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Assistant Test User & Test User: Forensic Qualification
Workbook
Worksheet 1: Introduction to Forensic Testing 1a. Match the definition with the correct explanation (4.107.1) Ability. Aptitude. Attainment. Ability Test: A test designed to measure a person’s current knowledge and proficiency; it is used to assess what an individual already knows as opposed to their ability to learn.
Aptitude Test
: Is a test to check how an individual may perform at a certain task or job. It usually tests for certain skills
or whether they are capable of acquiring those skills in the course of the job or through training. Attainment Test:
A test to determine a person’s capability in a particular skill or field of knowledge.
1b. Identify a specific test used in forensic contexts and describe how it might be used Ability test No _______
Use in Forensic Contexts _________________ Aptitude test: Yes _____________ Use in Forensic Contexts: it is applied by conducting laboratory tests
of crime evidence. Attainment test No ____________
Use in Forensic Contexts__________________ 2. Explain what is meant by unstructured clinical judgement (4.107.2)
This expression refers to the use of a patient's clinical experience and expertise to determine violence risk. The adoption of structured risk assessment methods promotes transparency and uniformity, as well as dependability and accuracy.
3. Explain what is meant by an actuarial risk assessment (4.107.2) It is a statistically computed estimate of the possibility that an individual would pose a danger to others or participate in a specific activity (e.g., violence) within a specified time period Unlike a clinical risk assessment, an actuarial risk assessment relies on data from specific, measured variables (e.g., age, gender, prior criminal activity) that have been validated as indicators and uses computational analyses and concepts
to calculate the probability of dangerousness or violent behaviour.
Worksheet 1: Introduction to Forensic Testing 4. Describe the premise of a structured professional judgement tool (4.107.2) It is a discretionary analytical tool used to assess and lessen the risk of interpersonal violence offered by particular persons, but it depends on evidence-based standards to organise the use of discretion. The premise of SPJ guidelines were released in late 1994 and early 1995, marking 2015 the SPJ approach's 20th anniversary.
5. Describe the journey of risk assessment, making specific reference to the three main types of assessment and provide an example of each (e.g. name an actuarial risk assessment tool etc) (107.3)
The Journey of risk assessment is a scientific method to make travel safer and more efficient. It entails documenting the identified risk factors and accompanying mitigation actions on specific routes, which may subsequently be used to develop a route management methodology.
It is an all-in-one solution for fleet owners, fleet managers, and drivers.
Risk assessments are classified into three types: baseline, issue-based, and continual risk assessments.
1-
The baseline
risk assessment is performed to identify risk for the first time, i.e. to create a broad-based risk profile. Specific features or concerns will be highlighted based on the results of the baseline risk assessment. The baseline risk assessment must be revisited on a regular basis in order to re-establish the baseline profile and reduce risks in the company.
2-
The issue-based: This is when baseline risk assessments are examined in further depth utilising issue-
based risk assessment approaches such as HAZOP, FMEA, and Fault. Due to highlighted elements or issues, new processes, new equipment, or continuous risk assessments in an organisation, an issue-
based risk assessment will be undertaken.
3-
The continual risk assessments: These risk assessments are part of all types of inspections and observations, both official and informal that takes place on a daily or regular basis.
7. What is the purpose of testing within the overall context of forensic assessment? You may wish to consider the fact that forensic testing may take a different approach to testing in other contexts (such as client centred occupational testing. (107.5) Forensic assessment is a type of psychological evaluation that is used to assist a legal fact seeker. It is one of the most common applications of psychology to the law, and it is utilised in a wide range of legal situations. Forensic assessment, a relatively young speciality, is one of clinical psychology's fastest developing specialties. In a variety of legal situations, an increasing number of psychologists are conducting,
evaluating, and presenting psychological data. It is believed that psychologists and other mental health
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Worksheet 1: Introduction to Forensic Testing experts perform hundreds of thousands of forensic exams each year. All approaches used to evaluate an individual's past, present, and future psychological condition are referred to as psychological evaluation. The basic aims of assessment are to provide explanations for past and present behaviour as well as to provide predictions about the characteristics of future conduct. Furthermore, psychological testing or measurement instruments may be used in psychological assessments.
8. Use the following table to outline and evaluate two key theories prevalent to testing in forensic contexts (e.g. Attachment theory, Power threat meaning framework, biopsychosocial models etc) (107.6)
Theory
Strengths
Weaknesses
Application to forensic testing 1-
Psychodynamic Theory
The three aspects or structures that comprise the human personality are essential to this theory: (1)
the id, (2) the ego, and (3) the superego. The id can be thought of as a basic portion of a person's mental constitution that is present at birth. Freud (1933) argued that the id expresses the unconscious
biological needs for food, sex, and other demands throughout life. The most significant concept is that the id is focused with immediate pleasure or enjoyment while ignoring compassion for others. This is referred to as the pleasure principle, and it is
frequently emphasised while addressing criminal behaviour. All too often, news reports and research
concerning criminal offenders who care only about themselves are The ego mediates between the I craving d's for quick fulfilment and the superego's rigid morals. One may suppose that both young adults and adults comprehend what is good and wrong. However, when a crime is committed, proponents of psychodynamic theory
argue that the perpetrator committed the crime because he or she has an immature sense of self.
According to psychodynamic theory, criminal offenders feel frustrated and irritated. They are continuously lured back to incidents from their early infancy. A criminal offender has a weak (or missing) ego as a result of a neglectful, unpleasant, or wretched childhood, which is most typically characterised by a lack of affection and/or care. Most importantly, research
indicates that having a weak ego is associated with poor or non-existent social
etiquette, immaturity, and reliance on others. According to
Worksheet 1: Introduction to Forensic Testing published.
research, those with low egos are more prone to participate in drug usage.
2-
Attachment theory
It focuses on interpersonal relationships
and bonds, particularly long-term relationships such as those between parents and children and romantic partners.
Infants do not form any connection to a specific caregiver between the ages of birth and three months. The baby's signals, including as crying and fussing, naturally draw the caregiver's attention, and the baby's good reactions urge the caregiver to stay near.
Attachment theory's
basic idea is that main caregivers who are present and attentive to an infant's needs help the youngster to acquire a sense of security. The new-
born recognises that the caregiver is trustworthy, which provides a safe foundation for the youngster to explore the world.
Worksheet 2: Abil
ity and Aptitude 1.
Provide a definition of the term “Intelligence” (201.1) It means the purposive adaptation to, selection of, and structuring of real-world settings important to one's existence is a type of mental activity.
2.
With reference to theory/models, give an example of how intelligence may be seen as a single construct or as a multiple construct. (201.1) Referring to the Multiple Intelligences Theory
: According to this viewpoint, standard psychometric interpretations of intelligence are excessively narrow. Gardner initially proposed his thesis in his 1983 book Frames of Mind: The Theory of Multiple Intelligences, in which he proposed that everyone had several types of "intelligences." Gardner identified eight intelligences and has advocated the inclusion of a ninth intelligence known as "existentialist intelligence.”
3.
How has the history of the development of intelligence as a construct affected the way we measure it? (e.g. measurement issues) (201.1) According to the study of the history of intelligence measurement, it is clear that Alfred Binet (1857-1911) and Theodore Simon (1857-1911) created the first modern intelligence test in IQ history in 1904. (1873-1961). The French Ministry of Education commissioned these researchers to create a test that would identify mentally handicapped children from ordinarily intellectual but lethargic youngsters. The Simon-Binet IQ test was developed as a result. This IQ test has various sections, including logical reasoning, finding rhyming phrases, and naming things.
4.
At a broad level, describe the relationship between intelligence and occupational learning/ performance? (201.1) The relationship between intelligence and occupational learning/performance:
Learning Intelligence refers to an institution's learning and development ideas and skills. In other
words, a company's capacity to identify learning objectives, comprehend learning requirements and practises, and measure learning outcomes. Based on a prior research of over 32,000 employees, the authors suggest that intelligence can explain around 26 percent of the variations in job performance between persons in "medium complexity" positions. Your success is judged by your ability to progress to the third grade. Intelligence is the ability to adapt to new knowledge offered to you in second grade based on what you learnt in first grade.
5.
What is meant by a test of ability
, give an example of an ability test and outline its potential application in forensic settings? (101.1)
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Worksheet 2: Abil
ity and Aptitude The ability tests:
are established techniques of evaluating an individual's performance in various work-related tasks or scenarios. They assess potential rather than academic achievement and are commonly utilised by businesses as predictors of how employees will do in the workplace. Ability tests give significant information about a candidate's ability to process information while working under time constraints. They are an excellent predictor of job performance and, when combined with other psychometrics such as personality tests, present a
complete picture of an employee in the workplace.
