and validity based
methods, assessors, nature of
on group results
presenting questions, etc.
(222 Words)
Q. No. 4. Discuss the variable domains of psychological assessment.

Jun 15 – 3 Marks
Answer: Psycho-diagnostic assessment methods have been Jun 17 – 6 Marks
developed for a wide spectrum of trait and state variables affecting human
behaviour.
Two most important domain of psychological assessment are Performance
assessment and Personality assessment.
The main difference between performance and personality measures, the former
referring to measures of maximum behaviour a person can maintain the latter to
measures of typical style of behaviour.
Intelligence tests are examples of performance measures, a test of extraversion

introversion or of trait anxiety examples of personality measures.
While handy for descriptive purposes, this distinction must not be mistaken for a
theoretical one, as trait measures of performance may in fact correlate with trait
measures of personality (for example, speed of learning with level of trait

anxiety).
Within the limits of this distinction, the following summary list help to illustrate
the scope of behavioural variables for which assessment procedures have been
developed.
Performance Variables - These include
• Measures of sensory processes

• Perceptual aptitudes
• Measures of attention and concentration
• Psychomotor aptitudes
• Measures of learning and memory
• Assessment of cognitive performance and intelligence
• Measures of different aspects of creativity, of social or
• Emotional intelligence
• Assessment of language proficiency
• Measures of social competence.
Personality Variables – These include
• Assessment of primary factors of personality

• Motivation structures and interests
• Styles of daily living
• Pastime and life goals
• Assessment of incisive life events
• Assessment of stress tolerance and stress coping (226 Words)
Q. No. 4. Explain at least five data sources for psychological assessment.

Answer: Data Sources for Psychological Assessment Jun 16 – 7 Marks
Jun 18 – 6 Marks
Jun 21 – 5 Marks
• Actuarial and Biographical Data - This category Dec 16 – 3 Marks

refers to descriptive data about a person's life history, educational,
professional and medical record, possibly also criminal record. Age, type
and years of schooling, nature of completed professional
education/vocational training, marital status, current employment and
positions held in the past, leisure activities, and past illnesses and
hospitalisations are examples of actuarial and biographical data.
• Behavioral observation is a widely used method of behavioral

assessment. Unlike other methods of behavioral assessment, most of
which rely on people’s perceptions of behavior, behavioral observation
involves watching and recording the behavior of a person in typical
environments (e.g., classrooms). The assumption is therefore that data
collected are more objective than are perceptions. Most methods of
behavioral observation provide quantitative and objective data that can
be used to determine current levels of behavior, to set goals for
behavioral improvement, and to measure change following intervention
plans. Its use in clinical work is most closely related with behavioral
approaches to therapy.
• Questionnaire - Originally, personality inventories, interest surveys,

and attitude or opinion schedules were devised as structured interviews
in written, following a multiple choice response format (rather than
presenting questions open ended as in an interview proper). In a typical
questionnaire each item (question or statement) will be followed by two
or three response alternatives such as 'Yes, do not know, No' or 'True,
Cannot Say, Untrue'.
• Projective Techniques are indirect and unstructured methods of

investigation which have been developed by the psychologists and use
projection of respondents for inferring about underline motives, urges or
intentions which cannot be secure through direct questioning as the
respondent either resists to reveal them or is unable to figure out himself.

These techniques are useful in giving respondents opportunities to
express their attitudes without personal embarrassment. These
techniques helps the respondents to project his own attitude and feelings
unconsciously on the subject under study. Thus, Projective Techniques
play an important role in clinical psychology.
• Expressive Behaviour - Expression refers to stylistic attributes in a

person's behaviour which will induce an observer to draw explicitly or
implicitly inferences about that person's state of mind, emotional tension,
feeling state, or the like. (363 Words)
Q.No.5. Discuss the practical application of psychological assessment.

Dec 15 – 6 Marks
Answer: Dec 19 – 6 Marks
Dec 20 – 6 Marks
• Testing of intellective and other aptitude functions –Psychological

assessments are widely used in testing intelligence and aptitude of the
person. The tests of cognitive and other aptitudes were among the first
methods of assessment ever to be developed. Following up on the scaling
proposal of mental age (age equivalence, in months, of the number of
test item& solved correctly) as suggested by Binet and Henri (1896) in
their prototype scale of intellectual development in early childhood. The
German psychologist William Stem suggested an intelligence quotient
(IQ), defined as tile ratio of mental age over biological age, as a
measurement concept for assessing a gross function like intelligence in
a score that would be independent of the age of the person tested.
• Psychological assessment in clinical contexts – In clinical psycho

diagnostics psychological assessments are used for personality variables,
for behaviour disorders and/or specific symptomatologies. The MMPI
was a classical prototype clinical personality test along with the 16
Personality Factors Questionnaire. Besides these numerous assessment

instruments of narrower focus have been developed. Examples are the
Beck Depression Inventory, assessment instruments for studying phobic.
• Vocational guidance testing and Job selection/placement – The

application of psychological assessment for the selection of a person for
particular job is now well established. These kinds of test assist in
discovering whether the applicants have certain essential qualifications
for the kind of work they will be called upon to perform. These tests also
tend effectively to sift out undesirables, to reduce the amount pf labor
turnover, and to secure for the employer a higher grade of employees.
(258 Words)
Q.No.6. Describe assessment in vocational guidance testing and job selection.

Dec 18 – 6 Marks
Answer: Vocational assessment is the process of determining an individual’s
interests, abilities and aptitudes and skills to identify vocational strengths, needs
and career potential. Vocational assessment may use a variety of standardized
techniques (e.g., tests) or non-standardized approaches (e.g., interviews,
observing people). Vocational assessment is part of the vocational guidance
process and usually results in recommendations for training or employment.
Vocational assessment may be used to determine a person’s potential, the content

of a vocational training programme, his or her employability or ability to adapt to
different work environments.
Depending on the perspective, vocational assessment has many benefits.

Vocational assessment assists an individual to make realistic job training and
career choices based on their interests, aptitudes and abilities and the realities of
the job market. It helps counselors, rehabilitation professionals and employment
specialists work more effectively with their clients.
In the narrowest sense, vocational assessments are usually concerned with the
correlation between a person’s abilities and skills and job requirements. However,
since many issues other than skills and aptitudes influence job success, most
vocational assessments take a more holistic approach.
These kinds of test assist in discovering whether the applicants have certain
essential qualifications for the kind of work they will be called upon to perform.
These tests also tend effectively to sift out undesirables, to reduce the amount of
labor turnover, and to secure for the employer a higher grade of employees.
Basically, it helps administrators use resources more wisely. It helps employers
make better hiring selections. (247 Words)
Objectives of Psychodiagnostics Exam Guide – Dec 22
Block 2 – Unit 1
Objectives of Psychodiagnostics
Q. No. 1. Differentiate between psychodiagnostic assessment and psychiatric

consultation. Discuss the application of psychodiagnostic testing.
Jun 16 – 6 Marks
Answer: Psychodiagnostic testing is a specialised diagnostic Jun 20 – 6 Marks
procedure which uses written, oral and projective instruments to evaluate a
patient's mental processes and to assess how their thinking and emotions are likely
to impact their behaviour. Therefore, psycho diagnostic testing provides objective
data on a patient's psychological functioning and is a useful tool for clarifying
confusing clinical presentations.
On the other hand, a psychiatric consultation consists of a thorough clinical

interview, review of records, and observation of the patient's behaviour by a
psychiatrist or psychologist.
Psychodiagnostic testing enhances diagnostic accuracy by controlling for

subjective opinion because it uses highly reliable, standardized tests that have
been validated in clinical trials. And it helps the physician or psychiatrist to make
pharmacological or psychotherapeutic treatment recommendations that have the
highest likelihood of success.
Dec 15 – 3 Marks
Application of Psychodiagnostic Testing Dec 21 – 3 Marks
• Forensic investigations - This is applicable where a criminal has been

identified to the murderer after forensic investigation and confirmation
is required to ensure the killer is not having a psychiatric condition.
• Settling insurance cases - An insurance company will rely on
psychodiagnostic testing for a range of disability and indemnity cases.
Psychodiagnostic testing is particularly useful in ruling out malingering.
• In recruitment of employees - It is used by police departments, the
military, and other employers to ensure that those being recruited are
psychologically suited to the jobs that they have been called to do.
• In schools - Psychodiagnostic testing is used by counselors in schools to
determine if the students are abusing drugs or if the students have
psychological challenges. (254 Words)
Q. No. 2. What is the purpose of ‘Diagnostic Assessment’?

Dec 18 – 4 Marks
Answer: The purpose of diagnostic assessment is to Jun 21 – 2 Marks
differentiate between “normal” and “abnormal” behaviour, to differentiate among

various “abnormal” constellations of symptoms, and to classify individuals based
on identified abnormalities or “presentation of disease”.
Diagnostics Assessment (also called psychological evaluation or testing) is a way

to better understand a person's skills. During the day, all of us are required to
process information, problem-solve through various situations, attend to various
daily living tasks. Sometimes, it can seem as if a person is struggling with one or
more of these day-to-day tasks.
Question that diagnostic assessments can answer include the following examples
• A 6-year-old child is having trouble in school, and not staying in his seat
during lessons: Does the child have an attention deficit disorder, an
anxiety disorder, or conduct disorder?
• A 68-year-old female has been increasingly forgetful, less energetic and
confused: is she depressed or suffering from the onset of dementia?
Diagnostic assessment/testing can help in understanding why those struggles may

be happening through evaluation of cognitive, academic, language, memory,
adaptive behavior/daily living, emotional, behavioral, and/or social skills.
Diagnostics assessment also helps in uncovering strengths a person has that can
help him/her better get through the day. The information learned from this testing
can help in the development of specific recommendations and strategies so the

person can better complete daily life tasks, establishing client’s eligibility (or
ineligibility) for disability or simply increased understanding of patient’s
symptoms, which will enable other health care practitioners to work more
effectively with them. (252 Words)
Q.No.3. What are the areas to be covered in Diagnostic Interview?

Dec 16 – 6 Marks
Jun 18 – 6 Marks
Dec 18 – 6 Marks
1. Identifying Information - This includes basic Dec 19 – 6 Marks
information of client like sex, age, social class, race, Jun 21 – 4 Marks
religion, marital status, occupation, education, and current living

situation of client (with a description of the family constellation at time
of interview
2. Presenting Complaints - Current symptoms, anxieties, moods,

difficulties in personal and / or occupational relationships and activities
3. Presenting Appearance - Description of salient aspects of physical
appearance and mannerisms, as well as observations of significant
interactions with interviewer that may help in assessing the client's
problems and strengths
3. Precipitating Factors and History of the Problem - Events and/or life

changes that accompanied appearance of psychological distress, or
appear associated with such distress. Development and course of
problems since client first noticed their appearance. Previous efforts at
resolution and apparent consequences
4. History of the Person/Social Context - Areas of information developed

will depend on the type of problem and interviewer's orientation and
rationale for the interview. Integrate, as applicable, issues of diversity,
including, but not limited to gender, sexual orientation, race, age, cultural
background, socio economic status, religious or spiritual identifications,

and ability or disability when addressing the following sub sections
5. Developmental History - Developmental milestones and attendant

stresses (e.g. early separations from family, adolescent stresses, young
adult crises, etc.). The "Developmental History" and "Family History"
sections can be integrated
6. Family History - Family of origin, constellation, ages, ethnic racial and

religious backgrounds, description of parents, siblings, and quality of
relationships with such figures at critical times in childhood and
adolescence, major losses, changes, and traumas within family history as
evidence. Whether there has been any severe or mild psychological
disturbance in family members
7. School History - Achievements, problems, aspirations significant

relationship with authority figures
8. Peer Relations - Significant relationships, difficulties, conflicts through

life. (299 Words)
Q. No. 3. Discuss in detail prediction assessment. Jun 17 – 10 Marks
Answer: While evaluation of current functioning is critical to most types of

assessment, under certain circumstances, psychologists are also asked or required
to predict clients' future behaviours or the effect or impact that situations or life
events will have on individuals' thoughts, feelings, behaviours, or overall
functioning.
Predictive assessments are often necessary in or for medical, forensic, and

occupational settings, and traditional mental health in and outpatient settings.
Given the uniqueness of individuals, and the inconsistency of behaviours
characteristic of persons with certain personality disorders or other problems,
most predictive assessments remain tentative and qualified as best estimations.
The accuracy of any assessment, but especially of predictive assessments, relies

on the availability, accuracy, and reliability of data about the predictor and
predicted variables. Predictor variables are those factors that are presumed to
proceed or co-occurs with the behaviour to be predicted, and to be causally related
in some way.
Some behaviours are more easily predictable than others. Assuming we have
comprehensive information leading to the diagnosis, it is likely that a young adult
with social anxiety, without treatment, will have difficulty delivering his 30-
minute presentation to the 75 students in his college course. Such predictions are
fairly easy to make, given a thorough assessment of past behaviour, current
functioning, and other psychosocial variables, and the predictable nature of the
behaviours in question.
When more difficult predictions of future behaviour are requested or necessary,

significant consequences may be associated with the outcome of the evaluation.
For example, predictions of suicide risk, dangerousness, psychological suitability
for specific medical treatments, or prediction of psychological preparedness for
parenthood (adoption) require psychologists to gain as much certainty as possible,
since the consequences related to poor or inadequate assessment can obviously be
grave.
Clinical psychologists conduct assessments in various settings, assuming various

roles (e.g. consultant, health care team, independent practitioner).
In medical settings, physicians constantly make decisions and predictions about

patients' likely physical response to medications, medical interventions and
treatments. However, many physicians recognise that biological responses are not
the only concern. Patients' compliance with medical regimens and ability to cope
with necessary lifestyle and behavioural changes can be equally important.
Clinical (or clinical health) psychologists aid physicians' decision making and
treatment planning for patients by conducting predictive assessments relating to

these issues.
Further, family/marital lawyers also frequently hire clinical and forensic

psychologists to evaluate clients' current functioning (descriptive assessment or
diagnostic assessment), and predict future behaviours. Behaviours of interest in
family/marital law might include clients' likelihood of future abusive behaviours;
clients' future abilities to manage anger and aggression.
Occupational settings also provide rich opportunities for psychological

assessment. Prediction assessments might be sought to answer questions such as
employee's occupational success, burnout, psychological impact of changes, etc.
Psychologists working in employee assistance programs may conduct more
traditional clinical prediction assessments. (463 Words)
Batteries of Test and Assessment Interview Exam Guide – Dec 22
Block 2 – Unit 3
Batteries of Test and Assessment Interview
Q. No. 1. What is a test battery? Jun 20 – 2 Marks
Answer: Linguistically, a battery is a group of things. Traditionally, it referred to

a group of cannons/guns; in electronics, it refers to a group of chemical-cells. In
testing, it is usually used to refer to a set of tests; usually relatively independent
tests.
Basically, test batteries are groupings of tests brought together to serve some
specific purpose which is usually related to the theoretical orientation of the
developer of test batteries.
The tests in the battery are generally of different attributes.
• These attributes may be within a single area, such as cognitive battery

including subtests of reasoning, memory and comprehension or
• These attributes may be from conceptually different areas, such as a
battery that includes a measure of cognitive ability, a personality test, a
physical ability test and a test of vocational interests.
While test batteries are highly customizable, the sum total of the time required to
take all of the tests within the battery should not be too long. (159 Words)
Q. No. 2. Use of Test Batteries.