Examples include verbal reasoning tests
, numerical reasoning tests, problem-solving tests, critical thinking tests,
and more. You can use these assessments to weed out any job candidates who don’t have the skills required for the role they are applying for.
6.
What is meant by a test of aptitude
, give an example of an aptitude test and outline its potential application in forensic settings? (101.1) An aptitude test
: is intended to measure or anticipate what a person is capable of learning or doing
given the proper education and training. It denotes a person's ability to accomplish a specific sort of work. Aptitude tests are frequently used to determine academic potential or professional appropriateness, and they can examine both mental and physical capability in a range of disciplines.
Aptitude Test Examples
People are subjected to a variety of aptitude tests throughout their personal and professional life, which typically begin while they are youngsters attending school.
Here are some examples of popular aptitude tests:
A test that determines a person's ability to become a fighter pilot.
A career assessment that assesses a person's competence to function as an air traffic controller.
High school pupils take an aptitude exam to discover what sort of occupations they want to pursue.
A computer programming exam designed to assess how a prospective candidate may tackle several hypothetical challenges.
A test meant to assess a person's physical ability required for a specific career, such as those of a police officer or fireman.
7.
What is meant by a test of attainment
, give an example of an attainment test and outlines its potential applications to forensic settings (101.1) Most people are aware with the regular examinations that are taken by every student in school. Students are routinely asked to exhibit their knowledge and skills in a number of disciplines. In most circumstances, specific attainment test results are required in order to pass a class or progress to the next grade level.
Worksheet 2: Abil
ity and Aptitude Since the implementation of the No Child Left behind Act in 2001, the use of attainment assessments in education has grown significantly. This legislation emphasised standard-
based education, which was used to assess educational goals and attainment. While this statute was eventually replaced by the Every Student Succeeds Act in 2015, achievement testing remains an important component of gauging educational attainment and is used to determine school funding.
Examples of Attainment Tests:
Here are some more instances of attainment tests:
A math exam based on the most recent chapter of your book
A quiz in social psychology class
A thorough final in your Spanish class
The ACT and SAT examinations
A showcase of talents in your martial arts class
Each of these exams is intended to examine your knowledge of a certain topic at a specific point in time. Attainment exams are not intended to indicate what you are capable of; rather, they are intended to assess what you know and your degree of proficiency at the time.
8.
Complete the following table outlining and evaluating different modes of administration of tests (101.2, 101.3) Mode Benefits Problems Open
Recall is less difficult. Students can check their books during an open book test. As a result, they don't have to cram in as many facts.
Gives you a second chance. Students are given a second opportunity to learn.
Improves retrieval abilities. It aids in remembering the past for a longer period
of time.
. Equality is not certain. It is impossible to determine whether or not all students have
studied equally for a test.
More Desk Space Is Required. The books and notes take up a lot of room
....
Time-consuming. Some subjects might take students a long time to find
.
Controlled
is a study in which the independent variable is systematically changed while the effects on the dependent variable are
assessed.
The existence of any extraneous factors is regulated and accounted for.
All variables are maintained constant in controlled experiments, with the exception of the independent variable that is modified.
The biggest problem is that it
expands the number
of
experimental
instances
to
include
those
in
which
circumstances are verified and
documented when nothing (or
maybe
a
placebo)
is
administered.
Control groups help researchers
with limited resources lower
their overall testing.
Worksheet 2: Abil
ity and Aptitude Supervised
The fundamental benefit of supervised learning is that it allows you to gather data or generate data output from past experience.
The disadvantage of this approach is that the decision boundary may be overstressed if
your training set lacks instances that you wish to include in a class.
Managed
Objective Evaluation: Tests give objective criteria that are superior to any other way. Subjectivity of any kind is nearly removed.
Uniform Basis: Tests give a consistent basis for comparing applicants' performance. Candidates are given the same examinations, and their scores allow selectors to evaluate their performance.
Selection of Better People: Tests are used
to measure candidates' aptitude, temperament, and adaptability. This allows them to be placed in jobs where they will be most useful. It will also boost their productivity and work happiness.
Untrustworthy: The inferences obtained from the tests may be incorrect in certain circumstances. Tests may not be
able to accurately assess a candidate's competence and ability.
Incorrect Use: Employees may not use the tests correctly. Those administering these exams may be prejudiced against specific individuals. The findings of testing will be tainted
as a result of this. Tests may potentially produce incorrect findings if they are administered by incompetent individuals.
Fear of Exposure: Some people may refuse to do the tests out of
fear of being exposed. They may
be capable, but they may not want to be evaluated by tests. Personnel who refuse to take the examinations but are otherwise qualified for the position may be denied employment with the company.
9.
What is meant by the term ‘collusion’ and what can a test user do to mitigate the effects of it in remote testing situations? (101.4) The term Collusion is defined by the University as a "kind of cheating that happens when persons work together deceptively to generate a submission for an examination that has been confined to solo effort." This suggests you collaborated on a task that you were told to complete on your own.
10.
What is the difference between a test of maximum
performance and a test of typical
performance? (101.5) In industrial/organizational psychology, one technique to characterise work performance is to distinguish between usual and maximal performance. Typical performance refers to how an employee performs on a regular basis, whereas maximal performance refers to how one performs when exerting the greatest amount of effort.
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Worksheet 2: Abil
ity and Aptitude 11.
Complete the following table to identity whether each test is a test of maximum or typical performance (101.5) Name of Test Timed Y/N Are there right or wrong answers Y/N Maximum or Typical Differential Aptitude Test yes
yes
Maximum
WAIS Intelligence Test yes
yes
Typical
Minnesota Importance Questionnaire yes
No
Maximum
Work Sample Test (typing test)
yes
Yes
Typical
Learning Styles Questionnaire (Honey and Mumford, 1982) yes
No
Maximum
12.
What is meant by the following types of tests and give an example of each (101.6) Test Example and brief description of test Work Sample Tests
Work sample tests are ways for determining an individual's ability to execute a job successfully. Individuals are required to complete tasks that are physically and/or mentally equivalent to those they might encounter on
the job in these assessments.
Group exercises, role plays, case studies, case interviews, in-tray exercises, written exercises, and technical competence evaluations are all common work sample activities.
Exercises in groups.
Role-playing
Exercising case studies.
Case studies.
Exercising in the trough
Ability Tests
They are established techniques of evaluating an individual's performance
in various work-related tasks or scenarios. They assess potential rather than
academic achievement and are commonly utilised by businesses as
predictors of how employees will do in the workplace. Ability tests give
significant information about a candidate's ability to process information
while working under time constraints. They are an excellent predictor of job
performance and, when combined with other psychometrics such as
personality tests, present a complete picture of an employee in the
workplace.
Examples include verbal reasoning tests, numerical reasoning tests,
problem-solving tests, critical thinking tests, and more. You can use these
assessments to weed out any job candidates who don’t have the skills
required for the role they are applying for.
Worksheet 2: Abil
ity and Aptitude Interest Tests
The interest test is a psychometric exam that assesses a child's talents from many perspectives. It distinguishes the various ranges of talents and preferences that exist in an individual.
This provides an individual profile to understand the changing elements, strengths, and areas that require assistance and progress.
The Kuder Preference Record and the Strong Interest Inventory are two important examples. Also known as an interest inventory or an occupational interest measure.
Performance Tests
Performance testing is a non-functional software testing approach that examines how well an application's stability, speed, scalability, and responsiveness hold up under a particular workload.
Performance testing is a software testing procedure that evaluates the speed, reaction time, stability, dependability, and scalability of a programme.
13.
What is meant by the term test bias? (201.2) It is the proclivity of test scores to routinely overestimate or underestimate the genuine performance of persons to whom the test is administered, particularly because they belong to specific groups (e.g., ethnic minorities, one or the other gender).
14.
Group differences in measured ability may reflect real differences or be the result of test bias. Fill in the table below to give examples of how this might manifest in different groups of people (201.2 201.3) Explanation Potential Impact Race Racial prejudice in standardised testing manifests itself in a variety of ways. First, Black and Latinx kids are threatened by stereotypes. Joshua Aronson and Claude Steele, psychologists, investigated how the
added stress of negative perceptions about
kids of race and their intellect manifests in poorer test results. The dread of confirming an inferiority stereotype causes
stress and anxiety, which contributes to poor test performance.
Some suggestions for mitigating the impact of stereotype threat on test performance include telling students not to fill out demographic questions on the test, asking students to think of areas in their lives where they are successful, and emphasising growth mindset—the idea that all students can, in fact, improve their performance through hard work.
Ethnicity Ethnicity is a band of individuals who identify with one another based on shared characteristics that set them apart from other groups.
People may identify as Aboriginal, African American or Black, Asian, European American or White, Native American, Native Hawaiian or Pacific Islander, Mori, or a different race. Language, heritage, habits, and beliefs are examples of common cultural features.
Culture refers to a circumstance in which test scores differ considerably between cultural
groups and can predict future performance
Sam is a senior in high school whose family came to the United States from Brazil when he was five years old. Sam
Worksheet 2: Abil
ity and Aptitude of one cultural group better than the rest of the population.
took an entrance exam for a local institution during his junior year. Sam was devastated by his findings and went to speak with his guidance counsellor about them. After making many enquiries, Sam's guidance counsellor discovered that Sam was not the only honours student who had received a poor admissions exam score. In fact, more than 85 percent of high school pupils who were born in another nation
Gender If one gender's results on the exam under consideration are higher or lower than the other gender's scores, yet their grades in the classroom or scores on similar tests are
equivalent for both genders, the test may be biased.
Because test results are frequently used to make decisions that impact students' educational prospects, examinations should give all students equal opportunity to exhibit their talents and knowledge. Gender prejudice and testing fairness are concerned with disparities in opportunity for men and women.
Age It is not news that age inequalities in testing promote inefficiency and unfairness. It is, on the contrary, a well-
documented reality. This problem's proposed solution is to age-adjust test scores. However, we are still a long way from creating such a solution.
Age-related disparities in test results may have life-changing repercussions wherever and whenever test scores are used to make key decisions. They may have an impact on educational chances, most notably through entrance examinations for selective enrolment high schools and universities. They may also have an impact on educational aspirations and how families divide resources among their children.
Disability Disability Attitudes IAT compares implicit attitudes toward persons with disabilities to people without disabilities. Pruett and Chan [4] found that able-bodied people had an easier time associating disability symbols with negatively valenced phrases than positively valenced ones.
1-People should come first, not their disabilities. For example, instead of "disabled person," use "person with a disability." 2- Avoid overtones of free will that may be inappropriate.
When applicable, thoroughly characterise human subject samples in
terms of gender, race, or ethnicity.
15.
Group differences in test scores may lead to adverse impact. What is meant by the term “adverse impact”? (201.3) The negative impact of an unfair and biased selection technique on a protected class is referred to as adverse impact. It happens when a protected group is treated unfairly during a selection process, such as a hiring or promotion decision.
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Worksheet 2: Abil
ity and Aptitude 16.
The 4/5ths rule prescribes that a selection rate for any group that is less than 4/5s of that for
the group with the highest rate constitutes evidence of adverse impact. Analyse the data below and indicate whether you think the selection rate shows potential for adverse impact.
Show your calculations (201.3) Males Females Total applicants 20
20
Candidates Selected after test 5
5
17.
Name at least one other methods for measuring adverse impact. (201.3) The Four-Fifths Rule for Assessing Adverse Impact: /\\
According to the Four-Fifths rule, if a group's selection rate is less than 80% of that of the group with the highest selection rate, that group suffers.
18.
What is meant by the term “Work Sample Test”? (201.4) Work sample tests are ways for determining an individual's ability to execute a job successfully. Individuals are required to complete tasks that are physically and/or mentally equivalent to those they might encounter on the job in these assessments.
19.
Give an example of a work sample test that may be used to measure… (201.4) A photograph of your paintings, drawings, sculptures, and so forth. Copies of blog posts, newspaper articles, journal articles, grant applications, reports, marketing plans, and so on. Hobbies, sports, scouting, hunting, fishing, crafts, volunteer work, and other interests are also sources of work examples.
20.
Tests can be described as measures of “Specific” or “General” ability. Draw a line
to match the following test types to each respective category (201.5) Numerical Reasoning Test ______________ WAIS-IV General Aptitude Test Battery (GATB)____________ WAIS-IV Morrisby Manual Dexterity Test ______________
(ASVAB) Verbal Reasoning Test ____________ WAIS-IV
Worksheet 2: Abil
ity and Aptitude Wonderlic Personnel Test __________ (ASVAB) GENERAL Armed Services Vocational Aptitude Battery (ASVAB) WAIS-IV 21.
There are many factors, both genetic and environmental that might influence test measurement and performance. Fill in the table below to give examples of both genetic and environmental factors and how each example might impact on the short- and long-term stability of test scores (201.6) GENETIC FACTORS Implications for short-term stability of scores Implications for long-term stability of scores EXAMPLE 1: Inherited health conditions A genetic condition arises when you inherit an altered (modified) gene from your parents, which raises your chances of having that ailment
However, not all genetic diseases are inherited from your
parents; some gene mutations happen at random before you are born. Many health problems
run in families.
EXAMPLE 2: Physical advantage Exercise and physical activity can improve your health and lower your chance of getting diseases such as type 2 diabetes, cancer, and cardiovascular disease.
Exercise and physical activity can have both immediate and long-term health advantages. Most significantly, consistent physical activity can enhance your overall well-being.
ENVIRONMENTAL FACTORS EXAMPLE 1: Room conditions Room condition codes can be used to identify rooms that are ready for display, rooms that require extra cleaning attention, or rooms that should be treated differently for any other reason.
This form's goal is to protect both the resident and the University from damage costs and to arrange for maintenance
adjustments. Check the room thoroughly or you may be charged for any damages that are not noted. All suitemates are accountable for the common space in Apartment Style Living.
EXAMPLE 2: Tiredness TATT, which stands for "tired all
the time," is an abbreviation that stands for "tired all the time." We've all been exhausted at some point in our lives.
psychological causes of tiredness are much more common than physical causes.
Most psychological causes lead to poor sleep or insomnia, both
of which cause daytime tiredness.
Worksheet 3: Principles of Scaling and Standardisation
1.
Identify whether the following statistics are “measures of central tendency” or “measures of dispersion”. (TICK AS APPROPRIATE) (206.1) Type of Descriptive Statistic Measure of Central
Tendency Measure of Dispersion MODE √
RANGE √
STANDARD DEVIATION √
MEAN √
MEDIAN √
2.
What is meant by the term standard deviation and why is it important in interpreting the mean score of a dataset? (206.1) It is the measure of dispersion of a set of data from its mean. It measures the absolute variability of a distribution; the higher the dispersion or variability, the greater is the standard deviation and greater will be the magnitude of the deviation of the value from their mean.
3.
Identify the mean, median and Standard deviation on the boxplot below (206.1) In relation to the above boxplot, answer the following TRUE/FALSE questions (circle as appropriate): * Engineers are always better at Numerical Reasoning than Artists –
True *There is a greater spread of scores for Artists than for Engineers - True
standard
Median The mean
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Worksheet 3: Principles of Scaling and Standardisation
4.
Draw 3 lines on each of the following histograms to indicate the position of the MEAN, MODE
AND MEDIAN (206.2) 5.
Which distribution shows… (206.2) Normal Distribution (A) B C
Positive Skew A (B) C
Negative Skew A B (
(
What is the difference between a RAW score and a STANDARDISED score? (206.3)
A raw score is determined by the number of items properly answered on a test or subtest. For example, if a subtest includes 20 items and the kid correctly answers 14 of them, the raw score is 14. After that, the raw score is translated to a standard score. Standard scores ranging from 85 to 115 are considered typical.
6.
Use the table below to answer the following questions in relation to Percentiles, Z Scores, TScores, and STEN scores (206.3) 7a. If a candidate achieves a Z score of 1.0, what is their Percentile Rank 84.13_15.87_________ 7b. If a candidate achieves a T-Score of 50, what is their corresponding STEN? _50_________ 7c. Which standardised score is defined as “the number of standard deviations away from the mean”? _60_________ A B C
Worksheet 3: Principles of Scaling and Standardisation
7d. What proportion of the population fall between a T-Score of 30 and 70? _7_________ 7.
Describe the following… (206.4) DESCRIPTION EXAMPLE Implications of use within and across candidate scores POINT SCORES (MAKING OTHERS SEEM BAD)
the practice of saying things that make another person or other people seem silly or wrong: Their enthusiasm
for political point-scoring
reflects badly on their integrity.
A point is a numeric unit that is used in tests and other schoolwork. We also use this word for classroom activities and games.
For example, you asked
about what to tell a student who has done well in class. I would say,
I will give you ten points for your correct answer.
Or you might explain before you ask a question:
I will give you ten points if you answer this question correctly.
A point is a numeric
unit that is used in tests and other schoolwork. We also use this word for classroom activities and games.
For example, you asked about what to tell a student who has done well in class. I would say,
I will give you ten points for your correct answer.
Or you might explain before you ask a question:
I will give you ten points if you answer this question correctly.