Jun 18 – 3 Marks
Jun 20 – 4 Marks
Answer: A battery is a group of several tests, or subtests, that are administered at
one time to one person. Although tests are used for a variety of purposes in the
area of psychopathology, their use often falls into one of two categories as given
below:
a need to answer a very specific and focused diagnostic question (e.g., does this
patient represent a suicide risk?);
a need to portray in a very broad way the client's psychodynamics, psychological

functioning, and personality structure.
A test battery gives a broader and firmer base for assessment than is possible with
individual tests. The battery should be chosen to be as representative as possible
to the particular needs of the individual patient. (117 Words)
Q.No.3. What is assessment interview? Jun 18 – 3 Marks

Jun 20 – 5 Marks
Answer: Psychologists are not mind-readers. Like medical doctors, psychologists
have to assess their patients to find out what's wrong. The most commonly used
psychological assessment: the clinical interview.
One of the main roles of a psychologist is to conduct clinical assessments to

determine whether a client is suffering from a psychological or behavioral
disorder. During the clinical assessment interview, a psychologist will gather
information regarding a client's family history, social life, employment, financial
situation, previous experience in mental health treatment and other factors that
can impact mental health and well-being. The assessment provides the
psychologist a comprehensive picture of the client's life, which helps in
determining the diagnosis and course of treatment. It is often called 'a
conversation with a purpose.'
Some assessments are more systematic, and others are less. Similarly, assessment
techniques in clinical psychology vary greatly in their purposes and goals, and the
methods by which data collection is accomplished. (151 Words)
Jun 15 – 3 Marks
Q. No. 4. Elucidate crisis interview.
Dec 18 – 3 Marks
Answer: The crisis interview is a special type of clinical interview, and can be
uniquely challenging for the interviewer. Crisis interviews have purposes that
extend beyond mere assessment.
Crisis interviews are directed toward clients who are in acute distress due to an
exacerbation or increase in psychological disturbance, or who have suffered a
traumatic or life threatening incident.
They are designed not only to assess a problem demanding urgent attention (most
often, clients actively considering suicide or another act of harm toward self or
others), but also to provide immediate and effective intervention for that problem.
Crisis interviews can be conducted in person but also take place often on the
telephone.
Quickly establishing rapport and expressing empathy for a client in crisis are the
key components of the interview. (128 Words)
Q.No.5. Elucidate diagnostic interview. Jun 15 – 3 Marks
Answer: The purpose of a diagnostic interview is to obtain a clear understanding

of the patient's particular diagnosis. Thus, patient reported symptoms and
problems are examined in order to classify the concerns into a diagnosis.
Diagnostic Interview Goal is to arrive at a diagnosis and to do the classification

of client and his or her problem.
Diagnostic interview consists of a standard set of questions and follow-up probes

that are asked in a specified sequence. Hence, all patients or subjects are asked
the same question. In this, clinical psychologists evaluate patients according to
DSM-IV criteria.
Diagnostic interviewing can be challenging. It is frequently difficult to ascertain

the precise diagnosis through interview alone. Also, comorbidity may complicate
the clinical picture. For instance, a patient who has been losing a lot of weight
might be interviewed to determine whether he or she has anorexia nervosa, a
disorder that results in self-starvation. (148 Words)
Q. No. 6. Exit Interview. Jun 16 – 3 Marks

Jun 17 – 3 Marks
Answer: After treatment is completed, an exit or termination
interview may be used to help evaluate the effectiveness of treatment or to smooth

the patient’s transition to the next psychotherapeutic step.
The interview might focus on how the patient experienced the treatment, what
patient found useful or not useful, and how he or she might best deal with
problems in the future.
Another goal of the exit interview may be to determine what residual problems
still need to be addressed or to give the patient a sense of closure regarding the
therapeutic experience. The interview may or may not be conducted by the
training professionals. (104 Words)
Q.No.7. Discuss the formats of interview Dec 20 – 5 Marks
Answer: The clinical interview is the most widely used method of clinical
assessment, and is particularly advantageous in the early stages of assessment.
The most salient of its advantages is flexibility. The typical interview begins with
broad-based inquiry regarding the client's functioning. As the interview
progresses, it becomes more focused on specific problems and potential
controlling variables. Interviewing also provides an opportunity to directly
observe the client's behaviour, and to begin developing a therapeutic relationship.
Structured and semi structured interviews were developed in order to facilitate

consistency across interviewers.
Structured interviews are designed for administration by non-clinicians such as

research assistants in large scale studies. A structured interview follows a strict
format that specifies the order and exact wording of questions.
Semi-structured interviews are more frequently used by trained clinicians. They

provide a more flexible framework for the course of the interview while providing
enough structure to promote consistency across administrations. While specific
questions may be provided, the interviewer is free to pursue additional
information when this seems appropriate. (168 Words)
Q.No.8. Discuss the types of interviews Jun 19 – 10 Marks

Dec 20 – 5 Marks
Answer: There are many different types of interviews conducted by
psychologists. Some interviews are conducted
• prior to admission to a clinic or hospital

• to determine if a patient is in danger of injuring self or others
• to determine a diagnosis
• at the end of treatment
Some major types of interviews conducted by clinical psychologists are discussed

briefly
Initial Intake Assessment
Mental health treatment begins with an intake interview. The intake process is
vital to the formation of any psychotherapeutic relationship.
The intake interview is important in psychotherapy because it is the first

interaction that occurs between the patient and the clinician. The intake interview
helps the clinician to create a case formulation and treatment plan.
A successful intake interview, guides the patient through a potentially new

process (and new relationship), supports the establishment of safety, and provides
patients with opportunities to reflect.
Mental Status Assessment
Mental status refers to “appearance, mood, anxiety, disorders, perceptions, and all
aspects of cognition”. Assessment of mental status usually takes place as a quick
screen to consider indications of serious mental disorders.
Mental Status Examination (MSE) is a structured way of observing and describing

a patient’s psychological functioning at a given point in time, as well as specific
testing based on the needs of the patient and clinician.
Crisis Interviews
The crisis interview is a special type of clinical interview, and can be uniquely
challenging for the interviewer.
Crisis interviews have purposes that extend beyond mere assessment. They are
designed not only to assess a problem demanding urgent attention (most often,
clients actively considering suicide or another act of harm toward self or others),
but also to provide immediate and effective intervention for that problem.
Diagnostics Interviews
The purpose of a diagnostic interview is to obtain a clear understanding of the

patient’s particular diagnosis. Thus, patient reported symptoms and problems are
examined in order to classify the concerns into a diagnosis.
Computer Assisted Interviews Jun 21 – 3 Marks
In a computerized clinical interview, patients respond to questions about their

psychological symptoms and related concerns that are posed to them on a
computer screen. The computer interview may help identify problems that
patients may be embarrassed or unwilling to report to a live interviewer. People
may actually reveal more information about themselves to a computer than to a
human interviewer.
Exit Interviews
Exit interviews are conducted at the end of an inpatient or outpatient treatment.

(394 Words)
Measures of Intelligence and Conceptual Thinking Exam Guide – Dec 22
Block 3 – Unit 1
Measures of Intelligence and Conceptual Thinking
Q. No. 1. Discuss the history of Intelligence Assessment. Jun 16 – 4 Marks

Jun 19 – 4 Marks
Answer: Paul Broca (1824-1880) and Sir Francis Galton (1822-1911) were
among the first scientists to think about measuring intelligence. They thought they
could determine intelligence by measuring the size of the human skull. They
assumed that the larger the skull, the smarter the person.
The first modern intelligence test in IQ history was developed in 1904, by Alfred
Binet (1857-1911) and Theodore Simon (1873-1961). The French Ministry of
Education asked these researchers to develop a test that would allow for
distinguishing mentally retarded children from normally intelligent, but lazy
children. The result was the Simon-Binet IQ test. This IQ test consists of several
components such as logical reasoning, finding rhyming words and naming
objects.
The score for the IQ test in combination with a child's age, provides information
on the intellectual development of the child: is the child ahead of or lagging other
children? The IQ was calculated as (mental age/chronological age) X 100. The
test came to be a huge success, both in Europe and America.
Building on the Stanford-Binet test, American psychologist David Wechsler

created a new measurement instrument. Much like Binet, Wechsler believed that
intelligence involved different mental abilities. Dissatisfied with the limitations
of the Stanford-Binet, he published his new intelligence test, known as the
Wechsler Adult Intelligence Scale (WAIS), in 1955. (218 Words)
Q. No. 2. Describe the various measures of Intelligence. Jun 17 – 10 Marks

Dec 18 – 10 Marks
Answer: Wechsler Scales - The Wechsler Intelligence Test, developed by
psychologist David Wechsler in the 1950’s, is a popular tool that is used by many
schools, psychologists and other professionals to assist in the interpretation of

intelligence. There are three versions of the test, as it has been developed and
subsequently revised, to measure intellectual functioning of children and adults.
• The Wechsler Adult Intelligence Scale-IV (WAIS-IV) is intended for use

with adults
• The Wechsler Intelligence Scale for Children-V (WISC-V) is designed
for children ages 6 – 16
• The Wechsler Preschool and Primary Scale of Intelligence-IV (WPPSI-
IV) is designed for children age 4 - 6 1/2 years
Since its publication, the Wechsler intelligence scales have been the most used
instruments among clinical and school psychologists for assessing the cognitive
abilities of children, adolescents and adults. Wechsler viewed the construct of
intelligence not only as a global entity but also as an aggregate of specific abilities
that are qualitatively different. Intelligence is global because it characterises the
individual’s behaviour as a whole.
Stanford-Binet Scales (Please refer next Question)
Raven's Progressive Matrices
The Raven’s Progressive Matrices Test was developed in the 1930’s by J.C.
Raven to research how genetic aspects and environmental aspects influence
intelligence. The Raven’s Progressive Matrices Test is designed to have no
cultural or ethnic bias, so it should measure only the genetic component of
intelligence without the influence of environment.
Today Raven’s Progressive Matrices test is one of the most commonly used
instruments to measure analogical reasoning, capacity for abstraction, and
perception.
A Raven’s Progressive Matrices Test is a test designed to measure non-verbal,

abstract and cognitive functioning along with observational skills, problem-
solving and overall ability to learn.
In the test, a candidate is presented with a matrix of 3x3 geometric designs, with
one piece missing. The candidates' job is to choose the right diagram, from a set
of eight answers, that completes a pattern in the matrix that you have to figure out.
The questions and answers are all completely non-verbal.
There are three forms of Raven's Progressive Matrices. The most widely used
form, the Standard Progressive Matrices (SPM). Raven’s SPM produces a single
raw score from the 60 items (i.e. questions/problems) presented in the test. The
test’s 60 items are broken into 5 sets of 12. The test is designed for use for children
as young as 5 and can also be used with the elderly.
Colored Progressive Matrices version of the test is geared towards children

between the ages of 5 and 11, as well as the elderly and people with mentally and
physically impaired individuals. It includes sets A and B from the Standard
Progressive Matrices but also includes a set that’s referred to as Ab. This test
features most questions on a colored background to provide visual stimulation for
the participants.
Raven’s Advanced Progressive Matrices (APM) are split into two sets, Set I and
Set II. The first set contains 12 items and the second contains 36. The items, like
the Standard Progressive Matrices, become progressively more difficult and are
presented in black and white. However, the APM test is geared towards
adolescents and adults who are gifted or of above average intelligence.
Kaufman Assessment Battery for Children
The Kaufman Assessment Battery for Children-Second Edition (KABC-II;

Kaufman & Kaufman, 2004) is an individually administered measure of the
cognitive processing abilities of children and adolescents aged 3 through 18. The
KABC-II is organized into three levels for different age groups: age 3, ages 4-7
and ages 7-18. It is also quite useful for children with learning disabilities and
children who belong to minority groups.
The KABC-II gives detailed information and unprecedented flexibility with:
• Dual theoretical models (Luria’s neuropsychological theory and the

Cattell-Horn-Carroll or CHC theory of intelligence) which helps in
obtaining the data needed for each individual tested
• An interactive measure of learning ability (the Learning/Glr Scale) that
allows you to actually measure a child’s ability to learn new material
during the testing session
• A measure of fluid reasoning (the Planning/Gf Scale) that allows to
measure a child’s executive functioning and complex problem-solving
skills
• The Knowledge/Gc Scale, a measure of the child’s knowledge base and
crystallized ability that lets contrast this important school related skill to
the child’s ability to solve new problems and learn new information
(710 Words)
Q.No.3. Elucidate Wechsler scales for adults. Jun 19 – 6 Marks

Jun 21 – 4 Marks
Answer: The Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV) is
the latest revision of Wechsler's adult intelligence scales, the most widely used
tests of intelligence for adults.
The test contains 10 subtests and 5 supplemental tests. The core tests comprise
the entire IQ scale, and determines the capacity of a person to act and think
purposefully and rationally and to deal effectively with his environment. It takes
around 90 minutes to complete.
The WAIS is appropriate for adults and adolescents ranging from 16 to 90 years
of age.
There are four index scores representing major components of intelligence:
• Verbal Comprehension Index - This index reflects an individual’s

ability to understand, use and think with spoken language. It also
demonstrates the breadth and depth of knowledge acquired from one’s
environment. It measures the retrieval from long-term memory of such
information.
• Perceptual Reasoning Index - This index reflects an individual’s ability
to accurately interpret, organize and think with visual information. It
measures nonverbal reasoning skills and taps into thinking that is more
fluid and requires visual perceptual abilities.
• Working Memory Index - This index reflects an individual’s ability to
take in and hold information in immediate awareness and then perform
a mental operation on that information. It also measures the mental
manipulation of number operations.
• Processing Speed Index - This index reflects an individual’s ability to
process simple or routine visual information quickly and efficiently. It
measures visual and motor speed. (238 Words)
Q. No. 4. Describe administration and scoring of Wechsler scales for adults

(WAIS III) Jun 21 – 6 Marks
Answer: The Wechsler Adult Intelligence Scale is administered to persons age

sixteen and older.
WAIS-III is an individually-administered test by trained clinician of intellectual

ability for people aged 16-89 years. It is administered in 60-75 minutes.
The WAIS-III contains total 14 subtests, 7 verbal subtests and 7 non-verbal

subtests. Each subtest includes a variety of items that assess a particular
intellectual skill of interest.
All Wechsler subtests share a common organization in that they are divided into
two scales: Verbal and Performance. The Verbal scale includes measures of
vocabulary, factual knowledge, short-term memory, and verbal reasoning. The
Performance subtests measure psychomotor abilities, nonverbal reasoning, and
the ability to learn new relationships.
The WAIS-III yields three IQ scores (Verbal IQ, Performance IQ, and Full-Scale
IQ) and four Index scores (Verbal Comprehension Index (VCI), Perceptual
Organization Index (POI), Working Memory Index (WMI), and Processing Speed
Index (PSI). These index scores consist of more refined domains of cognitive
functioning than do the IQ scores.
On the basis of the Verbal IQ and the Performance IQ, a Full-Scale IQ is computed
as a more comprehensive intelligence quotient.
The Wechsler IQ scores are based on how respondents􀂶 answers deviate from
those attained by their age-mates. The mean whole test score at any age is defined
as 100 and a standard deviation of 15.
Scores between 90 and 110 are considered within the average range of intellectual
functioning.
Scores below 70 are considered to be in the mentally deficient range, while scores
above 130 are considered to be in the very superior range.
Scaled scores are also standardized with a mean of 10 and a standard deviation of
three. Scaled scores are provided for each subtest. Raw scores are simply the sums
of scores for each subtest. Raw scores are computed into standard scores in order
to compare abilities across subtests, indices, and IQs. (310 Words)
Q. No. 5. Describe Wechsler’s scales for children. Jun 16 – 3 Marks

Dec 19 – 6 Marks
Answer: WISC-V is a companion measure to the most widely used intelligence
test for children, 6 to 16 years, in the world. It is the popular IQ test administered
to determine a child’s cognitive strengths (and possible giftedness) and
weaknesses (possible learning disorders or intellectual disabilities).
The test structure includes new and separate visual spatial and fluid reasoning
composites for greater interpretive clarity and a variety of levels of composites
for interpretive options.
The WISC-V is an individually administered intelligence test for children

between the ages of 6 and 16 inclusive that can be completed without reading or
writing. The WISC-V generates a Full-Scale IQ, FSIQ, (formerly known as IQ
score) which represents a child􀂶s general intellectual ability.
The WISC-V subtests are grouped at four levels of interpretation: Full, Primary
Index, Ancillary Index, and Complementary Index. The levels each contain one
or more scales. Each scale (e.g., Full, Verbal Comprehension, Nonverbal, Symbol
Translation) consists of a combination of subtests that are used to obtain a
composite score.
Five domains containing the 16 primary and secondary subtests are included at
the Full-scale level: Verbal Comprehension, Visual Spatial, Fluid Reasoning,
Working Memory, and Processing Speed.
Administration of the 10 primary subtests is recommended for a comprehensive

description of intellectual ability. The 6 secondary subtests can be administered
to provide a broader sampling of intellectual functioning and to yield more
information for clinical decision making.
It also provides five primary index scores that represent a child’s abilities in more
discrete cognitive domains. (248 Words)
Q. No. 6. Elucidate the characteristics, administration and scoring of

Stanford - Binet scale. Dec 16 – 10 Marks
Answer: The Stanford-Binet Intelligence Scale: Fourth Edition (SB: FE) is a

standardized test that measures intelligence and cognitive abilities in children and
adults, from age two through mature adulthood.
It is a descendant of the Binet-Simon scale which was developed in 1905 and

became the first intelligence test. The Stanford-Binet Intelligence Scale was
developed in 1916 and was revised in 1937, 1960, 1986, and present 5th edition
was published in 2005.
Characteristics of Stanford - Binet Scale
The Stanford-Binet test is an examination meant to gauge intelligence through

five factors of cognitive ability in children and adults, from age 2 to 85+ years.
These five factors include fluid reasoning, knowledge, quantitative reasoning,
visual-spatial processing and working memory. Both verbal and nonverbal
responses are measured.
Nonverbal Matrices Tasks

Fluid Reasoning (FR)
Verbal Analogies
Nonverbal Recognize Absurdities in Pictures
Knowledge (KN)
Verbal Vocabulary
Nonverbal Quantitative Reasoning
Quantitative Reasoning (QR)
Verbal Verbal Quantitative Reasoning
Nonverbal Form Board
Visual/Spatial Reasoning (VS)
Verbal Positions and Directions
Nonverbal Block Pattern Memory
Working Memory (WM)
Verbal Sentence Memory
For every verbal subtest that is used, there is a nonverbal counterpart across all
factors. These nonverbal tasks consist of making movement responses such as
pointing or assembling manipulatives. These counterparts have been included in
order to address the language-reduced assessments in multicultural societies.
Depending on age and ability, administration can range from fifteen minutes to
an hour and fifteen minutes.
Many of the familiar picture absurdities, vocabulary, memory for sentences, and
verbal absurdities still remain from the previous editions, however with more
modern artwork and item content for the revised fifth edition.
Administration of Stanford - Binet Scale
The manual suggests that only those individuals with formal graduate-level or
professional training in psychological assessment should interpret test results
using the 7-step method described in the manual. The SB5 is designed to be
administered on an individual basis with children, adolescents, and adults.
Administration of the assessment begins with two routing subtests that identify an
appropriate developmental starting point for the examinee. Separate routing
subtests are conducted to determine appropriate starting points for both verbal and
non-verbal domains. After the two routing subtests, all other subtests are grouped
into testlets. The testlets are arranged into levels of difficulty, with 5 levels in the
verbal domain and 5 levels in the non-verbal domain. Both routing subtests and
most of the testlets have example items to assist the examinee to understand each
task.
Scoring of Stanford - Binet Scale
Each of the five factors is given a weight and the combined score is often reduced
to a ratio known commonly as the intelligence quotient, or IQ.
The SB5 can be hand-scored or scored with the optional SB5 Online Scoring and
Report System. The scaled scores for the ten subtest scores are the familiar profile
scores used in other IQ measures---with a mean of 10, and Standard Deviation of
3 (range 1-19). These subtest scores combine to form four types ofcomposite
scores:
• 5 factor indexes (Fluid, Knowledge, Quantitative, Visual-Spatial, and