BANDING OF CANDIDATES Banding refers to the procedure of grouping test scores into ranges and treating scores within a particular range as equivalent when making personnel decisions. After an organization collects test
scores from candidates who applied for a job, a hiring decision must be made using these scores.
The concept of banding
is based on the idea
that small differences
between test scores
may not translate into
meaningful differences
in expected job
performance. For
example, a candidate
who scores 94% on a
test may not perform
noticeably better on
the job than a
candidate who scores
The concept of banding is based on
the idea that small differences between test scores may not translate into meaningful differences in expected job performance. For example, a candidate who scores 94% on a
Worksheet 3: Principles of Scaling and Standardisation
92%.
test may not perform noticeably better on the job than a candidate who scores 92%.
RANKING OF CANDIDATES Create ranking criteria for each skill or attribute
on your list. For example, under knowledge of a specific software, rank the candidates as expert, proficient, somewhat knowledgeable or inexperienced, or 1 through 4, based on their answers.
Candidate evaluation forms are to be completed by the interviewer to rank the
candidate's overall qualifications for the position to which he or
she has applied. Under each heading, the interviewer should give
the candidate a numerical rating and write specific job-
related comments in the space provided. The numerical rating system is based on the following:
5 - Exceptional 4 - Above Average 3 - Average 2 - Below Average 1 - Unsatisfactory Candidate evaluation forms are to be completed by the interviewer to rank the candidate's overall qualifications for the position to which he or she has
applied. Under each heading, the interviewer should give the candidate a numerical rating and write specific job-related comments in the space provided. The numerical rating system is based on the following:
5 - Exceptional 4 - Above Average 3 - Average 2 - Below Average 1 - Unsatisfactory
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Worksheet 5: Classic Test Theory and Reliability 1.
What is meant by the terms…? (207.1) Description Example of test Norm Referencing Where student performance in
an examination or other assessed work is measured by comparing it with the performance of others, rather than against fixed criteria. Thus, in a group of very high
‐
attaining students a candidate might gain a high score, such as 70 per cent, but still be graded as a low pass if most of the group gained 80 per cent or more. Similarly, where the standard of performance was low overall, a candidate who answered very few questions correctly might gain a high grade if the rest of the cohort performed even more badly. This method of assessing and grading is in direct contrast with criterion
referenced ‐
assessment
Examples of norm-referenced
tests include the SAT, IQ tests,
and tests that are graded on a
curve. Anytime a test offers a
percentile rank, it is a norm-
referenced test. If you score at
the 80th percentile, that
means that you scored better
than 80% of people in your
group.
Criterion Referencing Criterion-referenced tests compare a person’s knowledge
or skills against a predetermined standard, learning goal, performance level, or other criterion. With criterion-referenced tests, each person’s performance is compared directly to the standard, without considering how other students perform on the test. Criterion-
referenced tests often use “cut
scores” to place students into categories such as “basic,” “proficient,” and “advanced.”
Well-known examples of
criterion-referenced tests
include Advanced Placement
exams and the National
Assessment of Educational
Progress, which are both
standardized tests
administered to students
throughout the United States
Domain Referencing It is a test interpretation is the concept that an examinee's scores on a test are interpreted with reference to the particular cognitive ability being assessed rather than in comparison with the performance of a population of
individuals (norm-referenced testing).
For example, when examining
reading ability, domain-
referenced interpretation is
exemplified when a
neuropsychologist interprets
an examinee's performance in
terms of reading mastery or
how the current reading level
compares to a previous level of
reading.
Worksheet 5: Classic Test Theory and Reliability 2.
What is meant by the standard error of the mean (SEm)? (207.2) It refers to
the standard deviation of the distribution of sample means taken from a population. ... It represents the standard deviation of the mean within a dataset. This serves as a measure of variation for random variables, providing a measurement for the spread.
3.
What is the formula for calculating the SEm (207.2)? SEM is calculated by taking the standard deviation and dividing it by the square root of the sample
size.
4.
An abstract reasoning test is conducted with a sample of 360 people and had a Standard Deviation of 2.6. Use the above formula to calculate the SEm (207.2) 360-2.6= 98.06
5.
Fill in the gaps…. (207.2) As the size of a sample __population________________, the SEm decreases A sample size less than___
30 - SPH _______________ is considered inadequate according to EFPA test review criteria 6.
Provide definitions for the following terms (207.3) SAMPLE: A sample refers to a smaller, manageable version of a larger group. It is a subset containing the characteristics of a larger population.
POPULATION: Population typically refers the number of people in a single area whether it be a city or town, region, country, or the world.
7.
How do means and standard deviations vary from samples drawn from the same population? (207.3) It varies according to the surrounding environment.
8.
What are the issues with a company using a subset of norms for a specific population, e.g., using a “female graduate norm group” rather than a generic “graduate norm group” that includes both sexes? (207.4) It may face much racial discrimination issues, according to identifying people by their gender.
Worksheet 5: Classic Test Theory and Reliability 9.
There are several different ways to collect data for a norm table. Complete the box below to
describe each sampling type, how they might be conducted and the potential strengths and weaknesses of each (207.5) Sampling Method Example of how it is done Strengths and Weaknesses Opportunity sampling: An opportunity sample is gathered by asking individuals of the target population whether they would be willing to participate in your research.
Choosing a sample of students among those leaving the library is one example. This is a quick and simple method of selecting participants (advantage)
Snowball Sampling: In sociology and statistics research, snowball sampling (or chain sampling, chain-referral sampling, referral sampling)
is a nonprobability sampling
technique where existing study subjects recruit future subjects from among
their acquaintances. Thus the sample group is said to grow like a rolling snowball.
Stratified Sampling: when subpopulations within an overall population
vary, it could be advantageous to sample each subpopulation (stratum) independently. Stratification is the process of dividing members of the population into homogeneous subgroups before sampling. The strata should define a partition of the population. That is, it should be collectively exhaustive and mutually exclusive: every element in the population must be assigned to one and only one stratum
Then simple random sampling is applied within each stratum. The
objective is to improve the precision of the sample by reducing sampling error. It can produce a weighted mean that has less variability than the arithmetic mean of a simple random sample of the. Population.
Random Sampling: Random sampling is a part of the sampling technique in which each sample has an equal probability of being chosen. A sample chosen randomly is meant to be an unbiased representation of the total population. If for some reasons, the sample does not represent the population, the variation is called
a sampling error.
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Worksheet 5: Classic Test Theory and Reliability 10.
What is meant by the term representative sample and why is it important to ensure norm tables have a represented sample (207.5) A representative sample is a subset of a population that seeks to accurately reflect the characteristics of the larger group. For example, a classroom of 30 students with 15 males and 15 females could generate a representative sample that might include six students: three males and three females.
11.
Which of the sampling methods in question 9 are most likely to lead to representative sample? Explain your answer (207.5) The random sampling. Researchers use two methods to build representative samples – Probability sampling and non-probability sampling. Probability sampling is a technique in which a researcher chooses a sample from a larger population using a method based on the probability theory. For a participant to be considered a probability sample, he/she must be selected using a random selection.
If we will use probability sampling to obtain a representative sample, then simple random sampling is the best choice. The sample choice is made at random, which guarantees that each member of the
population will have the same probability of selection and inclusion in the sample group.
12.
A candidate calls you to inform you that she is from an ethnic minority background and therefore wishes to be compared to a narrower based reference group. Should the candidate request be granted? Please explain your answer (207.6) Generally speaking, employers are not required to respond to all candidates who submit a resume or application in response to a job posting. However, as software now permits employers to generate automated responses to all candidates who submit to a job posting, acknowledging submissions from candidates can help an employer avoid a barrage of e-
mails and phone calls from eager and persistent job seekers. This can also be a demonstration of respect and common courtesy to candidates whom the employer may hope to hire at some point in the future. Simply acknowledging that resumes/applications have been received and that submissions will be reviewed against current openings and that
only qualified candidates will be contacted for next steps provides candidates with an easy but precise status explanation. This minimal effort can pay dividends down the road in retaining quality candidates and avoiding wasted time for the HR team.
1.
What is meant the by the term correlation? (208.1) Correlation or dependence is any statistical relationship, whether causal or not, between two random variables or bivariate data. In the broadest sense correlation is any statistical association, though it actually refers to the degree to which a pair of variables are linearly related. Familiar examples of dependent phenomena include the correlation between the height of parents and their offspring, and the correlation between the price of a good and the quantity the consumers are willing to purchase, as it is depicted in the so-called demand curve.
2.
What is meant by the term correlation coefficient and what 2 things can it tell us about the relationship between variables? (208.1) Essentially, correlation is the measure of how two or more variables are related to one another. There are several correlation coefficients, often denoted {\displaystyle \rho }\rho or {\displaystyle r}r, measuring the degree of correlation. The most common of these is the Pearson correlation coefficient, which is sensitive only
to a linear relationship between two variables (which may be present even when one variable is a nonlinear function of the other). Other correlation coefficients – such as Spearman's rank correlation – have been
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Worksheet 5: Classic Test Theory and Reliability developed to be more robust than Pearson's, that is, more sensitive to nonlinear relationships. Mutual information can also be applied to measure dependence between two variables.
3.
Complete the following sentences…(208.1) In a positive correlation, as X increases Y ______C_______ In a negative correlation as X increases Y _____C________ 4.
Review the scattergraphs beloRCw and approximate the correlation coefficient value (r) for each one. (208.1) 5.
Classic test theory can be expressed in the following equation… 0 = T (+E). What does the equation tell us about the core assumptions of Classic Test Theory?
(208.2) It tells us that it is a normal case for applying a test.
6.
In relation to psychological testing, what is meant by the term reliability? (208.3) The quality or state of being reliable. 2 : the extent to which an experiment, test, or measuring procedure yields the same results on repeated trials.
7.
In the table below, define each type of reliability, give an example of how this is measured and indicate the potential strengths and weaknesses of each type (208.4) Type of Reliability (explain)
and how is it
measured Strengths Limitations R
R
R
C
C
C
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Worksheet 5: Classic Test Theory and Reliability Internal Consistency In statistics and research, internal consistency is typically a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores.
Alternate form a set of test items that are developed
to be similar to another set of test items, so that the two sets represent different versions of the same test. In order to demonstrate that one test is an alternate form of the other, a researcher usually must show that there is matching content (each test has the same number of each kind of
item) and that factor loadings and measurement errors are approximately the same across the two versions. Alternate forms of a test can be used to measure its reliability (see alternate-forms reliability). Also called comparable form; equivalent form; parallel form.
Test re-test Test-retest reliability measures the consistency of results when you repeat the same test on the same sample at a different point in time. You use it when you are measuring something that you expect to stay constant in your sample.
8.
Using the test review provided, explore the reliability of the DAT and provide a 100-word summary below (208.4) The Differential Aptitude Test—Form K (DAT-K) in a sample of 75 learners (mean age = 17.1 years, SD = 1.13) from a previously disadvantaged school in Johannesburg. Adequate reliability coefficients were obtained but coefficients were higher for nonverbal than verbal subtests. Face validity was judged to be adequate but construct validity was questionable. All subtests correlated within cluster
(verbal, non-verbal) but all the subtests with the exception of the Comparison subtest loaded highly on a single factor. Examination of the influence of language as a variable suggested that learners whose home language was an African language did significantly poorer on all the DAT-K subtests except for the Comparison subtest. These findings lend support to the arguments that psychological testing in South Africa is problematic particularly in individuals who do not speak English as their first language.
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Worksheet 5: Classic Test Theory and Reliability 9.
There are many potential sources of error that may affect the reliability of a test. Provide at least 2 examples of each in the table below (208.5) Source of error Example How might this error be reduced? Environmental The natural environment or natural world encompasses all living and non-living things occurring naturally, meaning in this case not artificial.
Candidate A candidate, or nominee, is the prospective recipient of an award or honor, or a person seeking or being considered for some kind of position; for example: to be elected to an office — in this case a candidate selection procedure occurs.
Procedural Procedural programming is a programming paradigm, derived from imperative programming, based on the concept of the procedure call. Procedures simply contain a series of computational steps to be carried out.
Sample/Sampling
In statistics, quality assurance, and survey methodology, sampling is the selection of a subset of individuals from within a statistical
population to estimate characteristics of the
whole population. Statisticians attempt to collect samples that are representative of the population in question.
10.
What are the potential implications of error on interpreting reliability estimates? (208.5) Neuroimaging, in addition to many other fields of clinical research, is both time-consuming and expensive, and recruitable patients can be scarce. These constraints limit the possibility of large-
sample experimental designs, and often lead to statistically underpowered studies. This problem is exacerbated by the use of outcome measures whose accuracy is sometimes insufficient to answer the scientific questions posed. Reliability is usually assessed in validation studies using healthy participants, however these results are often not easily applicable to clinical studies examining different populations. I present a new method and tools for using summary statistics from previously published test-retest studies to approximate the reliability of outcomes in new samples. In this way, the feasibility of a new study can be assessed during planning stages, and before collecting any new data. An R package called relfeas also accompanies this article for performing these calculations. In summary, these methods and tools will allow researchers to avoid performing costly studies which are, by virtue of their design, unlikely to yield informative conclusions
11.
Describe how the reliability of a test is affected by changes in the length of the test? (208.6)
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Worksheet 5: Classic Test Theory and Reliability 12.
Define what is meant by the term “standard error of measurement (SEm)” (208.7 13.
Identify the equation used to calculate SEm (208.7) 14.
A sample of test scores have a mean score of 67.8 and a SD of 1.34. The reliability of the test is 0.67. Calculate the SEm (208.7) 15.
Identify the Confidence Interval Level for each calculation/equation _______%CI = Observed Score + (1.0 x SEm) _______%CI = Observed Score + (1.96 x SEm) _______%CI = Observed Score + (2.58 x SEm) 16.
A candidate completes the Differential Aptitude Test and achieves a score of 68 on the numerical reasoning subtest. The manual indicates that the SEm for this test is 1.23. Using the information provided calculate the confidence banding for each level as indicated below. Show your calculations. (208.7) 68% CI = 95% CI = 99% CI =
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Worksheet 5: Classic Test Theory and Reliability 17.
Based on the answers in the question above describe the relationship between level of confidence and range of the banding (208.7) Neuroimaging, in addition to many other fields of clinical research, is both time-consuming and expensive, and recruitable patients can be scarce. These constraints limit the possibility of large-
sample experimental designs, and often lead to statistically underpowered studies. This problem is exacerbated by the use of outcome measures whose accuracy is sometimes insufficient to answer the scientific questions posed. Reliability is usually assessed in validation studies using healthy participants, however these results are often not easily applicable to clinical studies examining different populations. I present a new method and tools for using summary statistics from previously published test-retest studies to approximate the reliability of outcomes in new samples. In this way, the feasibility of a new study can be assessed during planning stages, and before collecting any new data. An R package called relfeas also accompanies this article for performing these calculations. In summary, these methods and tools will allow researchers to avoid performing costly studies which are, by virtue of their design, unlikely to yield informative conclusions
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Worksheet 6: Item Response Theory 1.
Outline the basic premised of Item Response Theory (209.1) The item response theory (IRT), also known as the latent response theory refers to a family of mathematical models that attempt to explain the relationship between latent traits (unobservable characteristic or attribute) and their manifestations (i.e. observed outcomes, responses or performance)
2.
What is meant by the term test function? (209.2) The functions used to validate the performances of the developed optimization algorithm.
3.
Item response theory has led to the development of several applications in the field of testing. One such application is “Adaptive Testing”. Outline the core principles of adaptive testing (209.3) Adaptive testing, officially known as Computerised Adaptive Testing (or CAT for short) is the latest
development in test administration. In adaptive tests, the test's difficulty adapts to the performance of the candidate, getting harder or easier following a correct or incorrect answer respectively.
4.
Give ONE more examples of the application of IRT in testing (209.1) Adaptive tests avoid this by administering questions best suited to the individual's level of ability. A famous example of an adaptive test is the GMAT (Graduate Management Admission Test), often used for entry into top business schools.
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Worksheet 7: Validity 1.
What is meant by the term Validity? (210.1) Validity is the main extent to which a concept, conclusion or measurement is well-founded and likely corresponds accurately to the real world. The word "valid" is derived from the Latin validus, meaning strong. The validity of a measurement tool is the degree to which the tool measures what
it claims to measure.
2.
Complete the following table (210.2) Type of Validity (explain) Strengths Limitations Example of
how validity
assessed? Face Faith Content Content is the information and experiences; directed at an end-user or audience
in publishing, art, and communication. Content is
"something that is to be expressed through some medium, as speech, writing or any of various arts
Construct Construct is an HTML5-based 2D video game engine developed
by Scirra Ltd. It is aimed primarily at
non-
programmers, allowing quick creation of games
through visual programming.
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Worksheet 7: Validity Criteria Related Consequential 3.
Using the test review provided, write a 100 word evaluation of the validity of the Differential
Aptitude Test (210.3) Consequentialadjective. assuming or exhibiting an air of consequence; pretending to importance; pompous; self-important; as, a consequential man
4.
Why might you consider Construct validity to be the most important type of validity? (210.3)
5.
Briefly comment on the relationship between reliability and validity (210.4) Reliability and validity are concepts used to evaluate the quality of research. They indicate how well
a method, technique or test measures something. Reliability is about the consistency of a measure, and validity is about the accuracy of a measure
6.