Working Memory),
• 2 domains (Verbal and Nonverbal),
• Brief IQ from 2 subtests, and
• Full Scale IQ (each with scaled score means of 100, SD=15(range 40-
160))
Two subtests (one verbal and one nonverbal) combine to form each of the 5 factor
indexes. There are two domain scales: Nonverbal IQ (combines the five nonverbal
subtests) and Verbal IQ (combines the five verbal subtests). Two initial subtests
9 - 10 www.springseason.in
combine to form the Abbreviated Battery IQ. Finally, the Full Scale IQ combines
all ten subtests. (595 Words)
Q. No. 7. Woodcock-Johnson Psycho-educational Battery. Jun 15 – 3 Marks
Answer: The Woodcock-Johnson Tests (WJ III) is a valid and reliable assessment
tool of both cognitive abilities and achievement among children and adults.
It is based on the most current theoretical model of intelligence, Cattell-Horn-

Carroll (CHC) theory.
The tests of cognitive ability produce a full-scale intelligence score and determine
strengths and weaknesses of information processing.
The tests of academic achievement assess abilities in reading, written language,

mathematics, and knowledge. They also assess basic skills in each of these areas
and the level of application of those skills by the person being assessed.
The WJ III proves to be a valuable diagnostic tool to be used to identify

exceptional children including high incidence disabilities like head injury,
Attention Deficit and Hyperactivity Disorder ADHD; low incidence disabilities
such as visual impairment and autism; and gifted students including those with a
learning disability. Higher education students have benefit from WJ III tests as
well. (150 Words)
Q. No. 8. Describe the Raven's Progressive Matrices Test. Dec 15 – 6 Marks

Jun 16 – 3 Marks
Answer: The Raven’s Progressive Matrices Test was Dec 17 – 3 Marks
Jun 18 – 3 Marks
developed in the 1930’s by J.C. Raven to research how genetic aspects and
environmental aspects influence intelligence. The Raven’s Progressive Matrices
Test is designed to have no cultural or ethnic bias, so it should measure only the
genetic component of intelligence without the influence of environment.
Today Raven’s Progressive Matrices test is one of the most commonly used
instruments to measure analogical reasoning, capacity for abstraction, and
perception.
A Raven’s Progressive Matrices Test is a test designed to measure non-verbal,

abstract and cognitive functioning along with observational skills, problem-
solving and overall ability to learn.
In the test, a candidate is presented with a matrix of 3x3 geometric designs, with
one piece missing. The candidates' job is to choose the right diagram, from a set
of eight answers, that completes a pattern in the matrix that you have to figure out.
The questions and answers are all completely non-verbal.
There are three forms of Raven's Progressive Matrices. The most widely used
form, the Standard Progressive Matrices (SPM). Raven’s SPM produces a
single raw score from the 60 items (i.e., questions/problems) presented in the test.
The test’s 60 items are broken into 5 sets of 12. The test is designed for use for
children as young as 5 and can also be used with the elderly.
Colored Progressive Matrices version of the test is geared towards children

between the ages of 5 and 11, as well as the elderly and people with mentally and
physically impaired individuals. It includes sets A and B from the Standard
Progressive Matrices but also includes a set that’s referred to as Ab. This test
features most questions on a colored background to provide visual stimulation for
the participants.
Raven’s Advanced Progressive Matrices (APM) are split into two sets, Set I
and Set II. The first set contains 12 items and the second contains 36. The items,
like the Standard Progressive Matrices, become progressively more difficult and
are presented in black and white. However, the APM test is geared towards
adolescents and adults who are gifted or of above average intelligence.
(350 Words)
Q. No. 9. Discuss Kaufman's Assessment Battery for children as measures of

intelligence. Dec 17 – 3 Marks
Jun 18 – 3 Marks
Answer: The Kaufman Assessment Battery for Children-Second Edition (KABC-
II; Kaufman & Kaufman, 2004) is an individually administered measure of the
cognitive processing abilities of children and adolescents aged 3 through 18. The
KABC-II is organized into three levels for different age groups: age 3, ages 4-7
and ages 7-18. It is also quite useful for children with learning disabilities and
children who belong to minority groups.
The KABC-II gives detailed information and unprecedented flexibility with:
• Dual theoretical models (Luria’s neuropsychological theory and the

Cattell-Horn-Carroll or CHC theory of intelligence) which helps in
obtaining the data needed for each individual tested
• An interactive measure of learning ability (the Learning/Glr Scale) that
allows you to actually measure a child’s ability to learn new material
during the testing session
• A measure of fluid reasoning (the Planning/Gf Scale) that allows to
measure a child’s executive functioning and complex problem-solving
skills
• The Knowledge/Gc Scale, a measure of the child’s knowledge base and
crystallized ability that lets contrast this important school related skill to
the child’s ability to solve new problems and learn new information
(148 Words)
Q.No.10. Elucidate the Differential Ability Scales (DAS). Dec 16 – 3 Marks

Dec 17 – 3 Marks
Answer: The Differential Ability Scales (DAS-II) were developed as an
evaluation tool for the cognitive ability and achievement of children.
Psychologists depend on the DAS-II to provide insight into the manner in which
a child processes information, giving solutions to fix learning problems.
For testing, the participants from the ages of 2-6 or 11-17 years must respond to
63 multiple-choice items. There are four different forms for the test: Preschool,
School-Age, Cognitive Battery, School Achievement. Approximately 45-60
minutes is required for completion.
The DAS Cognitive Battery has a preschool level and a school-age level. The
school-age level includes reading, mathematics, and spelling achievement tests

that are referred to as ‘screeners’. The same sample of subjects was used to
develop the norms for the Cognitive and Achievement Batteries; therefore, infra-
and inter-comparisons of the two domains are possible. The DAS is not based on
a specific theory of intelligence. Instead, the test's structure is-based on tradition
and statistical analysis. Elliott (1990) described his approach to the development
of the DAS as ‘eclectic’. (170 Words)
Q.No.11. Das-Naglieri Cognitive Assessment System.

Jun 18 – 3 Marks
Answer: Developed as an alternative to the IQ test, the Das-Naglieri Cognitive

Assessment System (CAS) measures the test taker's cognitive ability. The test was
designed for children and adolescents between 5 and 17 years of age, but has also
been used to measure cognitive impairment in adults.
The test's makers and publishers claim it is free from cultural bias, a criticism
often leveled against other intelligence measures. First published in 1997, the
CAS is modeled on the PASS (Planning, Attention, Simultaneous, and
Successive) theory of intelligence.
The standard battery of tests takes roughly 60 minutes to administer, while the
basic battery requires only 40. Both versions of the test are divided into four
sections, with three subtests each for the standard battery and two for the basic.
The four sections are:
• Planning figure out the best strategy to solve a set of novel tasks
• Attention focus on one particular thing while other stimuli compete for
attention
• Simultaneous integrate separate components into a single group
• Successive remember or complete information in a specific order
(172 Words)
Q.No.12. Discuss the various controversies with regard to IQ testing

Jun 19 – 6 Marks
Answer: Jun 17 – 6 Marks
Are we born with a certain IQ?
Often people assume that we are born with an innately determined level of
intellectual. ability that is not influenced by social, emotional, and environmental
factors. Some suggest that IQ differences found among different racial groups
aught be due to mourn differences in intelligence. A great deal of controversy has
raged in this debate for many years.
Is IQ Scores Stable Over Time?
Often people assume that an IQ score obtained in childhood is stable over time.
Intelligence tests, however; provide an index of current functioning, and scores
may change significantly over time. Many factors influence the stability of IQ
scores.
First, scores obtained when a child is very young (e.g., age 3) are likely to be less
stable than scores obtained when a child is older (e.g., age 16). This is partially
because early childhood tests focus on perceptual and motor skills, whereas tests
for older children and adults focus more on verbal skills.
Second, the longer the time between testing administrations, the more unstable
the IQ score will appear. Thus, the difference between scores obtained at ages 3
and 30 is likely to be greater than the difference between scores obtained at ages
16 and 19. Furthermore, environmental factors such as stress, nutrition,
educational opportunities, exposure to toxins such as lead, and illness, among
other influences, all play a role in the determination of IQ scores.
Are IQ Scores Biased?
Many people are concerned about potential bias in intelligence testing. For
example, many feel that IQ testing may be biased in that children from high
socioeconomic- level homes tend to perform better on standardized tests than
those from lower socioeconomic-level homes. Furthermore, some argue that
currently available intelligence tests may not be appropriate for use with
individuals from many ethnic minority groups. (300 Words)
Measurement of Conceptual Thinking Exam Guide – Dec 22
Block 3 – Unit 2
Measurement of Conceptual Thinking
Q.No.1. Give an overview of tests of abstract reasoning. Dec 20 – 10 Marks
Answer:
1. Performance Tests (Sorting Tests)

2. Colour Sorting Tests
3. Halstead Category Tests
4. The Haufmann Kasanin Concept Formation Test (1937)
5. The Twenty Questions Tasks
Q. No. 2. Describe Performance (Sorting) tests and of conceptual thinking

Dec 21 – 3 Marks
Answer: The tests used most commonly in neuropsychological assessment are
performance tests, which should not be characterized as nonverbal tests for
various reasons, but which use nonverbal media, such as colored blocks, or
geometric forms.
The major reason for not characterizing these tests as nonverbal is that although
the media used are generally not linguistic symbols, the test solution process may
place heavy reliance on language. The most commonly used of these performance
tests are sorting tasks.
Many years ago, Egon Weigl (1927) invented the prototype of these tasks that are
still referred to as Weigl type sorting tests. The first tests developed were of the
free sorting type in which a variety of objects are placed on a table, and the subject
is asked to group the objects through such instructions as “Sort those figures
which you think belong together,” or “Put those together which you think can be
grouped together.” After the first sorting, the subject is asked to put the objects
together in another way. (167 Words)
Q. No. 3. Colour Sorting Tests. OR Jun 16 – 3 Marks

Jun 20 – 2 Marks
Discuss the specialized tests of abstract reasoning and Dec 21 – 3 Marks
Dec 19 – 6 Marks
concrete behavior
Answer: Color sorting test is a test of color blindness, designed by Holmgren, in

which the subject is required to classify skeins of wool according to three sample
colors.
Woolen skeins of different hues and shades are presented to the subject who is
asked to:
• Pick out the one he likes best and then pick out all those which could be
“grouped” with it
• The examiner picks out and presents to the subject three skeins, two of
which are the same color. The subject is asked which of the two are alike,
and which one is odd
• The examiner arranges two rows of skeins. In one row all are the same
color, and in the other row all are the same shade (light/dark). The subject
is asked to choose from the second row the skein which could be grouped
with the first.
• The subject is asked to select all the skeins of one color.
The organic subject tends to match instead of sort and shows great dependence on
the uniqueness of color or shade. (175 Words)
Q.No.4. Write a note on Halstead Category Test. Dec 15 – 6 Marks

Dec 17 – 5 Marks
Jun 20 – 2 Marks
Answer: The Halstead Category Test is a core test in the
Halstead-Reitan Neuropsychological Test Battery and is generally considered to
be a measure of abstraction ability, concept formation, and problem solving.
Basically, this is test of brain dysfunction and very sensitive to brain damage.
The test is a relatively complex visual concept formation test that measures the
subject’s ability to learn general abstraction principles and also profit from
feedback regarding his or her performance.
The original test was administered using a slide projector but is now also can be
delivered through a booklet format or using the computer. The test contains seven
subsets with 208 items. Out of seven subtests, the first of them is really a
familiarisation trial, and the second is a simple counting task. The remaining
subtests require identification or learning of a concept, such as oddity or spatial
location Each subset becomes progressively more difficult until Subset 7, which
is a composite of all the other subsets.
The subject is to reason how the stimulus materials make him or her think of a
number between 1 and 4. The subject is given one choice and then receives
feedback regarding whether his or her answer was correct or incorrect.
The scoring for this test consists of the total number of errors made by the patient.
The subject’s score is considered to be normal id he receives fewer than 50 errors.
(232 Words)
Q. No. 5. Describe the Hanfmann Kasanin concept formation test.
Answer: This test is sometimes called the Vigotsky or Dec 17 – 5 Marks

Vugotsky Test and a recent modification called the Modified Vygotsky Concept
Formation Test (MVCFT).
Its purpose is to “evaluate an individual’s ability to solve problems by the use of

abstract concepts and provide information both on the subject’s level of abstract
thinking and on his preferred type of approach to problems”.
The Hanfman Kasanin is a challenging procedure in which the subject is asked to

perform a number of sorts, much like the Color Form Sorting Test. However, there
is a correct answer that the subject must learn through making sorts and obtaining
information from the examiner concerning the correctness of the solution. The
task is challenging because the concept is not a directly perceivable attribute, but
is a second order principle that has to be derived from the characteristics of
multiple attributes.
The test consists of 22 different blocks varying in color, size, shape and height. A
modification of this test, MVCFT, divides it into two parts and introduces a
shifting request:
• In the Convergent Thinking Test the examiner selects a target block and
asks the subjects to identify all other block that would belong with it,
telling subjects whether a choice is right or wrong. When a complete set
has been identified the examiner asks subjects to explain the sorting
principle and then moves on to the next sets.
• Participants are given correcting cues following each incorrect attempt.
The procedure is repeated for four sets of blocks. A successful solution
requires simultaneous consideration of the width and height of the
blocks. Thus, the participant must combine abstract principles to
determine the rule. When each complete set has been identified, the
participant is then asked to state the sorting rule and then move on to the
next set.
• The Divergent Thinking Test begins when the examiner asks the
participant to reclassify the blocks according to as many rules or ways as
he/she can think of, one at a time. After each classification, the examiner
randomly mixes the blocks and asks for a new way of grouping.
When the participant exhausts his/her means of classification, points are awarded
for total number of logical principles. This test contains concept formation and
concept identification elements. (371 Words)
Q. No. 6. Describe the Twenty Questions Task. Jun 15 – 6 Marks
Answer: The twenty-question task (TQT) is used to assess problem solving and
information processing in adults and children.
In trying to reach a solution to a problem, what inductive methods are best for
reaching the solution in the fewest steps? Psychological testing models for these
abilities include searching strategy tests, the recently developed multiple errands
tests, and game procedures in which a correct identification must be made with
the fewest possible number of steps.
The twenty questions game task; in which the test taker must identify an object
contained in a large array of objects by asking as few questions as possible would
be an example of a strategy task.
The procedure is much like the Twenty Question parlor game in which target
object must be named based on questions that can only be answered yes or no. the
strategy for narrowing down the possibilities and arriving at the right answer has
to be formed by the player, i.e. subject.
In the game Twenty Questions, one player thinks of an everyday item and another
has to ask questions to establish its identity. The questions can only be answered
yes or no, and only a limited number of questions are permitted. Typically the best
strategy is to ask questions that eliminate a number of alternatives, while
establishing the sets or categories that the item belongs to. For instance, a player
might ask “Is it a living thing?” or “Is it man-made?” followed by questions that
further constrain the search: “Is it an animal?”, “Is it a mammal?”, “Is it a pet?”
and so on. Once the search is narrowed sufficiently, a guess can be made: “Is it a
dog?”, “Is it a cat?”.
Typically, participants have a maximum number of questions that they can ask
(often 10 or 20) and performance on the task has been measured in terms of overall
success (the number of problems solved), efficiency (the number of items
eliminated per question, or the number of questions used per problem) and general
questioning strategy. Strategy is usually divided into grouping
Jun 20 – 2 Marks
questions, where more than one item is referred to in the set, and guess questions,
where only one item is eliminated. (362 Words)
Q.No.7. Discuss Limitations of Tests of abstraction.
Answer: Limits of applicability of tests of abstraction exist at each end of the

continuum of cognitive function. Severely impaired or disorganized patients
typically cannot cooperate for these procedures.
At the other extreme, because these tests were designed for assessment of brain
damaged patients, they do not have the complexity or difficulty level of tests
developed for normal individuals.
Therefore, unlike the intelligence tests that are often used as part of a
neuropsychological assessment, these tests are not really useful for assessment of
level of ability within the normal range. Furthermore, they are particularly
susceptible to practice effects. (97 Words)
Q.No.8. Examine the cross-cultural considerations and accommodations for

persons with disability. Dec 18 – 3 Marks
Jun 20 – 2 Marks
Answer: Most of the conceptual thinking tests would appear to be reasonably
culture fair, because they do not rely heavily on language or knowledge of some
specific environment or culture.
The stimuli used, usually geometric forms, do not include artifacts associated with
some particular culture. Obviously, instructions written in English would have to
be interpreted for patients who do not speak English. The major socio-cultural
limitation would therefore relate mainly to general considerations concerning the
meaning and acceptability of testing in different cultures.
These tests were designed for individuals with reasonably intact vision, hearing,
and motor abilities. Typically, ad hoc accommodations are made for various
disabilities where possible. There are two major issues with regard to
accommodation: testing of patients with severe sensory or motor handicaps of the
upper extremities and of patients who are not ambulatory. In general, the former
matter is dealt with on an adhoc basis.
For patients with impaired mobility, the use of laptop computers and related
software has greatly expanded the capability of bedside testing and testing of
patients in their homes. Such technologies as head sticks, voice activation, and
application of robotics should become increasingly viable methods of
accommodating individuals with physical handicaps, or who are too ill to travel
to an assessment laboratory. (209 Words)
Measurement of Memory and Creative Thinking Exam Guide – Dec 22
Block 3 – Unit 3
Measurement of Memory and Creative Thinking
Q. No. 1. Define Memory Jun 19 – 10 Marks