Using the test review provided, outline a brief description of what is meant by the terms (210.5) Concurrent Validity: Predictive Validity:
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Worksheet 7: Validity 7.
A new type of test called “Violent offence in sport scale” has been developed to assess violence in competitive sport matches. Identify ONE potential method for assessing concurrent
validity and ONE measure for assessing predictive
validity for this test. (210.5, 210.6) Concurrent Validity Measure that could be used: Potential Source of bias: Predictive Validity Measure that could be used: Potential Source of bias: 8.
Describe in outline the procedures used in meta-analysis and describe the key findings from validity generalisation research. (210.7) Meta-analysis is a systematic review of a focused topic in the literature that provides a quantitative estimate for the effect of a treatment intervention or exposure. ... The techniques used in meta-
analysis provide a structured and standardized approach for analyzing prior findings in a specific topic in the literature.
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Worksheet 8: Law, Discrimination and Making adjustments
1.
What is meant by the term ‘direct discrimination’ and give an example of how it might occur
in relation to psychological testing (213.8) . Direct discrimination is when you're treated differently and worse than someone else for certain reasons. The Equality Act says you've been treated less favourably. Direct discrimination can be because of: age. disability.
2.
What is meant by the term ‘indirect discrimination’ and give an example of how it might occur in relation to psychological testing (213.8) Sometimes discrimination can be easy to spot - for example, if a hotel turns you away because you’re gay. This is called direct discrimination. This is when you’re treated differently simply because
of who you are.
But there are other times when you may be treated in the same way as everybody else, but it has a different and worse effect on you because of who you are. This is also discrimination. The Equality Act 2010 calls this indirect discrimination.
3.
Identify the names of national Law and EU directives relating to discrimination in the use of psychological tests e.g. The Equality Act. (213.9) Key legislation includes: 'Primary legislation' is the term used to describe the main laws passed by the legislative bodies of the UK e.g. Acts of the UK Parliament, Scottish Parliament, Welsh Parliament and Northern Ireland Assembly. It also includes Acts passed by historical parliaments, other primary legislation for Northern Ireland and Church of England Measures (legislation for the established church in England passed by the General Synod of the Church of England).
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Worksheet 8: Law, Discrimination and Making adjustments
4.
There are 9 ‘protected characteristics under the Equality Act (2010). Identify all of them below (213.9) These are age, disability, gender reassignment, marriage and civil partnership,
pregnancy and maternity, race,
religion or belief,
sex, and sexual orientation.
5.
What is meant by making a ‘reasonable adjustment’ in context to psychological testing and what must be considered when deciding on what is reasonable? (213.11) A 'reasonable adjustment' is a change to remove or reduce the effect of: an employee's disability so they can do their job. a job applicant's disability when applying for a job.
The reasonable adjustment could be to:
the workplace.
the ways things are done.
get someone to help the employee or job applicant.
6.
In the following 3 case studies, decide whether you would accommodate the request and justify your answer. 213.11) Judy has been invited to take a psychometric test online, the day before the test she
calls you and tells us she is going out with her friends and won’t be back until very late,
she wants to postpone the test.
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Worksheet 8: Law, Discrimination and Making adjustments
A 'reasonable adjustment' is a change to remove or reduce the effect of: an employee's disability so they can do their job. a job applicant's disability when applying for a job.
...
The reasonable adjustment could be to:
the workplace.
the ways things are done.
get someone to help the employee or job applicant.
Mark was invited by letter to attend the testing centre to undertake the DAT, on arrival he
announces that he has done it loads of time before. He has brought no evidence of his
previous attempts he simply says he always gets top scores so should be exempt. A 'reasonable adjustment' is a change to remove or reduce the effect of: an employee's disability so they can do their job. a job applicant's disability when applying for a job.
The reasonable adjustment could be to:
the workplace.
the ways things are done.
get someone to help the employee or job applicant.
Mandy phones you three days before the test centre appointment, she tells you that she is
socially anxious and is worried that this will impact on her performance in the test. You ask is
she has been diagnosed by her GP for this condition, she says no. She has no formal
diagnosis of her condition. Miko arrives at the centre ready for testing and it becomes clear that English is not his first language. A 'reasonable adjustment' is a change to remove or reduce the effect of: an employee's disability so they can do their job. a job applicant's disability when applying for a job.
...
The reasonable adjustment could be to:
the workplace.
the ways things are done.
get someone to help the employee or job applicant.
Katy is partially sighted and has asked for the test to be produced at font 32 in order for
her to read it. She contacted you on receipt of the letter of invitation.
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Worksheet 8: Law, Discrimination and Making adjustments
7.
Describe what is good practice in relation to assessment of people with disabilities including
processes for identifying needs and where required, ensuring appropriate adjustments are made to testing procedures (213.10) -Before the test Guideline 1: Psychologists strive to learn about various disability paradigms and models and their implications for service provision Guideline 2: Psychologists strive to examine their beliefs and emotional reactions toward various disabilities and determine how these might influence their work Guideline 3: Psychologists strive to increase their knowledge and skills about working with individuals with disabilities through training, supervision, education, and expert consultation Guideline 8: Psychologists strive to recognize social and cultural diversity in the lives of persons with
disabilities Guideline 9: Psychologists strive to learn how attitudes and misconceptions, the social environment, and the nature of a person’s disability influence development across the lifespan -During the testing session Guideline 4: Psychologists strive to learn about federal and state laws that support and protect people with disabilities Guideline 5: Psychologists strive to provide a barrier-free physical and communication environment in which clients with disabilities may access psychological services Guideline 6: Psychologists strive to use appropriate language and respectful behavior toward individuals with disabilities Guideline 7: Psychologist strive to understand both the common experiences shared by persons with disabilities, and the factors that influence an individual’s personal disability experience -After the testing session Guideline 10: Psychologists strive to recognize that
families of individuals with disabilities have strengths
and challengesGuideline 11: Psychologists strive to
recognize that people with disabilities are at
increased risk for abuse and address abuse-related
situations appropriatelyGuideline 12: Psychologists
strive to learn about the opportunities and challenges
presented by assistive technology
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Worksheet 8: Law, Discrimination and Making adjustments
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Worksheet 9: Personality, Personality Disorder and Assessment 1. Choose the correct personality theory for the explanation: (5.219.1) Trait Social Cognitive Humanist Psychodynamic a)
The Psychodynamic perspective of personality emphasizes the importance of early childhood experiences and the unconscious mind. b)
The. Humanist perspective on personality focuses on psychological growth and personal awareness. It takes a more positive outlook on human nature and is centred on how each person can achieve their individual potential. c)
The Trait perspective of personality is centre on identifying, describing and measuring the specific characteristics which make up human personality. By understanding these characteristics, researchers believe they can better comprehend the differences between individuals. d)
The Social Cognitive perspective of personality emphasizes the importance of observational learning, self-efficacy, situational influences and cognitive processes. 2. In terms of personality, what is meant by…..(5.219.2) a) a trait? Trait is a distinguishing feature of a person's character. It can be physicla or behavioral. An example of a behavioral trait is the tendency politicians have to exaggerate. An example of a physical trait is having blond hair and blue eyes. noun.
b) a state? the condition of a person or thing, as with respect to circumstances or attributes: a state
of health. the condition of matter with respect to structure, form, constitution, phase, or the like: water in a gaseous state. status, rank, or position in life; station: He dresses in a manner befitting his
state.
3. In no more than 150 words describe the strengths and weaknesses of both type and trait approaches to personality 3a. b. What is the difference between typical and atypical personality? isolated episo
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Worksheet 9: Personality, Personality Disorder and Assessment 4. There are three categories of personality disorder linked to the DSM-5 can you identify which category each personality disorder falls under? (5.219.3) Borderline Personality Disorder Cluster B Narcissistic Personality Disorder Cluster B Histrionic Personality Disorder Cluster C Dependent Personality Disorder Cluster B Obsessive Compulsive Personality Disorder Cluster C Schizotypal Personality Disorder Cluster A Anti-Social Personality Disorder Cluster B Schizoid Personality Disorder Cluster A Avoidant Personality Disorder Cluster C Paranoid Personality Disorder Cluster A 5. Identify the methods of assessment for each (put an x in each box that applies): (5.219.4) Concept/ Measurement Self Report
Reports
from another
Group/ individual situational assessments
Projective
measures
Observations
of behaviour
Task performance
measures Physiological
Measures Ideographic methods Personality
Personality Disorder
Psychopathy
b) State a measure or tool to assess the following and describe what qualifications or level of experience is required to use the tool/measure.