Jun 21 – 10 Marks
Answer: Memory is a complex process that involves acquiring, storing, and
recalling information.
It can be thought of in general terms, as the use of past experience to affect or

influence current behavior. It is this aspect of memory which forms the basis of
most of the memory symptoms reported by brain damaged patients. (53 Words)
Q. No. 2. Elucidate the test of implicit and explicit memory. OR

Jun 17 – 10 Marks
Critically discuss the measurement of memory Dec 19 – 3 Marks
Dec 20 – 10 Marks
Answer: Implicit memory is memory without awareness, e.g. Listening to music
while doing other work. while explicit memory is memory with awareness, e.g.
preparing to exam.
Explicit memory is expressed on tests that require conscious recollection of

previous experiences (e.g., free recall). Implicit memory is revealed when these
experiences affect performance on a test that does not require conscious
recollection (e.g., perceptual identification).
Test of Implicit Memory
Things that people don't purposely try to remember are stored in their implicit
memory. This kind of memory is both unconscious and unintentional. Implicit
memory is also sometimes referred to as nondeclarative memory since we are not
able to consciously bring it into awareness.
In the test of implicit memory, people are asked to perform some task, and the
measure of interest is how some prior experience affects the task. For example,
take the simple case of the word elephant appearing in a long list of words. If
subjects are given a recognition test in which they are instructed to identify words
studied in the list (and to reject non-studied words), then their choice of elephant
as a studied word would represent an instance of explicit retention.
There are many implicit memory tests currently in use. Implicit memory tests
could be roughly organised in two major categories: verbal and non verbal tests,
and each one of them in its turn into three subclasses:
• Perceptual implicit memory tests challenge the perceptual system by

presenting impoverished test stimuli to which participants respond. For
example, word stem completion, degraded word naming,
• Conceptual tests involve the semantic memory system. These tests are
called conceptually driven tests because, when people are trying to
retrieve past events, it is the meaning of the events that is important. For
example, word association
• Procedural tests tap the procedural memory system. For example,

inverted text, probability judgements, mirror drawing
Test of Explicit Memory
Explicit memory refers to cases of conscious recollection. When we remember

our trip to Paris or recognize that some words occurred in a recent list, these are
instances of explicit memory. In cases of explicit retention, people respond to a
direct request for information about their past, and such tests are called explicit
memory tests.
The tests of explicit memory include free and cued recall tasks. Prototypically, in
tasks of free recall, subjects are shown a list of items (words, pictures, sentences)
and are later asked to recall the items in any order that they choose. In cued recall,
subjects are given explicit retrieval cues. The retrieval cues are prompts,
reminders or any additional information that guides the search processes in
memory (e.g. fruits for the to be recalled words `apple', `plum', `grape', 'kiwi'). In
free and cued recall, memory performance is assessed simply by counting the
number of to be remembered items recalled. (464 Words)
Q No 3. Differentiate between explicit and implicit memory

Jun 21 – 4 Marks
Answer:
Explicit Memory Implicit Memory

It is an experiential or functional form
It is a memory that can be
of memory that cannot be consciously
intentionally and consciously recalled
recalled
Info remembered unconsciously and
Info consciously work to remember
effortlessly
Declarative memory (events and Non-declarative memory (learned
facts) skills and tasks)
Verbal Non-verbal
It is much more robust and may last
It fades relatively rapidly in the
all our life even in the absence of
absence of recall and refreshing
further practice
Indirect test measurement Direct test measurement
Conscious Unconscious
Episodic Non-episodic
Highly specific General
Concrete Abstract
Controlled Automatic
Voluntary Involuntary
Indirect access Direct access
Slow access Fast access
Partial retrieval All-or-none retrieval
May decline with age Never decline
Limited capacity No capacity demand
Weighted for objection function Weighted for object form
Conceptually based Perceptually-based
Context dependent Context-free
Intentional Incidental
Associative Non-associative
Time limited Temporally persistent
Explicit Memory Implicit Memory

Flexible Inflexible
Remember Know
(193 Words)
Q. No. 4. Define creativity. Jun 15 – 2 Marks

Dec 19 – 2 Marks
Answer: Psychologists usually define creativity as the Dec 20 – 2 Marks
capacity to produce ideas that are both original and adaptive. In other words, the
ideas must be both new and workable or functional.
Creativity is usually connected to problem solving and people often relate

creativity with words like “new, unusual, ideas, out of the ordinary, imagination,
unique, exciting, wacky, open, fuzzy or something radically different”.
(61 Words)
PRIORITY 2
Below Units are 2nd most important

from exam point of view
Revise these units maximum

number of times
Block Unit/Chapter
1 2,3,4
2 **
3 **
4 2,4
Methods of Behavioral Assessments Exam Guide – Dec 21
Block 1 – Unit 2
Methods of Behavioral Assessments
Q. No. 1. What are self-report inventories? Jun 18 – 2 Marks

Jun 20 – 3 Marks
Answer: A self-report inventory is a type of psychological test in which a person
fills out a survey or questionnaire with or without the help of an investigator. It is
a type of psychological test often used in personality assessment. This type of test
is often presented in a paper-and-pencil format or may even be administered on a
computer. A typical self-report inventory presents a number of questions or
statements that may or may not describe certain qualities or characteristics of the
test subject. Self-report inventories often ask direct questions about personal
interests, values, symptoms, behaviors, and traits or personality types.
(103 Words)
Q. No. 2. Strengths and weaknesses of Self - report Inventory.

Jun 16 – 3 Marks
Answer: Self-report inventories are often a good solution Jun 20 – 3 Marks
when researchers need to administer a large number of tests in relatively short
space of time. Many self-report inventories can be completed very quickly. This
type of questionnaire is an affordable option for researchers faced with tight
budgets.
Another strength is that the results of self-report inventories are generally much
more reliable and valid than projective tests.
However, self-report inventories do have their weaknesses. For example, while

many tests implement strategies to prevent "faking good" or "faking bad",
research has shown that people are able to exercise deception while taking self-
report tests.
Another weakness is that some tests are very long and tedious. For example, the
MMPI takes approximately 3 hours to complete. In some cases, test respondents

may simply lose interest and not answer questions accurately. Additionally,
people are sometimes not the best judges of their own behavior. Some individuals
may try to hide their own feelings, thoughts, and attitudes. (158 Words)
Q. No. 3. Direct observation. Dec 18 – 3 Marks
Answer: One of the most direct forms of assessment is observation by trained

observers. Direct observation can be conducted by clinicians, professional staff,
or by participant observers who already have contact with the client. Rather than
reporting in retrospect, observers can record all instances of the target behaviour
that they witness, thereby producing a frequency count. Key Characteristics of
Direct Observation and Recording of Behaviour
• Behaviour is observed in a natural setting

• Behaviour is recorded or coded as it occurs
• Impartial, objective observers record behaviour
• Behaviour is described in clear, crisp tenus, requiring little or no
inference by the observer (99 Words)
Q. No. 4. Define and describe unobtrusive observation. Dec 15 – 3 Marks

Dec 16 – 6 Marks
Answer: Unobtrusive measures (also known as unobtrusive Jun 19 – 3 Marks
research) is a research method of data collection that does not involve direct
contact with the research participants. Structured observation is an example of an
unobtrusive measure - there is no direct interaction with the participants, only
observation from a distance. Unobtrusive measures involves any method for
studying behaviour where individuals do not know they are being observed.
The main problem with unobtrusive measures, however, is ethical. Issues

involving informed consent and invasion of privacy are paramount here.
There are two types of unobtrusive research measures you may decide to
undertake in the field and these are given below
• Behaviour Trace Studies - Behavior trace studies involve findings

things people leave behind and interpreting what they mean. People often
do not realise the research value of the traces they leave behind. Again,
remember, that in unobtrusive research individuals do not know they are
being studied. As you might imagine, trace studies may yield enormous
data.
• Disguidsed Field Observation – In Disguised field Dec 17 – 3 Marks
Jun 21 – 3 Marks
analysis the researcher pretends to join or actually is
a member of a group and records data about that group. The group does
not know they are being observed for research purposes. Here, the
observer may take on a number of roles.
o First, the observer may decide to become a complete-participant
in which they are studying something they are already a
member of
o On the other hand, observer may decide to only participate
casually in the group while collecting observations. In this case,
any contact with group members is by acquaintance only. Here
observer would be considered an observer-participant.
o Finally, if observer develop an identity with the group members
but do not engage in important group activities consider
themselves as a participant-observer. Observer are however,
considered a member of the cult and trusted by all of the
members. Ethically, participant-observers have the most
o problems.
In all, disguised field experiments are likely to yield reliable data but the ethical
dilemmas are a trade-off. (335 Words)
Q.No.5. Psychophysiological assessment. Dec 19 – 3 Marks
Answer: Psychophysiological assessment is an important form of behavioral

assessment that entails a direct recording of physiologically observed changes in
the body, such as increases in heart rate or surges in brain activity.
As the term implies, psychophysiology refers to measurable changes in the

nervous system that reflect emotional or psychological events. The measurements
may be taken either directly from the brain or peripherally from other parts of the
body.
Although many techniques in psychophysiology have emerged only in the past

couple of decades, today there are a large number of physiological tests available.
Neuroimaging techniques are among the most popular of these; they include
MR1, fMRI, PET, and EEG. (109 Words)
Q. No. 6. What are the future perspectives of behavioral assessment?.

Jun 17 – 6 Marks
Answer: Over the past two decades, research devoted to direct observation and
self-monitoring procedures has declined dramatically. This trend has been
mirrored by a rapid proliferation of questionnaires and research examining their
psychometric properties.
One likely reason for this shift is the current climate of managed healthcare. The
goal of more efficient and less costly healthcare has created pressure for more
rapid and inexpensive forms of assessment and treatment. Psycho physiological
recording equipment is simply too expensive for most clinicians to afford and
maintain. The task of training and paying trained observers can also be costly.
Further, direct methods of behavioural assessment have the disadvantage of also

being more costly and time consuming. The trend toward more rapid assessment
seems to select for brief, easily administered, and relatively inexpensive
questionnaires and rating scales.
There is also a need to determine if the data from behavioral assessments
facilitates more efficient and/or effective treatment. If empirical support for the
utility of behavioral assessment techniques is generated, this may help to increase
the receptiveness of third-party payers to the use of these procedures.
Behaviour therapists have long recognized that clinical problems are often part of
the client's private experience, and that many are a combination of verbal,
physiological, and overt behavioral responses. A comprehensive assessment
considers each of these modalities. While these ideas are still fundamental in
behavioral assessment, the more costly and time-demanding methods of
behavioural assessment are becoming more difficult to include in clinical
assessment and are less apt to be the focus of research. (253 Words)
Q. No. 7. Analogue observation Dec 20 – 6 Marks
Answer: Analogue observation methods are designed to simulate the conditions

of the natural environment and to provide a highly structured and controlled
setting in which behaviors of concern are likely to be observed.
Analogue assessment is considered to be an indirect measurement procedure that

reflects “how an individual might behave in a real-life situation”.
Analogue observation might occur in a clinic or laboratory, but the specific

environment developed for the observation is structured to simulate everyday
situations in the natural environment.
In many cases, the participants in analogue observation might be requested to role

play or engage in the observation activity in a specific way. Examples of situations
that have been developed for analogue observation include parent-child
interactions, family problem-solving approaches, and children’s task orientation.
(124 Words)
Assessment in Clinical Psychology Exam Guide – Dec 22
Block 1 – Unit 3
Assessment in Clinical Psychology
Q. No. 1. Discuss the contributions of Psychological assessment in delivering

psychological treatment. Dec 16 – 10 Marks
Jun 20 – 10 Marks
Answer: Psychological assessment is utilized in clinical psychology primarily for
purposes of differential diagnosis, treatment planning, and outcome evaluation.
These clinical contributions of psychological assessment can be implemented
during each of four sequential phases in delivering psychological treatment.
1. Deciding on Therapy – After deciding that psychology treatment is

needed for the patient and he/she will get benefited from it, the clinician
will determine which therapy will work best. There are numerous
approaches to treatment. These include Behavior Therapy, Cognitive and
Cognitive-Behavioral Therapy (CBT), Humanistic-Experiential
Therapies, Psychodynamic Therapies, Couples and Family Therapy, and
biological treatments (psychopharmacology).
Of course, for any mental disorder, some of the above-mentioned

therapies will have greater efficacy than others. In some cases, therapists
can also use a combination of therapies.
Even if several can work well, it does not mean a particular therapy will
work well for that specific client. Assessment can help figure this out.
Assessment methods also provide valuable information concerning two
factors known to predict whether people are likely to become involved
in and profit from psychotherapy: their motivation for treatment and their
accessibility to being treated.
2. Planning Therapy – Once therapy is finalized then the next step is the
planning of therapy. In this stage, therapist need to
• Decide on the appropriate setting in which to deliver the

treatment – In this therapist decide whether the patient requires
residential care or can be treated safely and adequately as an
outpatient. The more severely disturbed people are, the farther
out of touch with reality they are, and the greater their risk
potential for violence, the more advisable it becomes to care for
them in a protected environment.
• Estimating the duration of the treatment – Regarding treatment

duration, clinical experience and research findings consistently
indicate that mild and acute problems of recent onset can
usually be treated successfully in a shorter period of time than
severe and chronic problems of longstanding duration.
3. Conducting Therapy – Psychological assessment can playa key role in

conducting therapy by helping to identify in advance:
• Treatment targets on which the therapy should be focused -

Assessment findings that fall outside of an established normal
range and are known to indicate specific types of cognitive
dysfunction, affective distress, coping deficit, personal
dissatisfaction, or interpersonal inadequacy in turn assist
therapists and their patients in deciding on the objectives of
their work together and directing their efforts accordingly.
• Possible obstacles to progress towards these treatment goals -

Pretreatment assessment data serve to alert therapists in
advance to possible treatment obstacles, which can help them
understand and be patient with initially slow progress and also
guide them in dealing directly with these obstacles, as by
concentrating in the early phases of therapy on encouraging
flexibility and open mindedness, building a comfortable and
trusting treatment relationship, or generating some motivation

for the patient's involvement in the therapy.
4. Evaluating Therapy – Psychological assessment provides valuable data

for monitoring the progress of therapy and measuring its eventual
benefit.
Pre-treatment data provide an objective baseline for comparison with the

results of subsequent assessments.
• Periodic reevaluations can then shed light on whether the

treatment is making a difference
• Assessments conducted at the conclusion of psychotherapy

(Post-test), when compared with initial baseline evaluations
(Pre-test), provide an objective basis for evaluating the overall
benefit of the treatment that has been provided (549 Words)
Q. No. 2. What is 'Addiction Assessment'? Jun 15 – 3 Marks

Jun 18 – 3 Marks
Answer: Treatment for a drug or alcohol problem usually Jun 20 – 3 Marks
begins with an addiction assessment. The purpose of the assessment is to

determine whether an addiction is present, the extent of the addiction, whether
there are co-occurring conditions, and to assist in the development of a treatment
plan. Assessments often include questionnaires, physical exams, and self-
assessment.
Addiction treatment isn’t simply a one-size-fits-all type of solution. For the best
chances of a successful outcome, addiction treatment must be tailored to an
individual’s specific needs.
During the initial stage of an addiction assessment, client will be asked if they are
currently under the influence of any drugs or alcohol. They will be asked what
substances they’ve taken recently and in the past. Clinicians need to understand
the quantity and frequency of substance use that the client is accustomed to.
Knowing the answers to these types of questions allows addiction specialists to

form a customized treatment plan to help sufferers on their recovery path.
(159 Words)
Q.No.3. Describe the Functional Assessment of Mental Health and Addiction

(FAMHA). Jun 15 – 7 Marks
Answer: The Functional Assessment of Mental Health and Addiction (FAMHA)

scale is an assessment tool used by clinicians to threat drug dependent individuals.
One of the principal goals of the FAMHA is to quantitatively measure the degree
and intensity of mental illness and substance misuse. A major advantage of using
the FAMHA is that it can be quickly and effectively administered to provide
diagnostic indicators and monitor the effects of treatment over time.
The 46 items of the scale document functional deficits across all biopsychosocial
functional domains in such a way as to capture the current state of overall
functioning, whilst demonstrating specific areas of need. This scale is designed to
adequately assess the
• Mentally Ill Substance Users (MISU)

• Substance Using Mentally Ill (SUMI)
• Medically Compromised - Substance Using Patients (MCSU)
The distinction between MISU, SUMI, and MCMU patients has a significant
impact on the selection and use of a variety of intervention techniques and
strategies.
• MISU patients generally present with symptoms of severe and enduring

mental illness that has been complicated by the use of psychotopic
substances.
• SUMI patients are characterized by their excessive use of psychotropic
agents with the subsequent development of a concomitant severe and

persistent mental illness.
• MCSU patients characteristically use large amounts of psychotropic
agents in the presence of a long term or severe physical injury, illiness
or ongoing medical condition.
The FAMHA not only assess the obvious symptom categories of major mental
illness and addiction, but also:
• include functional domains that are deemed important for community-

based treatment clinics
• demonstrate reliability and validity
• possess sensitivity to treatment-related change
• be appropriate and relevant to the dually diagnosed population that it
functionally assesses
• be a useful tool for treatment planning and clinical governance
• have low administration costs
• be relatively easy to use by all levels of clinical staff.
The FAMHA documents the outcomes of treatment by quantifying the substantial

and enduring changes in client behaviors, cognitions, moods and day-to-day client
functioning. It also notes reductions in distress due to the effects of treatment.
Thus, such assessments are crucial to a client’s mental health, substance use, and
medical recovery. (350 Words)
Q. No. 4. Describe referral and indicate the factors that influence the
clinician's response to the same. Dec 17 – 6 Marks
Answer: The assessment process begins with a referral. Someone--a patient,

parents, a teacher, a psychiatrist, a judge, or perhaps a psychologist--poses a
question about the patient.
• “Does Sita have depression?” or

• "Why is Ram disobedient?" or
• "Why can't Ieshan learn to read like other children?"
Clinicians thus begin with the referral question. It is important that they take pains
to understand precisely what the question is or what the referral source is seeking.
A full understanding of the reason for referral guides the psychologist in all phases
of the assessment.
In a clinical mental health evaluation, referral questions center around diagnosis

and treatment planning. Assessment is conducted for the purpose of determining
the condition from which the patient suffers, and relieving symptoms by
recommending optimal treatment approaches and other interventions. Clinician
thoroughly interview their patients, conduct relevant clinical examinations
(physical or laboratory), and may conduct psychometric testing (psychological
and neuropsychological) if mental health or neurocognitive functioning are at
issue.
Factors that Influence the Clinician's Response to the Referral
Basically, there are two factors that influence the clinician’s response to the
referral questions, viz.
1. Clinician’s theoretical orientation
• A psychodynamic clinician believes that the root causes of

psychopathology are related to childhood development, so he/she
will spend much more time gathering information about childhood.
Also, he/she would believe that the individual’s difficulties are at
least partly outside of conscious awareness, so it would make less
sense to use a lot of explicit self-report measures and more sense to
use projective tests and the clinician’s own sense of the client’s
unconscious conflicts.
• In contrast, a CBT therapist would spend more time exploring

current patterns of thinking and behavior, having the client engage
in a lot of monitoring of their own processes.
• For some clinicians, case-history data are important because they

aid in helping the client develop an anxiety hierarchy; for others,
they are a way of confirming hypotheses about the client's needs and
expectations.
2. Choice of assessment instruments
• Theoretical orientation impacts which assessment tools the clinician

will use
• Assessment is not a completely standardised set of procedures. All

clients are not given the same tests or asked the same questions.
• The purpose of assessment is not to discover the "true psychic

essence" of the client but to describe that client in a way that is useful
to the referral source-a way that will lead to the solution of a
problem. (406 Words)
Q. No. 5. Discuss the contributions of Psychological assessment in delivering

psychological treatment Dec 16 – 10 Marks
Jun 20 – 10 Marks
Answer: Psychological assessment is utilized in clinical Jun 21 – 6 Marks
psychology primarily for purposes of differential diagnosis, treatment planning,

and outcome evaluation. These clinical contributions of psychological assessment
can be implemented during each of four sequential phases in delivering
psychological treatment.
1. Deciding on Therapy – After deciding that psychology treatment is

needed for the patient and he/she will get benefited from it, the clinician will
determine which therapy will work best. There are numerous approaches to
treatment. These include Behavior Therapy, Cognitive and Cognitive-Behavioral
Therapy (CBT), Humanistic-Experiential Therapies, Psychodynamic Therapies,

Couples and Family Therapy, and biological treatments (psychopharmacology).
Of course, for any mental disorder, some of the above-mentioned therapies will
have greater efficacy than others. In some cases, therapists can also use a
combination of therapies.
Even if several can work well, it does not mean a particular therapy will work
well for that specific client. Assessment can help figure this out. Assessment
methods also provide valuable information concerning two factors known to
predict whether people are likely to become involved in and profit from
psychotherapy: their motivation for treatment and their accessibility to being
treated.
2. Planning Therapy – Once therapy is finalized then the next step is the
planning of therapy. In this stage, therapist need to
• Decide on the appropriate setting in which to deliver the treatment

– In this therapist decide whether the patient requires residential care
or can be treated safely and adequately as an outpatient. The more
severely disturbed people are, the farther out of touch with reality
they are, and the greater their risk potential for violence, the more
advisable it becomes to care for them in a protected environment.
• Estimating the duration of the treatment - Regarding treatment

duration, clinical experience and research findings consistently
indicate that mild and acute problems of recent onset can usually be
treated successfully in a shorter period of time than severe and
chronic problems of longstanding duration.
3. Conducting Therapy – Psychological assessment can play a key role in

conducting therapy by helping to identify in advance:
• Treatment targets on which the therapy should be focused -

Assessment findings that fall outside of an established normal range
and are known to indicate specific types of cognitive dysfunction,
affective distress, coping deficit, personal dissatisfaction, or
interpersonal inadequacy in turn assist therapists and their patients
in deciding on the objectives of their work together and directing
their efforts accordingly.
• Possible obstacles to progress towards these treatment goals -

Pretreatment assessment data serve to alert therapists in advance to
possible treatment obstacles, which can help them understand and
be patient with initially slow progress and also guide them in dealing
directly with these obstacles, as by concentrating in the early phases
of therapy on encouraging flexibility and open mindedness, building
a comfortable and trusting treatment relationship, or generating
some motivation for the patient's involvement in the therapy.
4. Evaluating Therapy – Psychological assessment provides valuable data

for monitoring the progress of therapy and measuring its eventual benefit.
• Pre-treatment data provide an objective baseline for comparison

with the results of subsequent assessments.
• Periodic reevaluations can then shed light on whether the

treatment is making a difference
• Assessments conducted at the conclusion of psychotherapy

(Post-test), when compared with initial baseline evaluations
(Pre-test), provide an objective basis for evaluating the overall
benefit of the treatment that has been provided (549 Words)
Ethical Issues in Assessment Exam Guide – Dec 22
Block 1 – Unit 4
Ethical Issues in Assessment
Q. No. 1. Discuss the fallacies and pitfalls of psychological assessment.

Dec 15 – 10 Marks
Answer: There are 10 common fallacies and pitfalls that Dec 18 – 10 Marks
plague psychological testing and assessment
1. Mismatched Validity - Some tests are useful in diverse situations, but

no test works well for all tasks with all people in all situations. It is
important to note that as the population, task, or circumstances change,
the measures of validity, reliability, sensitivity, etc., will also tend to
change.
2. Confirmation Bias - Confirmation bias is a person’s Jun 22 – 3 Marks

tendency to favor information that confirms their assumptions,
preconceptions or hypotheses whether these are actually and
independently true or not.
3. Confusing Retrospective & Predictive Accuracy – we tend to confuse

retrospective accuracy (the probability of a positive test given that the
person has a condition) and predictive accuracy (the probability of a
condition given a positive test result). Basically, Predictive accuracy
begins with the individual's test results whereas Retrospective accuracy
begins with the condition. Confusing the "directionality'' of the inference
causes of numerous assessment errors.
4. Unstandardizing Standardized Tests - Standardized tests gain their

power from their standardization. Norms, validity, reliability, specificity,
sensitivity, and similar measures emerge from an actuarial base: a well-
selected sample of people providing data (through answering questions,
performing tasks, etc.) in response to a uniform procedure in
(reasonably) uniform conditions. When we change the instructions, or
the test items themselves, or the way items are administered or scored,
we depart from that standardization and our attempts to draw on the
actuarial base become questionable.
5. Ignoring the Effects of Low Base Rates – It is the tendency for people
to mistakenly judge the likelihood of a situation by not taking into
account all relevant data. Instead, people might focus more heavily on
new information without acknowledging how this impacts original
assumptions. This illustrates how people can sometimes jump to
inappropriate conclusions, with significant consequences.
6. Misinterpreting Dual High Base Rates - The 2 factors appear to be

associated because both have high base rates, but they are statistically
unrelated.
7. Perfect Conditions Fallacy – Not realizing less than Jun 20 – 3 Marks

perfect assessment under conditions significantly distorted data. For
example, taking medication could affect cognition or perception, or
forgot it, too.
8. Financial Bias – Financial conflict of interest can alter (subtly or

otherwise) how we collect, interpret and present information
9. Ignoring Effects of Audio-recording, Video – recording or the

Presence of Third-party Observers - Empirical research has identified
ways in which audio-recording, video-recording, or the presence of third
parties can affect the responses (e.g., various aspects of cognitive
performance) of people during psychological and neuropsychological
assessment. Ignoring these potential effects can create an extremely
misleading assessment.
10. Uncertain Gate Keeping - Psychologists who Dec 21– 3 Marks

conduct assessments are gatekeepers of sensitive information that may
have profound and lasting effects on the life of the person who was
assessed. The gatekeeping responsibilities exist within a complex

framework of federal (e.g, HIPAA) and state legislation and case law as
well as other relevant regulations, codes, and contexts. (448 Words)
Q. No. 2. Describe the APA Code of Ethics for psychology.

Jun 16 – 6 Marks
Answer: Codes of ethics are sets of rules of conduct regarding proper behavior,
usually in a professional context.
The APA Code of Ethics was formulated in 1953, though many of the principles
held within may date earlier. The code consists of a preamble and five general
principles as discussed below
1. Beneficence and Nonmaleficence - Kind of like the medical

profession's tenet of 'Do no harm,' in psychology, this principle means
help others while minimizing involvements or relationships that may
negatively impact the ability to help others.
2. Fidelity and Responsibility - Take responsibility for your actions and

maintain an open professional relationship with others.
3. Integrity - Be honest to the best of your ability. If there is ever a reason

for dishonesty, either as part of therapy or research, the potential benefits
must be weighed against the potential costs.
4. Justice - Give everyone equal access to an excellent standard of care.

Psychologists are also urged to examine prejudices and biases that may
impact their interaction with patients.
5. Respect for People's Rights and Dignity - A set of guiding principles

about understanding and eliminating one's prejudices as a professional,
which includes prejudices about culture, ethnic background, or ability
status.
In addition to these principles, there are specific ethical. APA's professional

standards are more involved than the principles. While the principles may be
considered the spirit of the rules of the APA, the standards are the enforceable
rules of the organization. Each section includes subsections that spell out different
situations for applications of the standard. There are 10 standards are, viz.,
Resolving Ethical Issues, Competence, Human Relations, Privacy and
Confidentiality, Advertising and Other Public Statements, Record Keeping and
Fees, Education and Training, Research and Publication, Assessment, and
Therapy. (289 Words)
Q.No.3. Discuss ethical issues in assessment. Jun 18 – 3 Marks

Jun 21 – 3 Marks
Answer: Invasion of Privacy – Privacy is the right of the individual to decide for
him/herself how much he will share with others his thoughts, feelings, and facts
of his personal life. This right is considered to be essential to insure dignity and
freedom of self-determination. The invasion of privacy issue usually becomes
most controversial with personality tests because items relating to motivational,
emotional, and attitudinal traits are sometimes disguised. Thus, persons may
unknowingly reveal characteristics about themselves that they would rather keep
private.
The ethical code of the American Psychological Association specifically states

that information derived by a psychologist from any source can be released only
with the permission of the client.
An invasion of privacy happens when private information such as beliefs,

attitudes, opinions and records, is shared with others, without the participant’s
knowledge or consent.
An invasion of privacy may cause loss of dignity, friendship or employment, or

create feelings of anxiety, guilt, embarrassment or shame. All possible measures
have to be taken in order to protect participant from potential physical,

psychological or social damage during or after assessment.
Confidentiality - Confidentiality is the process of protecting an individual’s

privacy in the data provided and will be handled and reported in such a way that
they cannot be associated with them personally. Basically, it pertains to treatment
of information that an individual has disclosed in a relationship of trust, with the
expectation that this information will not be divulged to others without
permission.
Confidentiality between clinician and client cannot be overstated as a critical

ingredient for candid and cooperative participation. It can be argued that
confidentiality is what allows psychological services to be effective, since without
candid client participation assessment results can be invalid, diagnoses inaccurate,
and therapy ineffective. The basis for most clients agreeing to receive
psychological services is an understood agreement of confidentiality, and is
among the primary reasons why informed consent is requested and documented.
Informed Consent - Informed consent is a legal and ethical Jun 15 – 3 Marks

term defined as the consent by a client to a proposed medical Jun 17 – 3 Marks
Jun 18 – 3 Marks
or psychotherapeutic procedure, or for participation in a Jun 19 – 3 Marks
research project or clinical study. In order for the consent to be informed the client
must first achieve a clear understanding of the relevant facts, risks and benefits,
and available alternatives involved.
Typically, consent consists of three separate aspects: voluntariness, competence,

and information.
• First, voluntariness implies that the examiner must obtain the

participant's consent "without exercising coercion or causing duress,
pressure, or undue excitement or influence"
• Second, the participant must be considered legally competent to grant

consent. Unless legally deemed incompetent, all adults are assumed
competent to give consent. Children, however, generally are not
presumed to be competent
• Finally, the test taker must have the requisite information to consent.
Sufficient information must be provided to the test taker to allow the
individual the opportunity to make an informed decision regarding his or
her participation in assessment (485 Words)
Rorschach Test Exam Guide – Dec 22
Block 4 – Unit 2
Rorschach Test
Q. No. 1. Discuss the nature of projective tests Jun 21 – 5 Marks
Answer: Projective techniques are indirect and unstructured type of test in which
individual is encouraged to project his/her interests, feelings, impulses, and like-
by telling a story, interpreting an image/inkblot, or completing a sentence - in
response to ambiguous stimuli, such as scenes, images or words.
The stimuli are generally novel, and the test is relatively unstructured.
Conventional or stereotyped patterns of response usually do not fit the stimuli.
The individual must “project” his/her attitudes, motives, and other personality
characteristics onto the situation. The nature of the appraisal is generally hidden:
individuals are often unaware of the true nature or purpose of the test and usually
do not recognize the significance of their responses.
Based largely on a psychoanalytic perspective, projective techniques are believed

to be sensitive to unconscious dimensions of personality and the goal of such tests
is to infer the hidden motives, intentions, conflicts or emotions which cannot be
procured through direct questioning as the individual either resists to reveal them
or is unable to figure out himself. Further, these techniques are useful in giving
individual, opportunities to express their attitudes without personal
embarrassment.
For example, take the case of a client named Harry, who, in response to items on
a self-report inventory about interpersonal relationships, says that he gets along
very well with other people. In contrast, his responses on a projective technique
reveal hidden hostility and resentment toward others. (231 Words)
Q. No. 2. Discuss the measurement and standardization of projective tests
Jun 21 – 5 Marks
Answer: The projective tests, by their very nature, seem to resist psychometric
evaluation. Indeed, some clinicians reject even the suggestion that a test such as
the Rorschach should be subjected to the indignities of psychometrics; they would
see this as an assault upon their intuitive art.
There are several general observations about the difficulties involved in

evaluating the psychometric properties of projective tests as discussed below:
Standardization or standard administration requires that those who administer a

test strictly follow common rules or procedures.
A common criticism of projective tests is their lack of standardization. This means

that different people giving the test may administer and interpret the tests
differently and, therefore, the tests will yield different results.
Projective tests have rarely demonstrated much reliability. In reliability studies,

different clinicians have tended to score the same person’s projective test quite
differently.
Projective tests have been questioned for their validity or accuracy of measure.
While the purpose of projective tests is to get at subconscious content, some
believe the tests simply measure content that is connected to the individual’s most
recent experiences, rather than their deepest subconscious desires.
Similar criticisms are that projective techniques make poor diagnostic measures,
since they look solely at an individual’s behavior, rather than symptoms. Since
behaviors can be very different, even for people with the same diagnosis, they
may not give an accurate diagnostic assessment. (210 Words)
Q. No. 3. Describe the scoring of the Rorschach Test. Dec 15 – 3 Marks
Answer: Although Rorschach scoring techniques vary, most employ below

mentioned criteria
• Location captures how the person approached the inkblot. The codes for
locations are
o W - Whole Response
o D - Common Detail Response
o Dd - Unusual Detail Response
o S - Space Response
• Determinants refers to the features, style, characteristics, or aspect of the
inkblot that the respondent responded to
o Form
o Movement
o Chromatic Color
o Achromatic Color
o Shading-Texture
o Shading-Dimensions
o Shading-Diffuse
o Form Dimensions
o Combinations of above
• Contents refers to the name or class of object(s) used in the response.
There are total 27 codes, few of them are
o H – Whole Human
o An – Anatomy
o Bl – Blood
o Cg – Clothing
o Fd – Food
o Na – Nature
o Sc – Science
• Popular responses refer to frequently given responses
o P – Popular Response
o One – Original Response
The number of responses in each category and certain ratios computed from them
guide the interpretation of the test protocol of the whole. (167 Words)
Q. No. 4. Discuss the reliability and validity of Rorschach scores.