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Worksheet 9: Personality, Personality Disorder and Assessment i)
Personality Tool- MCMI-IV/ Big 5 Test Qualifications/ Experience- ii) Personality Disorder Tool- IPDE/ SCID Test Qualifications/ Experience- iii) Psychopathy Tool- PCL-R/ CAPP Test Qualifications/ Experience- 6. How might the following factors impact the assessment of personality? (5.219.5) a)
Age? personality assessment, the measurement of personal characteristics. Assessment is an end result of gathering information intended to advance psychological theory and research and to increase the probability that wise decisions will be made in applied settings (e.g., in selecting the most promising people from a group of job applicants). significant aspects of behaviour.
b) Culture? The approach taken by the specialist in personality assessment is based on the assumption that much of the observable variability in behaviour from one person to another results from differences in the extent to which individuals possess particular underlying personal characteristics (traits). The assessment specialist seeks to define these traits, to measure them objectively, and to relate them to socially.
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Worksheet 9: Personality, Personality Disorder and Assessment c) Education? A distinctive feature of the scientific approach to personality measurement is the effort, wherever possible, to describe human characteristics in quantitative terms. How much of a
trait manifests itself in an individual? How many traits are present? Quantitative personality measurement is especially useful in comparing groups of people as well as individuals. d) Genetics? Do groups of people from different cultural and economic backgrounds differ when considered in the light of their particular personality attributes or traits
7. What is face validity?
(5.219.6) Face validity refers to the extent to which a test appears to measure what it is intended to measure. A test in which most people would agree that the test items appear to measure what the test is intended to measure would have strong face validity.
8. Discuss the dangers of reliance on spurious face validity (5.219.6)
Face validity refers to the extent to which a test appears to measure what it is intended to measure. A test in which most people would agree that the test items appear to measure what the test is intended to measure would have strong face validity.
11.
State three examples of good practice when assessing personality, personality disorder and psychopathy Myers-Briggs Type Indicator. ...
Caliper Profile. ...
16 Personality Factor Questionnaire. ...
SHL Occupational Personality Questionnaire. ...
HEXACO Personality Inventory-Revised. ...
Revised NEO Personality Inventory. ...
Eysenck Personality Inventory. ...
DISC personality test.
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Worksheet 10: Mental Health Assessment: Forensic
1. Describe two theories/ models which attempt to explain mental health/illness (5.220.1) Every theory of mental health comes from one of the above five areas or a combination of them. Here is a brief overview of theories derived from those broader categories.
Network theory explains that “mental disorders arise from direct interactions between symptoms” (Borsboom, 2017). The biological, psychological, and societal influences facilitate the connection between Psychopathological symptoms.
Cognitive-behavioral Therapy (CBT) focuses on assisting the person in changing destructive thoughts and behaviors. It is a type of psychotherapy that helps a client to quickly identify and manage problems. The approach is goal-oriented and often involves homework. The homework helps to reinforce the in-person sessions. It is the “gold standard in the psychotherapy field” (David, Cristea, & Hofmann, 2018).
Operant conditioning still is a popular approach. Whether used by therapists or physical trainers, it involves identifying the cue-routine-reward pattern. The goal is to change the person’s behavior by changing the routine and sometimes the reward. It is often used in the treatment of OCD through exposure therapy.
Exposure therapy allows the person to engage with the source of their anxiety in a safe space. The goal is to slowly, and incrementally, increase the person’s exposure to their fear. There are several variations of exposure therapy (APA, n.d.).
It is useful in the treatment of:
Phobias
Panic Disorder
Social Anxiety Disorder
Obsessive-Compulsive Disorder
Post-traumatic Stress Disorder
Generalized Anxiety Disorder
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1b. What is ICD 10 and DSM V and how might they differ on certain diagnostic criteria such as schizophrenia? Classical conditioning also remains a popular treatment for phobias through the use of systematic desensitization. This is a variant of exposure therapy (Grace College, 2016).
Popular Mental Health Theories on Well-Being
The Self-determination Theory of motivation (SDT), and more specifically, the Basic Psychological Needs Theory (BPNT) posit that autonomy, competence, and relatedness are the primary supports for well-being and optimal functioning (SDT, n.d.) If anyone of these is faulty, then the person’s well-
being decreases. Intrinsic motivation increases through the satisfaction of having these needs met (read more about intrinsic coaching here).
The Broaden and Build Theory of Positive Emotions (Fredrickson, 1998, 2000) changed the discussion
around emotions. Many of the psychological theories and research before this dealt with negative affect. These are emotions like anger, fear, sadness, guilt, and shame (Stringer, 2013).
Fredrickson argued that negative emotions create a sort of tunnel vision. Positive affect widens one’s
perspective. Positive emotions like awe, joy, and gratitude expand one’s experience within the environment. The theory doesn’t advocate ignoring negative emotions. Instead, it discusses the ramifications of continuing to ignore positive ones.
The focus of the PERMA Theory of well-being (Seligman, 2011) is helping people to thrive. It promotes building skills that allow one to flourish (Positive Psychology Center, n.d.). Many contemporary theories attempt to help a person reduce suffering. PERMA theory of well-being states that well-being consists of five elements:
Positive emotion – These emotions increase our hedonic happiness.
Engagement – This is the flow that Mihaly Csikszentmihalyi discusses. Being engrossed in one’s pursuit is the reward.
Relationships – Support is critical to our survival and emotional well-being.
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Meaning – Serving or working in a capacity that contributes to something larger than ourselves gives
us a sense of purpose and meaning.
Achievement – We enjoy pursuing accomplishments for the sake of doing so.
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Worksheet 10: Mental Health Assessment: Forensic
2. Choose the word that best fits: (5.220.2) DSM-5. ICD-10. Axis 1. Axis 2. Schizophrenia. Axis 1. Clinical. 3. Place a tick in the box which represents a method of assessment for each diagnosis: (5.220.3) Diagnosis/ Method of assessment Self Report Reports from another Group/ individual situational assessments Projective measures Observations of behaviour Task performance measures Physiological Measures Ideographic methods Schizophrenia PTSD Depression 4. State a measure or tool to assess the following and describe what qualifications or level of experience is required to use the tool/measure. (5.220.3)
i) Schizophrenia
ii) PTSD
iii) Depression
1. Describe the journey of risk assessment, making specific reference to the three main types of assessment: (5.221.1) Each of these contributes in varying degrees to a person’s ability to flourish. Positive psychology therapists and coaches often use this as a backdrop for their sessions.
A Take-Home Message
There are several mental health theories, but they all come from one of five schools of thought. They
are behaviorism, biological, psychodynamic, cognitive, and humanistic.
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Worksheet 11: Risk Assessment In recent years, there has been a move toward studying how people flourish. This is positive psychology. Unlike previous years, this field of research explores what humans already do well. Doing this type of research helps others to increase their opportunities to thrive.
If you seek the help of a therapist or counselor, it is important to know the basis for their approach. You do not want to see a behavioral psychologist to flesh out how you can find meaning in your life. They are better suited for helping you change, develop, or extinguish a habit.
The continued study of mental health, including the more positive aspects, is critical to each person’s
well-being.
2. Describe the Risk Need Responsivity Model (RNR) Each of these contributes in varying degrees to a person’s ability to flourish. Positive psychology therapists and coaches often use this as a backdrop for their sessions.
A Take-Home Message
There are several mental health theories, but they all come from one of five schools of thought. They
are behaviorism, biological, psychodynamic, cognitive, and humanistic.
In recent years, there has been a move toward studying how people flourish. This is positive psychology. Unlike previous years, this field of research explores what humans already do well. Doing this type of research helps others to increase their opportunities to thrive.
If you seek the help of a therapist or counselor, it is important to know the basis for their approach. You do not want to see a behavioral psychologist to flesh out how you can find meaning in your life. They are better suited for helping you change, develop, or extinguish a habit.
The continued study of mental health, including the more positive aspects, is critical to each person’s
well-being.
What are you doing today to flourish in your life?
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Worksheet 11: Risk Assessment 3. Describe the Good Lives Model (Ward) 4. Describe the four types of risk and a tool which would capture this type of risk: (5.221.2)
a) Static Risk b)
Dynamic Risk c)
Stable Risk d)
Acute Risk 5. Place a tick in the boxes which reflect the type or risk the risk assessment captures: (5.221.3) Risk assessment tool Static Dynamic Stable Acute
Example of offence it may be used with? Historical Clinical Risk-20 v3 [HCR-20v3] Risk of Sexual Violence Protocol [RSVP] Spousal Assault Risk Assessment [SARA] RM2000/Sexual Psychopathy Checklist-Revised. [PCL-R] Structured Assessment of Protective Factors [SAPROF] 6. Choose three of the risk assessment tools from the table above and identify when you would use them and what level of experience or qualification is required (5.221.3) 4 Risk Assessment Tools For All Quality Pros
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Worksheet 11: Risk Assessment Risk Matrix. The risk matrix is like your hammer or your screwdriver—it's the tool you'll come back to
again and again in a variety of circumstances. ...