Dec 17 – 6 Marks
Answer: Reliability depends on the ability to achieve a given Jun 22 – 4 Marks
measurement consistently. One of the criticisms of the Rorschach is that it lacks
reliability, due to idiosyncratic scoring. In other words, two clinicians might arrive
at very different conclusions even when looking at the same subject's responses.
For the scoring of any variable to be considered highly reliable, two different
assessors should be very likely to produce similar ratings when examining any
given person's responses.
The reliability of the Rorschach is generally very low, although rigorous scoring
can create adequate reliability
Recent investigations demonstrate, however, that strong agreement is achieved

for only about half the characteristics examined by those who score Rorschach
responses; evaluators might well come up with quite different ratings for the
remaining variables.
The Rorschach is reliable when evaluated using a defined rating scale and an
appropriate set of examiners. Inter-rater reliability and test-retest reliability can
be acceptable under these conditions.
In order for a test to be considered valid, it must either correspond well with other
measures or predict future behavior.
Validity of Rorschach can be evaluated by comparing the it with clinical data or

with other established tests of personality. Establishing the validity of the
Rorschach as a whole has been complicated by the many scoring categories and
quantitative formulas, each of which has varying levels of validity.
Historically, Rorschach test has poor validity, means that it is unable to accurately
identify most psychological disorders. Equally troubling, analyses of the
Rorschach's validity indicate that it is poorly equipped to identify most psychiatric
conditions--with the notable exceptions of schizophrenia and other disturbances
marked by disordered thoughts, such as bipolar disorder (manic-depression).
Despite claims by some Rorschach proponents, the method does not consistently
detect depression, anxiety disorders or psychopathic personality (a condition
characterized by dishonesty, callousness and lack of guilt).
Despite the questions raised about the validity of the Rorschach Test, several
surveys have placed the Rorschach Test in a favourable light. (325 Words)
Q.No.5. Discuss the current status and future prospects of the Rorschach
Test. Dec 16 – 6 Marks
Answer: The status of assessment instruments is typically reflected in the

frequency with which they are used and studied.
Numerous surveys over the several decades have consistently shown substantial
endorsement of Rorschach testing as a valuable skill to teach, learn and practice.
These surveys indicate that over 80% of clinical psychologists engage in
providing assessment services use the Rorschach in their work and believe that
clinical students should be competent in Rorschach assessment.
In another survey of pre doctoral internship, training directors commonly assigned
considerable value to the Rorschach testing and indicated that it was one of the
three measures most frequently used in their test batteries. Survey findings also
indicate that the Rorschach test assessment has gained an established place in
forensic as well as clinical practice.
Despite of it’s psychometric soundness and numerous applications of the

Rorschach test and the frequency with which it is used and studied, not all
psychologist look favorably on Rorschach assessment. Particularly in academic

circles, there are some who remain unconvinced of its reliability and validity and
argue against its being taught or studied in university programs.
The future of the Rorschach Test assessment holds some risk that its critics will
curtail its teaching in those academic settings where their views are influential.
Among knowledgeable assessment psychologists, however, there is no indication

of flagging interest in using the Rorschach clinically or doing research with it.
The literature is providing a constant flow of fresh ideas and improved guidelines
for the practical application of Rorschach findings, and accumulating research
results are steadily strengthening the psychometric foundations of the instrument
and expanding comprehension of how it works. Hence, the current status of the
Rorschach Test assessment appears healthy, vigorous, and poised for continued
enhancement in the twenty first century. (292 Words)
Q.No.6. Describe the nature and administration of the Rorschach Test.

Dec 15 – 7 Marks
Answer: Nature - The Rorschach inkblot test is a type of Dec 18 – 6 Marks
Dec 20 – 6 Marks
projective psychological test created in 1921 by a Swiss Jun 22 – 6 Marks
psychologist named Hermann Rorschach In the case of Rorschach's test, the
stimulus is nothing more than a symmetrical inkblot that can be perceived to be
virtually anything. Rorschach suggested that what a person sees in the inkblot
often reveals a great deal about his or her true psychological nature. He called this
the interpretation of accidental forms.
Administration
• The Rorschach test consists of 10 inkblot images, some of which are

black, white, or gray and some of which are color.
• A psychologist or psychiatrist who has been trained in the use, scoring

and interpretation of the test shows each of the ten cards to the
respondent. During the test, the subject is provided with each of the ten
cards, one by one.
• The subject is then asked to describe what he or she thinks the card looks
like.
• Test-takers are allowed to hold the cards in any position they may want,
whether it is upside down or sideways.
• The respondents are free to interpret the ambiguous image however they
want.
• They may also respond in any way that they want. They may say that
they see one thing, several different things, or even nothing at all.
• Test-takers can focus on the image as a whole, on certain aspects of the

image, or even on the white space that surrounds the image.
• Once the subject has provided a response, the psychologist will then ask
additional questions to get the subject to further elaborate on his or her
initial impressions.
• The psychologist also rates the reactions on a large number of variables

such as whether the subject looked at the whole image. These
observations are then interpreted and compiled into a profile of the
individual. (302 Words)
Q No 7. Describe in detail the Rorschach Inkbolt Test Dec 21 – 10 Marks

Please refer answer from above Questions
Personality Inventories Exam Guide – Dec 22
Block 4 – Unit 4
Personality Inventories
Q. No. 1. Discuss the concepts of measurement personality and psychological

functioning. Jun 15 – 6 Marks
Dec 19 – 5 Marks
Dec 21 – 3 Marks
Answer: Personality refers to the enduring styles of thinking Dec 21 – 5 Marks
and behaving when interacting with the world. Thus, it includes characteristics
patterns that make each person unique.
Psychological functioning is a more general term referring to the individual’s

cognitive personality, and emotional worlds. Thus, psychological functioning
includes personality as well as other aspects of emotional, behavioural, cognitive
and interpersonal functioning.
Clinical psychologist generally uses a range of tests along with interviews,

observations, inventories and even biological assessments to assess personality
and psychological functioning. Most of these tests can be classified as either
objective or projective.
Objective testing presents very specific questions or statements to which the

person responds by using specific answers or a rating scale. Scores are tabulated
and then compared with those of reference groups, using norms. Thus, scores that
reflect specific constructs (e.g. anxiety, depression, psychotic thinking, stress)
may be compared to determine exactly how anxious, depressed, psychotic or
stressed someone might be relative to the norm.
Projective testing uses ambiguous or unstructured testing stimuli such as inkblots,

incomplete sentences or pictures of people engaged in various activities. Rather
than answering specific questions using specific structured responses subjects are
asked to respond freely to the testing stimuli. The theory behind projective testing
is that unconscious or conscious needs, interest, dynamics and motivations are
projected onto the ambiguous testing stimuli, thereby revealing the internal
dynamics or personality.
Projective responses are generally much more challenging to score and interpret
than objective responses. (241 Words)
Q. No. 2. Discuss two objective tests of personality testing. Dec 18 – 6 Marks

Jun 22 – 3 Marks
Answer: The Sixteen Personality Factor (16 PF) Jun 19 – 3 Marks
The 16PF was developed by Raymond Cattell and colleagues and is currently in
its fifth edition. It is a 185-item multiple-choice questionnaire that takes
approximately 45 minutes to complete. The 16 PF is administered to individuals
aged 16 years through adulthood. Scoring the 16 PF results in 16 primary
personality traits (e.g., apprehension prone) and five global factors that assess
second order personality characteristics (e.g., anxiety). Standardized scores from
1 to 10 or sten scores are used with means set at 5 and a standard deviation of 2.
The 16 PF has been found to have acceptable stability, reliability, and validity.
The NEO-Personality Inventory Revised (NEO-PI-R)
The NEO-PI-R is a 240 item questionnaire that uses a 5-pointrating system. A

brief 60-item version of the NEO-PI-R called the NEO-Five Factor Inventory
(NEO-FF) is also available as well as an observer rating version (Form R).
The NEO-PI-R measures the big five personality dimensions: neuroticism,

extroversion, openness, agreeableness, and conscientiousness. The big five or the
five factor model has been found to be consistent personality dimensions from
factor analytic research conducted for over 40 years and across many cultures.
The NEO-PI-R has been found to be both reliable and valid. Unlike the other
objective tests mentioned, the NEO-PI-R does not include validity scales to assess
subject response set. (221 Words)
Q.No.3. Provide a description of the Edwards Personal Preference Schedule.

Dec 15 – 6 Marks
Answer: Developed by psychologist and University of Jun 18 – 5 Marks
Washington professor Allen L. Edwards, the Edwards Personal Preference
Schedule (EPPS) is a forced choice, objective, non-projective personality
inventory. The target audience in between the ages of 16-85 and takes about 45
minutes to complete.
Edwards derived the test content from the human needs system theory proposed
by Henry Alexander Murray, which measures the rating of individuals in fifteen
normal needs or motives. Each of the items was rated by a group of judges as to
how socially desirable endorsing the item would be. Edwards then placed together
pairs of items that were judged to be equivalent in social desirability and the task
for the subject was to choose one item from each pair.
The inventory consists of 225 pairs of statements in which items from each of the
15 scales are paired with items from the other 14 plus the other fifteen pairs of
items for the optional consistency check. This leaves the total number of items
(14x15) at 210. Edwards has used the last 15 items to offer the candidate the same
item twice, using the results to calculate a consistency score.
The result will be considered valid if the consistency checks for more than 9 out
of 15 paired items. Within each pair, the subjects choose one statement as more
characteristic of themselves, reducing the social desirability factor of the test.
Results of the test are reliable, although there are doubts about the consistency
scale.
This measure is most commonly used in personal counseling situations but is also
sometimes used as a recruitment tool. (262 Words)
Q. No. 4. Describe Minnesota Multiphasic Personality Inventory.

Jun 18 – 5 Marks
Answer: The Minnesota Multiphasic Personality Inventory Dec 21 – 5 Marks
(MMPI) is a most widely used psychological test that assesses personality traits
and psychopathology. It is primarily intended to test people who are suspected of

having mental health or other clinical issues.
Originally developed in the late 1930s, the test has been revised and updated
several times to improve accuracy and validity. The MMPI-2 consists of 567 true-
false questions and takes approximately 60 to 90 minutes to complete, while the
MMPI-2-RF, published in 2008, has 338 true-false questions, taking 35 to 50
minutes to finish.
The MMPI-2 is designed with 10 clinical scales which assess 10 major categories
of abnormal human behavior, and four validity scales, which assess the person’s
general test-taking attitude and whether they answered the items on the test in a
truthful and accurate manner.
The MMPI should be administered, scored, and interpreted by a professional,

preferably a clinical psychologist or psychiatrist, who has received special
training in MMPI use. This test should be used with other assessment tools as
well. A diagnosis should never be made solely on the results of the MMPI.
The MMPI can be administered individually or in groups and computerized

versions are available as well. Both the MMPI-2 and the MMPI-2-RF are designed
for individuals age 18 years and older. The test can be scored by hand or by a
computer, but the results should always be interpreted by a qualified mental health
professional that has had extensive training in MMPI interpretation. (245 Words)
Q. No. 5. Discuss California Psychological Inventory. Jun 17 – 6 Marks
Answer: Originally developed in 1957 by Harrison Gough, the California

Psychological Inventory (CPI) is a leading non-clinical personality inventory test
that evaluates interpersonal behavior and social interaction of normal individuals.
Specifically, predicting an individual’s reaction, what they will say or do, under
conditions is part of the purpose of the CPI. Also, the CPI shows how others will
view and assess this individual. CPI was created to assess the everyday "folk-
concepts" that ordinary people use to describe the behavior of the people around
them.
The California Psychological Inventory has two versions that may be

administered, the CPI 434 and the CPI 260.
The CPI 434 made up of a total of 434 true-false items of which 194 were taken
from the original Minnesota Multiphasic Personality Inventory (MMPI). The test
can be completed in approximately 50 minutes.
The CPI 434 is typically used in employee selection and individual development.
On the other hand, the CPI 260 is made up of 260 items from the CPI 434. The
CPI 260 is typically used for individual and leadership development. Both tests
are used to test different traits and provide reports based on the data collected.
Participants are required to respond to 434 items self-report test. Approximately

45 to 60 minutes is necessary for completion and the test can be done with a
computer or pencil-and-paper.
The intended population of the California Psychological Inventory is normal

individuals aged 12 and older, however, the content is geared primarily toward
students and young adults. The test requires a fourth-grade reading level unless
the items are read aloud to the respondents.
There are a number of general strengths in the California Psychological Inventory.

These include its proven ability in predictive studies, and generally, people
usually find that their personal descriptions match those that the scales suggest.
An additional strength and one that is reported more so in the CPI is that it is
difficult for an individual to fake bad or fake good. The California Psychological
Inventory is also praised for its versatility. (335 Words)
Q. No. 6. Define personality testing. Jun 16 – 2 Marks

Jun 20 – 2 Marks
Answer: Personality testing in a sense accesses the heart and soul of an
individual’s psyche. Personality testing strives to observe and describes the
structure and content of personality, which can be defined as the characteristic

ways in which an individual think, feels, and behaves.
Personality testing is particularly useful in clarifying diagnosis, problematic

patterns and symptoms, intra psychic and interpersonal dynamics, and treatment
implications. (63 Words)
PRIORITY 3
Below Units are least important from

exam point of view
Revise these units at

reasonable number of times
Block Unit/Chapter
1 **
2 2,4
3 4
4 1,3
Different Stages in Psychodiagnostics Exam Guide – Dec 22
Block 2 – Unit 2
Different Stages in Psychodiagnostics
Q. No. 1. Briefly explain the theories of counselling. Jun 18 – 6 Marks
Answer: Psychoanalytic theory - Human beings are basically determined by

psychic energy and by early experiences. Unconscious motives and conflicts are
central in present behavior. Some psychoanalytically oriented therapists favour
psychodiagnostics.
Adlerian theory - Assessment is basic part of Adlerian Jun 22 – 3 Marks

theory. The initial sessions focus on developing a relationship based on a deeper
understanding of the individual's presenting problem. A comprehensive
assessment involves examining the client's life style. The therapist seeks to
ascertain the faulty, self-defeating beliefs and assumptions about self, others and
life that maintains the problematic behavioural patterns the client brings to theory.
Existential theory – The main purpose of existent clinical assessment is to

understand the personal meanings and assumptions clients use in structuring their
existence. This approach is different from the traditional diagnostic framework
because it focuses on understanding the client's inner world and not on
understanding individual from an external perspective.
Person-centered theory - The best vantage point to understand another person is

through his subjective world. They believe that the traditional assessment and
diagnosis are detrimental because they are external ways of understanding client.
Gestalt theory - Gestalt theory gathers certain types of information about their
client's perceptions to supplement the assessment and diagnostic work done in the
present moment. Gestalt therapists attend to interruptions in the client's contacting
functions and the result is a functional diagnosis of how individuals experience
satisfaction or blocks in their relationship with the environment.
Behavior theory - This begins with a comprehensive assessment of the client's

present functioning with questions directed to past learning that is related to
current behaviour. Practitioners with a behavioural orientation generally favour a
diagnostic stance valuing observation and other objective means of appraising
both a client's specific symptoms and the factors that have led up to the client's
malfunctioning. (293 Words)
Q. No. 2. Discuss the various stages in psychodiagnostics assessment.

Jun 19 – 10 Marks
Answer: Sundberg and Tyler (1962) described the course of clinical assessment
as a flow through four major stages:
1. Preparation: In which the clinician learns of the patient's problem,

`negotiates' the referral questions, and plans further steps in assessment;
• Understand the problem: The clinician goes through the history of

the patient, and uses other methods to develop a perspective on the
problem.
• Evaluating the Referral Question: Many of the practical

limitations of psychological evaluations result from an inadequate
clarification of the problem. Clinicians rarely are asked to give a
general or global assessment, but instead are asked to answer
specific questions. To address these questions, it is sometimes
helpful to contact the referral source at different stages in the
assessment process.
• Plan the assessment process: Based on his learning from the

previous steps the clinician plans the rest of the assessment process.
He needs to take decisions regarding gathering data, and how to
interpret it and finally how to use the output.
2. Input: during which data about the patient and his situation are
collected;
• Mental Status Examination: MSE is a subjective method of

collecting data about the patient. It starts with observing the patient
the minute he enters the office and moves onto an interview. The
clinician tries to gather data related to patient’s thought process,
patient history, social history, the patient’s affect, his sensorium and
cognition.
• Build content knowledge: It is essential that clinicians have in-

depth knowledge about the variables they are measuring or their
evaluations are likely to be extremely limited. Clinicians may need
to refer both the test manual and additional outside sources.
• Data Collection: Next the clinicians proceed with the actual

collection of information. This may come from a wide variety of
sources, the most frequent of which are test scores, personal history,
behavioral observations, and interview data. Clinicians may also
find it useful to obtain school records, previous psychological
observations, medical records, police reports, or discuss the client
with parents or teachers.
3. Processing: Once the data is collected. It is organized, analyzed and then

interpreted to get output
4. Output: during which the resulting study of the person is communicated

and decisions as to further clinical actions made.
The end product of assessment should be a description of the client’s present level
of functioning, considerations relating to etiology, prognosis, and treatment
recommendations. Further elaborations may also attempt to assess the person
from a systems perspective - patterns of interaction, mutual two-way influences,
and the specifics of circular information feedback.
The description should rather provide a deeper and more accurate understanding
of the person which allows the examiner to perceive new facets of the person in
terms of both his or her internal experience and his or her relationships with
others. (462 Words)
Q. No. 3. Describe psychodiagnostics assessment. Dec 20– 3 Marks
Answer: Psychodiagnostics assessment is a specialized procedure to identify and

differentiate a client’s symptoms, enhance diagnostic accuracy, and provide
insight into his or her daily experience. Using objective and projective tests,
clinicians are able to accurately map a client’s symptoms to diagnostic criteria,
ultimately providing clarity, peace of mind, and a path forward. This process is
sometimes also referred to as “psychodiagnostics testing” and “psychodiagnostics
evaluation.”
Psychodiagnostics assessment focuses on establishing a proper indication for

treatment. After clinical assessment, tests are administered to provide further
insight into client’s problems and capacities. (90 Words)
Jun 16 – 10 Marks
Q. No. 4. Explain Mental Status Examination. Dec 18 – 3 Marks
Dec 19– 5 Marks
Answer: In general terms, mental status could be described as Dec 20 – 3 Marks
an individual’s state of awareness and responsiveness to the environment. It also

includes the more complex areas of a person’s mental functioning, such as
intelligence, orientation, thought process and judgment. As you see, mental status
is very dependent upon other body systems. Physical illness may certainly impair
mental status.
The purpose of the mental status examination is to obtain a comprehensive cross-

sectional description of the patient’s mental state, which when combined with the
biographical and historical information of the psychiatric history, allows the
clinician to make an accurate diagnosis and formulation.
Mental status interviews focus on a client's current psychological functioning. The
goal of a mental status interview is to gain an overview of client mental health,

and identify normal versus abnormal or unusual thinking, thought processing,
behaviours, or other characteristics. This type of interview has specific
components and is mostly factual and data based.
A mental status examination may be beneficial when the physician senses that
something is “not quite right” with a patient. In such situations, specific questions
and methods to assess the patient's appearance and general behavior, motor
activity, speech, mood and affect, thought process, thought content, perceptual
disturbances, sensorium and cognition, insight, and judgment serve to identify
features of various psychiatric illnesses. The mental status examination can help
distinguish between mood disorders, thought disorders, and cognitive
impairment, and it can guide appropriate diagnostic testing and referral to a
psychiatrist or other mental health professional.
Clinicians make little to no interpretations of data collected in this type of

interview, with the exception of some estimation of judgment, insight, and
intellectual functioning, which maybe largely based on clinical impression.
(280 Words)
Q. No. 5. What are the specific areas to cover in mental status examination?
Dec 19 – 5 Marks
Answer: Components vary somewhat from author to author. However, most

detailed MSEs include information about
• Appearance - Age, sex, race, body build, posture, eye contact, dress,
grooming, manner, attentiveness to examiner, distinguishing features,
prominent physical abnormalities, emotional facial expression, alertness
• Motor - Retardation, agitation, abnormal movements, gait, catatonia
• Speech - Rate, rhythm, volume, amount, articulation, spontaneity
• Affect - Stability, range, appropriateness, intensity, affect, mood
• Thought content - Suicidal ideation, death wishes, homicidal ideation,

depressive cognitions, obsessions, ruminations, phobias, ideas of
reference, paranoid ideation, magical ideation, delusions, overvalued
ideas
• Thought process - Associations, coherence, logic, stream, clang
associations, perseveration, neologism, blocking, attention
• Perception - Hallucinations, illusions, depersonalization, derealization
• Intellect - Global impression: average, above average, below average
• Insight - Awareness of illness
• Chief complaint or reasons for seeking treatment
• Current and previous coping skills related to crises
• Quality of support systems, including current relationships, employment,
finances
• Sensorium and other higher brain function, including memory,
judgement, reliability and insight into present illness (crisis) and
treatment
• Level of dangerousness to self others (176 Words)
Report Writing and Recipient of Report Exam Guide – Dec 22
Block 2 – Unit 4
Report Writing and Recipient of Report
Q. No. 1. Discuss the general guidelines for a writing a psychological report.

Dec 17 – 6 Marks
Dec 20 – 6 Marks
Length of the Report – Traditionally, psychological reports have been between
four and seven single spaced pages. In medical contexts where time efficiency is
crucial, psychological reports rarely exceed two pages. In contrast, legal contexts
demand far more detail, require greater accountability, typically have more
complex referral questions, and involve more flexible, ample methods of
reimbursement. As a result, reports tend to be 7-10 pages and sometimes even
longer.
Degree of Emphasis – A well written report also pays particular attention to the
degree of emphasis given to various points. Sometimes, the evidence for a
conclusion will be consistent, strong, and clear and this can then be stated
accordingly in the report.
Domains -Test interpretations are ideally presented and organised around specific
domains. The selection of which domains to include should be driven by the types
of questions the referral source is requesting. As each client is different and lives
within a different context, the number of domains will vary considerably.
Deciding What to Include - Consistent with the above themes, deciding what
include is largely determined by the referral source. One general principle is that
material should only be included if it helps to further understand the client. In this
respect, what is unique rather than what is average is usually more important.
Raw Data and Quantitative Scores - Generally raw data and quantitative scores
should be avoided in the impressions / interpretations section of the report. They
can potentially make the report seem overly technical and cluttered.
Client Feedback - One of the crucial roles of a psychological report is to assist

in providing client feedback. Such feedback is expected to be clear, accurate,
direct, and understandable. This means the results need to be phrased in everyday
language rather than formal psychological terminology. There has also been
increasing evidence that well integrated client feedback has clear therapeutic
benefits. Thus, the report (and related feedback) can potentially become an
integral part of therapy itself. (323 Words)
Q. No. 2. Discuss the Models of Psychological Reports. Dec 16 – 6 Marks
Answer: Test Oriented Model
• Results are discussed on a test-by-test basis

• Each test is listed by name and significant results for that test are
presented
• Each test is generally discussed in a separate paragraph
• Little or no effort is made to compare and contrast data between the
various tests
• Strengths
o It makes clear the source of each piece of data
o This could be important in certain settings, such as forensic
reports
o Conceptually weak report and may actually do more harm than
good for the client
• Weakness
o The reader's attention becomes focused on the tests rather than
on the client's adaptive functioning
o It communicates to the reader that psychological assessment is
a low-level
Domain Oriented Model
• Results are grouped according to abilities or "functional domains"

• Separate paragraphs are usually devoted to such topics as intellectual
ability, interpersonal skills, psychosocial stressors, coping techniques,
intrapersonal needs, motivational factors, depression, psychotic features,
etc.
• Strengths
o Useful when there is no specific referral questionand you're not
certain what use will be made of your data
o Common in neuropsychological reports
o Helpful when assessment is being used to monitor treatment
progress
• Weakness
o The reader may be presented with a lot of information that has
little relevance to his intended intervention.
o Reader may become so distracted by parts of the report he
doesn't understand, that he fails to focus on information which
could be helpful to him
Hypothesis Testing Model
• Results are focused on possible answers to the referral question(s)

• The idea is to present a hypothesis in the "Purpose for Evaluation"
section, then present data systematically to support or refute the
hypothesis
• Tests are rarely mentioned by name
• Strengths
o Its efficiency and concise focus on the referral problem
o The reader isn't distracted by unrelated details
• Weakness
o Doesn't report some of the information which is unrelated to the
o "purpose of the evaluation" but which could potentially be

useful to other disciplines (325 Words)
Q.No.3. Describe the format for psychological report by citing suitable

examples. Jun 16 – 10 Marks
Jun 19 – 6 Marks
Answer: There are various ways of organising a psychological report. Some
practitioners prefer to use an informal, relatively unstructured letter format. This
is especially appropriate when the report will be seen by a single referral source
and the referring person is known to the practitioner. Other reports might be more
appropriately organised around quite structured headings.
Even if reports do not formally designate specific headings and subheadings, they
still typically include a predictable series of content areas. The following listing
provides an outline of typical areas, viz., Name, Age (Date of Birth), Sex,
Ethnicity, Date of report, Name of examiner, Referred by, etc.
1. The referral question sets the stage for the rest of the report. It is
therefore especially important to make sure it is as clear and specific as
possible. Often clarifying the referral question will require discussions
with the referral source since it is not unusual to have an initially poorly
articulated (or at least partially developed) referral question.
2. The evaluation procedures section is simply a listing of the various
instruments used. Sometimes, particularly in legal settings, this includes
the date when administered and the length of time they took to complete
the test. It is sometimes useful to include the total time involved in the
entire evaluation.
3. Often behavioural observations can provide a useful context for
understanding test data. For example, low scores on cognitive tests may
be the result of low motivation or perhaps a problem-solving style that
sacrifices speed for accuracy. Behavioural observations should generally
be kept concise and relevant. They should also refer to concrete,

observable behaviours rather than either high level abstractions or
conclusions about the client. Thus, it would be preferable to state that the
client moved slowly and they were self-critical (i.e. ‘the client
continually commented that they weren't able to do very well’) rather
than to make inferences (i.e. ‘the client appeared depressed’).
Inconsistencies in the client's behaviour might also be useful to note.
4. One of the potentially most useful functions of the professional
psychologist is to provide descriptions of relevant background
information. This might be particularly important in a medical context
where physicians neither have the time nor the appropriate training to
access important client information.
5. Some reports include a test results section which lists the actual scores
on the tests. If this is done, it is often useful to translate the scores into
percentiles to enable readers to more easily understand the meanings of
the test scores.
6. The main body of the report is contained in the impressions and
interpretation section. It represents an integration of findings based not
only on test scores, but also behavioural observations, relevant history,
relevant records, and additional available data.
7. The most valuable section is usually the summary and
recommendations. The importance of this section is that sometimes it
is the only section read by allied health professionals concerned with
time efficiency.
Apart from above point, an additional feature is an indication at the top of the
report that the report is ‘Confidential’. The report should conclude with the
signature, name, and title of the author. (519 Words)
Q. No. 4. Write in detail about the contents of the Summary and

Recommendations in a Psychological Report. Jun 15 – 10 Marks
Answer: The most valuable section of psychological report is usually the

summary and recommendations. The importance of this section is that sometimes
it is the only section read by allied health professionals concerned with time
efficiency.
Summary - The summary provides an opportunity for the practitioner to

concisely state the main conclusions of the report. The summary section also
provides an opportunity to make sure each one of the referral questions have been
addressed.
The summary must draw on all areas in the earlier parts of the report. New
information cannot be introduced. Essentially the summary will contain a brief
outline of:
• Who the patient is?

• What their problems are?
• What effects the problems are having on the patient?
As well as a brief indication of:
• Why the problems arose (precipitating factors)

• How the problems arose (predisposing factors)
• Factors influencing progression / the course of the problems
(perpetuating and protective factors)
Additionally, the summary often includes the formulation and presentation of

diagnostic impressions that serve to prepare and persuade the reader of diagnostic
decisions. Using a summary in this way requires a focus on explicitly integrating
and linking important findings.
Recommendations - The recommendations section has been identified as the
most important component of a psychological report.
As recommendations are a central component of a psychologists’ contribution to

a patient’s well-being, making the best use of this opportunity by providing
understandable and easily implementable recommendations will increase the
overall value of the report.
The recommendations are an opportunity to provide person focused suggestions

on solving specific problems. A clear research finding is that reports are typically
rated as most useful if the recommendations are highly specific rather than
general. Basically, recommendations should be specific, measurable and
meaningful, attainable, realistic, and timely.
Recommendations are more persuasive when they are perceived as resulting from
assessment findings rather than clinician speculation.
Ultimately, effective recommendations will enable readers to take appropriate

actions to support the patient. (321 Words)
Cognitive Testing Exam Guide – Dec 22
Block 3 – Unit 4
Cognitive Testing
Q. No. 1. What is cognitive testing? Dec 15 – 2 Marks

Dec 17 – 3 Marks
Answer: Cognitive testing is a general term referring to the assessment of a wide
range of information processing or thinking skills and behaviours. These comprise
general neuro psychological functions involving brain-behavior relationships,
general intellectual functions (such as reasoning and problem solving) as well as
more specific cognitive skills (such a, visual and auditory memory), language
skills, pattern recognition, finger dexterity, visual perceptual skills, academic
skills, and motor functions.
Cognitive testing may include
• Aptitude testing (which assesses cognitive potential such as general

intelligence)
• Achievement testing (which assesses proficiency in specifics kills such
as reading or mathematics)
Cognitive testing uses well known tests such as the Scholastic Aptitude Test
(SAT) and intelligence quotient (IQ) tests of all kinds. Thus, cognitive testing is
an umbrella term that refers to many different types of tests measuring many
different types of thinking and learning skills. (139 Words)
Q. No. 2. Discuss the utility of data from tests of cognitive functions.

Dec 15 – 8 Marks
• Clinical Use of Intelligence Tests - The intelligence test is a special

measure that primarily helps to assess a wide spectrum of cognitive
features. The manner in which such cognitive features operate for the
patient needs to be delineated. One of the main assets of intelligence tests
is their accuracy in predicting future behavior. In particular, IQ tests are

excellent predictors of academic achievement, occupational
performance and are sensitive to the presence of neuropsychological
deficit.
• The Estimation of General Intellectual Level - The most obvious use
of an intelligence test is as a means for arriving at an estimate of the
patient's general intellectual level. Frequently, the goal is the
determination of how much general intelligence (g) a given person
possesses.
• Prediction of Academic Success - As mentioned previously, there are
data that demonstrate a relationship between intelligence test scores and
school success. Not everyone would equate intelligence with scholastic
aptitude, but the fact remains that a major function of intelligence tests
is to predict school performance. One must remember, however, that
intelligence and academic success are not conceptually identical.
• Occupational Performance - In addition to predicting academic
achievement, IQ scores have also been correlated with occupation,
ranging from highly trained professionals with mean IQs of 125, to
unskilled workers with mean IQs of 87.
Intelligence tests often provide clinicians, educators, and researchers with

baseline measures for use in determining either the degree of change that has
occurred in an individual over time or how an individual compares with other
persons in a particular area or ability. This may have important implications for
evaluating the effectiveness of an educational program or for assessing the
changing abilities of a specific student.
In cases involving recovery from a head injury or readjustment following

neurosurgery, it may be extremely helpful for clinicians to measure and follow
the cognitive changes that occur in a patient.
Furthermore, IQ assessments may be important in researching and understanding
more adequately the effect on cognitive functioning of environmental variables,

such as educational programs, family background, and nutrition. Thus, these
assessments can provide useful information about cultural, biological,
maturational, or treatment related differences among individuals. (356 Words)
Q.No.3. Discuss the uses of Neuropsychological Assessment.

Jun 15 – 10 Marks
Answer: Neuropsychology is a specialty in professional psychology that applies
principles of assessment and intervention based upon the scientific study of
human behavior as it relates to normal and abnormal functioning of the central
nervous system. The specialty is dedicated to enhancing the understanding of
brain‐behavior relationships and the application of such knowledge to human
problems.
A neuropsychological assessment is used to obtain several types of information.
• Neuropsychologists typically try to determine whether the pattern of test

results, clinical behaviour, and particular historical context of the
observations can be attributed to abnormal brain
• Clinical neuropsychologists often try to make or are asked to make
concerns the likely cause or causes that produced the changes described.
This is particularly true in cases in which the behavioural changes
involve unusual and dramatic phenomena that have historically been
related to the presence of lesions in specific parts of the brain and are
usually caused by a highly limited set of etiologies.
• One of the most useful applications of neuropsychological assessment is
to track improvements and decrements in performance over time. This
helps in determining the etiology and progression of a disease,
developing social or financial plans for a patient, and tracking whether
treatment or efforts toward rehabilitation are effective.
• Neuropsychological assessment is a popular tool in rehabilitation and

educational planning. Therapists and teachers can often use a patient's
profile of strengths and weaknesses to develop and optimize
rehabilitation and educational programs. Knowledge of which problems
or weaknesses are attributable to brain damage and which are likely the
result of non neurological sources can help a therapist allocate time and
resources toward the treatment priorities that are most likely to be
effective.
• Neuropsychological data can help families and caregivers to understand
the strengths and weaknesses of their loved ones and to cope with
patients who may suffer from challenging limitations on independent
functioning. An understanding of the prognosis of the illness can also be
invaluable to families who must plan their use of finances and future
care.
• Neuropsychological deficits can sometimes be insidious and difficult to
describe, even for sophisticated clinicians. An understanding of a
patient's capabilities can help the clinician assess the degree to which a
patient is going to comply with treatment recommendations and
medication use, as well as the extent to which the patient or the patient's
family may need continued supervision after discharge. (393 Words)
Q. No. 4. Describe the instruments of cognitive functioning

Dec 21 – 10 Marks
Answer:
• Behavior Rating Inventory of Executive Function (BRIEF)

BRIEF, developed in 2000, is an individualize and norm referred inventory
consists of two rating forms - a parent questionnaire and a teacher questionnaire -
designed to assess executive function behaviors at home and at school for children
and adolescents ages 5-18 in the home and school environments.
Each BRIEF questionnaire contains 86 items in eight non-overlapping clinical

scales and two validity scales. These theoretically and statistically derived scales
form two broader Indexes: Behavioral Regulation (three scales: Inhibit, Shift,
Emotional Control) and Metacognition (five scales: Initiate, Working Memory,
Plan/Organize, Organization of Materials, Monitor), as well as a Global Executive
Composite score. The questionnaire typically takes 10-15 minutes to administer
and 15-20 minutes to score.
• Comprehensive Test of Nonverbal Intelligence (CTONI)

CTONI-2 is a popular norm-referenced test that uses nonverbal formats to
measure general intelligence of children and adults whose performance on
traditional tests might be adversely affected by subtle or overt impairments
involving language or motor abilities.
It measures analogical reasoning, categorical classification, and sequential

reasoning, using six subtests in two different contexts: Pictures of familiar objects
(e.g., people, toys, animals) and geometric designs (unfamiliar sketches and
drawings). Test items measure both concrete and abstract concepts.
• Comprehensive Test of Phonological Processes (CTOPP)

CTOPP assesses phonological awareness, phonological memory and rapid
naming. Individuals with deficits in one or more of these kinds of phonological
processing abilities may have more difficulty learning to read than those who do
not. The CTOPP was developed to aid in the identification of individuals from
nursery through to college who may profit from instructional activities to enhance
their phonological skills.
• Detroit Tests of Learning Aptitude-Fifth Edition (DTLA-5)

DTLA-5 is the latest update to the oldest and most venerable of the tests of
specific cognitive abilities. The theoretical model and constructs underlying the
test were re-conceptualized based on the work of respected cognitive theorists.
This test includes 12 subtests measuring both general intelligence and discrete
ability areas. This test not only measures basic abilities but also shows the effects
of language, attention and motor abilities on test performance.
• Leiter International Performance Scale-Third Ed. (Leiter-3)

Leiter-3 is a test of nonverbal intelligence and cognitive abilities, updated and
redesigned to cover an expanded age range (3 to 75+) and to address specific
disabilities.
Neither the examiner nor the examinee is required to speak, and the latter doesn’t
need to read or write either. It is especially suitable for individuals with cognitive
delays, speech or hearing problems, motor impairments, ADHD, or traumatic
brain injury, as well as those who don’t speak English.
• NEPSY, Second Edition (NEPSY-II)

The NEPSY-II assessment tool is a child-friendly test that provides a wealth of
clinical data useful for planning treatment for children ages 3 to 16. It provides a
flexible approach for evaluating attention/executive functions, language,
visuospatial processing, sensorimotor functions, and memory and learning in
children from the primary years into high school.
NEPSY-II is used for general, diagnostic and selective, or full assessments - from
a basic overview of a child􀂶s neurological status to a full comprehensive
neuropsychological evaluation. (512 Words)
Projective Techniques and Neuropsychological Test Exam Guide – Dec 22
Block 4 – Unit 1
Projective Techniques and Neuropsychological Test
Q. No. 1. Discuss the various categories of projective techniques.

Jun 20 – 3 Marks
Answer: Associative techniques are techniques in which the Dec 21 – 3 Marks
individual is presented with a stimulus and asked to respond with the first word
that comes to their mind. e.g., the Rorschach test, the Holtzman Inkblot test and
the Word Association test. The reaction time and the responses are analyzed for
studying personality.
Completion techniques are projective techniques that requires the individuals to

complete an incomplete stimulus situation, like, to complete sentences or
drawings. e.g. Sack’s Sentence Completion test, Madeline Thomas Completion
Stories test.
Constructive techniques are projective techniques in which the individuals are

required to construct a response in the form of a drawing, story, dialogue, or
description. e.g. Thematic Apperception test, Children’s Apperception test,
Picture response, etc.
Choice/Ordering Techniques are techniques in which the individuals are

expected to place a set of stimuli in a particular order. Typically, the stimuli are a
set of pictures. e.g., Luscher Color Test, Szondi’s Picture arrangement Tests
Expressive techniques are techniques in which the individuals are presented a

verbal or visual situation and asked to relate the feelings and attitudes of other
people to the situation, e.g. role playing, psychodrama, dance, Third-person
technique etc. (193 Words)
Q. No. 2. Discuss the basic assumptions of projective techniques.

Jun 17 – 3 Marks
Jun 20 – 3 Marks
Dec 21 – 3 Marks
Answer: Projective techniques is a term that encompasses any test or procedure

designed to increase insight into individuals by allowing them to respond freely
to ambiguous stimuli. The underlying assumption is that, when faced with
unstructured or ambiguous stimuli, people will reveal aspects of their personality
in their attempt to structure the material.
Although the projective tests can be very different from each other, there are some
basic assumptions, common to most:
• Projective tests assume that the person has a basic and stable personality
structure. This structure is made up of dimensions, features or
constructions organized in a unique way. This will be studied through
the responses to projective tests
• There is a relationship between the unobservability of the structure and
the behavioral manifestations of the person so the analysis of the
structure will allow predicting future behavior.
• Any response to projective tests is significant and will be understood as
a sign of the person’s personality.
• The more ambiguous the properties of the projective test, the more the
person’s personality is reflected.
• The person is not aware of the relationship between his answers and the
inner world, so it is difficult to misrepresent.
• The analysis of the responses is global. (199 Words)
Q.No.3. Discuss any two projective tests. Dec 19 – 6 Marks
Answer: The Thematic Apperception test is a type of Dec 19 – 3 Marks

projective test that involves describing ambiguous scenes. It was developed by
psychologist Henry A. Murray and artist and lay psychoanalyst Christina D.
Morgan during the 1930s.
The Thematic Apperception Test, or TAT as it is often referred to, that involves
showing respondents ambiguous pictures of people and asking them to come up
with an explanation for what is happening in the scene. The purpose of the test is
to learn more about the respondents' thoughts, concerns, and motives based on the
stories they create to explain the vague and often provocative scenes depicted in
the pictures.
The complete version of the TAT includes 32 picture cards depicting a variety of
scenes depicting characters that may include men, women, children, and no
human subjects altogether. The scenes explore a number of themes including
those related to sexuality, aggression, failure, success, and relationships.
Sentence completion tests are a class of semi-structured Dec 16 – 3 Marks

projective techniques. Sentence completion tests typically provide respondents
with beginnings of sentences, referred to as "stems", and respondents then
complete the sentences in ways that are meaningful to them.
These sentences are usually in the third person and tend to be somewhat
ambiguous. For example, the following sentences would provide striking
differences in how they were completed depending on the personality of the
respondent:
• "A beach vacation is..."

• "Taking a holiday in the mountains is..."
• "People who visit museums are..."
The responses are believed to provide indications of attitudes, beliefs,

motivations, or other mental states. Therefore, sentence completion technique,
with such advantage, promotes the respondents to disclose their concealed
feelings. (267 Words)
Q. No. 4. Discuss the merits of projective tests. Jun 17 – 3 Marks
Answer: Projective tests are often used in therapeutic settings. Therapists use
them to gather certain information about the client, or also as a way to “break the
ice” and encourage client to discuss certain issues or examine thoughts and
emotions.
Projective tests are useful because they allow psychologists to assess unconscious
aspects of personality. Projective tests are also not transparent: subjects cannot
figure out how their responses will be interpreted. Therefore, subjects cannot
easily fake personality traits on a projective test.
Further, beyond the need to evaluate specific pathologies, these tests can provide
quite rich information and reveal conflicts with which to work in therapy that
would not otherwise have come to light. (112 Words)
Q. No. 5. Purpose of neuropsychological assessment Dec 16 – 3 Marks
Answer: The purpose of neuropsychological assessment is to understand how the

different networks in the brain are functioning.
Neuropsychological assessment reveals the functional status of the different brain

networks, and the neuropsychologist can explain how this status would affect an
individual in daily life situations, diagnose a condition if appropriate, and make
recommendations for intervention and/or accommodation for any problem areas.
Assessment is useful for differential diagnosis, monitoring the progression of

illness and changing needs in an individual over time, monitoring the effects of
interventions to determine if they are working, and for better understanding an
individual’s functioning, which varies even within a diagnostic group, in order to
better plan interventions and accommodations. Assessment identifies areas of
strength that can be utilized in skill building and accommodation. (126 Words)
Q.No.6. Luria Nebraska Battery. Jun 17 – 3 Marks
Answer: The Luria-Nebraska Neuropsychological Battery, also known as LNNB

or Luria-Nebraska Battery, is a standardized test battery used in the screening and
evaluation of neuropsychologically impaired individuals.
The LNNB was developed in an attempt to combine the qualitative techniques of

some neuropsychological tests with the quantitative techniques of others. The
battery measures specific neuropsychological functioning in several areas
including motor skills, language abilities, intellectual abilities, nonverbal auditory
skills, and visual-spatial skills.
The battery is used by clinicians as a screening tool to determine whether a

significant brain injury is present or to learn more about known brain injuries. It
is also used to determine what the patient is or is not able to do with regard to
neuropsychological functioning. (118 Words)
Q. No. 7. Discuss Neuropsychological testing. Jun 19 – 6 Marks

Dec 21 – 10 Marks
Answer: Neuropsychology is concerned with relationships between the brain and
behavior. Neuropsychologists conduct evaluations to characterize behavioral and
cognitive changes resulting from central nervous system disease or injury.
If person is having trouble concentrating or making decisions, some simple tests

might be helpful in figuring out what’s wrong. They’re called neuropsychological
tests.
Neuropsychological tests include test batteries as well as individual tests. These

tests are usually done with a pencil and paper in a clinician office. They may also
be done on a computer.
The Halstead Reitan Battery and the Luria Nebraska Battery are the most
commonly used test batteries with adults.
The Halstead Reitan Battery can be administered to persons aged 1-5 through
adulthood and consists of 12 separate tests along withthe administration of the
MMPI-2 and the WAIS-III. The battery takes approximately 6 to 8 hours to

administer and provides an overall impairment index as well as separate scores on
each subtest assessing skill such as memory, sensory-perceptual skills, and the
ability to solve new learning problems. Other versions of the test are available for
children between ages Sand 14.
The Luria Nebraska Battery consists of 11 subtests for a total of 269 separate
testing tasks. The subtests assess reading, writing, receptive and expressive
speech, memory, arithmetic, and other skills. The Luria Nebraska battery takes
about 2.5 hours to administer.
Neuropsychological tests evaluate functioning in a number of areas including:

intelligence, executive functions (such as planning, abstraction,
conceptualization), attention, memory, language, perception, sensorimotor
functions, motivation, mood state and emotion, quality of life, and personality
styles. The areas addressed in an individual’s evaluation are determined by the
referral question (what the referring doctor and patient wants to know), patient’s
complaints and symptoms, and observations made during interview and test
administration. (291 Words)
Block 4 – Unit 3
Introduction to Psychodiagnostics
Q. No. 1. Describe TAT with an example. Jun 16 – 3 Marks
Answer: The Thematic Apperception test is a type of projective test that involves
describing ambiguous scenes. It was developed by psychologist Henry A. Murray
and artist and lay psychoanalyst Christina D. Morgan during the 1930s.
The Thematic Apperception Test, or TAT as it is often referred to, that involves
showing respondents ambiguous pictures of people and asking them to come up
with an explanation for what is happening in the scene. The purpose of the test is
to learn more about the respondents' thoughts, concerns, and motives based on the
stories they create to explain the vague and often provocative scenes depicted in
the pictures.
The complete version of the TAT includes 32 picture cards depicting a variety of
scenes depicting characters that may include men, women, children, and no
human subjects altogether. The scenes explore a number of themes including
those related to sexuality, aggression, failure, success, and relationships.
(149 Words)
Q.No.2. Discuss the application of Thematic Apperception Test.

Dec 15 – 6 Marks
Answer: Personality Assessment - Helps to evaluate a Jun 19 – 6 Marks
person's patterns of thought, attitudes, observational capacity, and emotional
responses to ambiguous test materials
Mental Issues - TAT is applied on people with mental issues, in order to diagnose
them for their psychological problems.
Expectations - Reveals the expectations of participants in relationships with

peers, parents or other authority figures, subordinates, and possible romantic
partners.
Recruitment - The TAT is often used in individual assessments of candidates for

employment in fields requiring a high degree of skill in dealing with other people
and ability to cope with high levels of psychological stress— such as law
enforcement, military leadership positions, etc.
Forensic Purposes - TAT is sometimes used for forensic purposes in evaluating

the motivations and general attitudes of persons accused of violent crimes.
Consumer Behaviour - TAT is widely used to study consumer perceptions and

motivations.
TAT have also been administered on individuals who have had traumatic
experiences in the past.
TAT can be given repeatedly to an individual as a way of measuring progress in

psychotherapy or, in some cases, to help the therapist understand why the
treatment seems to be stalled or blocked.
In addition to its application in individual assessment, the TAT is frequently used

for research into specific aspects of human personality, most often needs for
achievement, fears of failure, hostility and aggression, and interpersonal object
relations. (228 Words)
Q. No. 3. Describe the various alternative apperception procedures.

Jun 15 – 10 Marks
Answer: A number of other projective story techniques have Dec 16 – 10 Marks
been put forward subsequent to the TAT.
• Southern Mississippi TAT (SM-TAT) – Ritzler, Sharkey and Chudy

(1980) have criticized the TAT for producing negative, low-energy
stories and for containing outdated pictures that are difficult for persons
to identify with. To counter this they developed the SM-TAT using

pictures derived from the Family of Man photo collection. According to
authors, the relatively new procedure can be scored quantitively. It
provides a balance of positive and negative stories and a variety of action
and energy levels for the main character.
• Tell Me a Story (TEMAS) – is a TAT technique that consists of 23
chromatic pictures depicting minority and nonminority characters in
urban and familial settings. Initial research has shown the promise of the
TEMAS as a multicultural projective test for use with minority children.
• Gerontological Apperception Test (GAT) - measures the experiences

of older people. GAT include 14 cards in which one or more elderly
individuals are involved in a scene with a theme relevant to the concerns
of the elderly, such as loss of attractiveness, family difficulties, physical
limitations, loss of sexuality, and dependency.
• Children's Apperception Test (CAT) – This test is Jun 18 – 3 Marks

Jun 21 – 6 Marks
designed for children between the ages of 3 and 10.
In creating the original CAT, animal figures were used instead of the
human figures depicted in the TAT because it was assumed that children
would identify more easily with drawings of animals. The original CAT
consisted of ten cards depicting animal (CAT-A) figures in human social
settings.
The second version of the CAT, the CAT-H includes ten pictures of
human beings in the same situations as the animals in the original CAT.
The CAT-H was designed for the same age group as the CAT-A but
appeals especially to children aged 7 to 10, who may prefer pictures of
human instead of animals.
The pictures are meant to encourage the children to tell stories related to
competition, illness, injuries, body image, family life, and school
situations. The CAT test manual suggests that the administrator should
consider the following variables when analyzing a child's story about a
particular card: the protagonist (main character) of the story; the primary
needs of the protagonist; and the relationship of the main character to his
or her personal environment. The pictures also draw out a child's
anxieties, fears, and psychological defenses.
The CAT, which takes 20–45 minutes to administer, is conducted by a

trained professional.
In a projective test such as the CAT, there is no right or wrong answer.

Thus, there is no numerical score or scale for the test. The test
administrator records the essence of each of the stories told and indicates
the presence or absence of certain thematic elements on the form
provided. (459 Words)
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Please note that this booklet contains only important

Please note that all the suggestions and observations are

based on the analysis of the previous year question papers.

So, studying only questions given in this booklet may be

risky, as University can change the question paper pattern

and questions at any time.

Though important questions are given in this booklet but it

is strongly advisable to go through the entire content

provided by the University.

Please proceed as per your risk appetite.

Please note that…

Below Units are most important from

Revise these units maximum

Q. No. 1. Define psychodiagnostics. Jun 16 – 3 Marks

which psychologists diagnose different mental health problems.

Basically, psychodiagnosis is a process that

• uses a number of procedures,

Q. No. 2. Discuss the application of psychological assessment in clinical

Answer: Clinical psychologists are often asked to make recommendations

about their perceived deficits. From this combination of assessments,

1. Individual tests of general mental ability,

Psychological tests enable clinical psychologist to make diagnoses more reliably,

Psychological tests are also used to monitor a person’s response to medications,

treatments such as psychotherapy. Tests can also serve to confirm or reject

Q.No.3. Differentiate between psychological assessment and psychological

Psychological Assessment Psychological Testing

Psychological Assessment Psychological Testing

Q. No. 4. Discuss the variable domains of psychological assessment.

Two most important domain of psychological assessment are Performance

assessment and Personality assessment.

Intelligence tests are examples of performance measures, a test of extraversion

measures of personality (for example, speed of learning with level of trait

Performance Variables - These include

• Measures of sensory processes

Personality Variables – These include

• Assessment of primary factors of personality

Q. No. 4. Explain at least five data sources for psychological assessment.

• Actuarial and Biographical Data - This category Dec 16 – 3 Marks

• Behavioral observation is a widely used method of behavioral

• Questionnaire - Originally, personality inventories, interest surveys,

• Projective Techniques are indirect and unstructured methods of

respondent either resists to reveal them or is unable to figure out himself.

• Expressive Behaviour - Expression refers to stylistic attributes in a

Q.No.5. Discuss the practical application of psychological assessment.

• Testing of intellective and other aptitude functions –Psychological