Decision Tree. ...
Failure Modes and Effects Analysis (FMEA) ...
Bowtie Model.
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Worksheet 11: Risk Assessment 7. Describe the relationship between psychopathy and risk (include research) (5.221.4) We also find that higher levels of the psychopathy trait, self-centered impulsivity and rebellious nonconformity are associated with more rational risk preferences in the form of more linear utility functions and lower levels of risk aversion
a)
When should psychopathy be assessed? The model posits that a reduced number of items of the PCL-R and PCL:SV assesses a superordinate factor of psychopathy which is underpinned by the three personality-based factors: (1) Arrogant and Deceitful Interpersonal Style (including items related to lying and deceitfulness), (2) Deficient Emotional Experience
b)
Can psychopathy add to an individual’s risk profile? Can it add additional information over and above other risk assessments? 8. Fill in the blanks from the word below (5.221.5) Critical Sources. Structured Professional Judgement. Statements of Fact. Risk. Management. Static. Dynamic. Isolation. Psychological Risk. Risk is not a Static concept; it is a Dynamic variable. To this end, the outcome of a Psychological Risk assessment can contribute to the risk Management and future Violent behaviour occurring; however
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Worksheet 11: Risk Assessment it does not generate Statements of Fact. Whilst an important tool for use in risk management, Structured Professional Judgement reports should not be viewed in Isolation, but in conjunction with information gathered from other Critical Sources.
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Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic Activity 1 – (5.223.2- 5.223.7) Using the test manuals and test reviews provided, find out the relevant information for each assessment tool and fil in the table below 5.223.2- 5.223.7
Find out the relevant information for each assessment tool and fil in the table. Tool What does the tool assess? Information in a manual or article Norm populations Validity Reliability Test construction HCR-20 MCMI-IV
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Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic Personality
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Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic SAPROF
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Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic PCL-R
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Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic RSVP Risk of sexual violence Manual Not stated in manual Not stated in manual Not stated in manual
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Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic
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Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic 2. Read the case excerpts below and choose the most effective assessment/s from above in order to give an indication of Ms Browns risk. In the space provided write which you would use and why (making reference to information in table)
i)
Ms Brown returned home from a night with her friends, she had drank alcohol throughout the night however did not appear intoxicated. She returned home to her partner Mr Paul Bradbury, at the time he was in the kitchen making food. On re-entry to the home Ms Brown entered the kitchen and asked her partner about some money which she had left in a drawer in their bedroom. Mrs Brown stated that she had not been able to locate this money prior to leaving for her night out. Mr Bradbury denied knowing where the money was or what had happened to the money, owing to this an argument ensued. During the argument Ms Brown picked up a knife and began to follow Mr Bradbury out of the house, as he was leaving the house, Ms Brown stabbed Mr Bradbury in the back six times. He fell to the ground and attempted to crawl towards a mobile phone located in the house, at this point neighbours were alerted to an incident by Ms Brown shouting at Mr Bradbury as his blood was on her trainers. She left the house and did not assist Mr Bradbury to obtain medical assistance for his injuries. On interview she showed no emotion and specifically no remorse for Mr Bradbury’s injuries. It was noted by police interviewers that she appeared shallow and to lack genuine emotional responses. ii)
One winter evening Mr Brandon was walking down a canal following a young women, at a dark spot he grabbed her and pulled her into the undergrowth and raped her a number of times before completely removing her clothes and leaving her naked and physically harmed to be found by
a passer-by. On arrest he denied any knowledge of the attack but could not provide an alibi. When remanded into custody following a positive DNA match taken from the victim, Mr Brandon was noted to cause concerns within the staff group. The concerns centred on his interaction style and pattern of rejecting male interacting and favouring female interaction, he also presented as grandiose and unphased by the case against him. iii)
A genderfluid individual has recently been transferred to an Intensive Psychiatric Care Unit IPCU psychiatric hospital owing to an escalation in self-injury following admission to A&E for suicidality and self-injury. On admission the individual presented with an escalation of aggression when prevented from doing engaging in self-injury. During these presentations the individual will shout, scream, kick and punch nursing staff in the facility. Following the incident, the individual states that the intention is never to injure staff but to continue self-injurious behaviour. The individual can relay Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic that they struggle with management of their emotional state, high levels of distress, difficulties in interpersonal relationships and a lack of distinct identity and sense of self- no diagnosis has yet been made.
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3.
What is meant by the term ‘direct discrimination’ and give an example of how it might occur in relation to psychological testing (5.223.8) 4.
What is meant by the term ‘indirect discrimination’ and give an example of how it might occur in relation to psychological testing (5.223.8) 5. What are the legally protected characteristics and why are these important in testing (5.223.8) Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic . 6.
What is meant by making a ‘reasonable adjustment’ in context to psychological testing and what must be considered when deciding on what is reasonable? (5.223.10-5.223.11) 7.
Identify at least 2 tests which should be completed as part of a multidisciplinary team (SPJ RISK ASSESSMENTS, HCR-20 etc) 8.
Does the Test User: Forensic qualification allow you to use all forensic tests? How does this
differ from being an Assistant test user? Please explain your answer (5.223.12-13) PRACTICAL CASE STUDY Read the following case study
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Case Study: Ms Waters
Ms Waters was born on February 29, 1956 in Manchester to adolescent parents who
divorced around the time of her birth. Her father was an alcoholic who was convicted
for child sexual abuse offences however he did not raise her nor was he part of her
life. He was sentenced for child sexual offending and he committed suicide whilst in
custody. Her mother was also an alcoholic and abandoned her before her first
birthday. Ms Water’s grandparents adopted her and her brother. Both grandparents
were alcoholics and her grandfather was emotionally and physically abusive. He
called her derogatory names, i.e., “whore,” and physically beat her on a repeated
basis. Her grandmother was passive, overlooking her husband’s abuse, and also
emotionally abusive. Ms Waters had multiple early behaviour problems including an explosive temper as a
child, and this made it difficult for her to maintain friendships; she would repeatedly
end up fighting with other children and alienating them. By the age of nine she began
stealing from family and friends, and around this time she had an accident playing
with fire that left her face and hands severely burned. Ms Waters set at least three
fires during her childhood: she set her home on fire at age 9, set the girl’s bathroom
at school on fire at age 13, and set a field on fire at age 14. During secondary school
Ms Waters was found to have hearing and visual problems which was contributing to
her poor adjustment. Her IQ was tested at 81 (borderline intellectual functioning) and
teaching staff requested that she receive counselling for her behaviour problems.
Her grandmother refused to give permission for this intervention. At the age of 13 Ms Waters became pregnant. The identity of the father was unclear,
but she claimed a family friend raped her around that time. There was also some
question as to whether the pregnancy was the result of an incestuous relationship
with her older brother (she gave conflicting reports regarding the nature of their
relationship). She kept the pregnancy a secret for six months for fear of her
grandparents’ response. Upon learning of the pregnancy, they sent her to a home for
unwed mothers and forced her to give up her infant son for adoption. Ms Waters started drinking alcohol regularly at age 12 and running away from home
at age 15. Her behaviour as a teenager evolved into a pattern of running away,
hitchhiking, drinking and using drugs, then returning home for short periods of time.
When away from home she would make money by begging, prostitution and placing
bets on winning at pool games. At age 15 Ms Waters was living on the streets and
her grandmother died from hepatic cancer, she attended the funeral. Shortly
thereafter she was found by the police living in the woods and placed in a girl’s
training school for several months. After her release she briefly returned to her
grandfather’s home. However, he evicted her within weeks, and thereafter she relied
primarily on prostitution to support herself. In the following years, while still an
adolescent, she was reportedly raped on multiple occasions.
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Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic By age
20 Ms Waters was living in Birmingham, and shortly after arriving there she
married a 69-year-old man. The marriage ended after 60 days because he was
abusive. In this same year her brother Keith died from cancer. During this same
period her grandfather committed suicide. At the age of 22 she attempted suicide by throwing herself from a bridge after being
rejected by an intimate partner. She was hospitalized for two weeks, and a week
after discharge she overdosed on tranquilizers. These were two of six suicide
attempts occurring between the ages of 14 and 22. While working as a prostitute she drank heavily and reported being beaten, raped
and had substances used on her in order to incapacitate her. She attempted to get
other work, but her employment expectations were often unrealistic. She once
applied for a position as a lawyer even though she had no education beyond
secondary school. She also desired to work in law enforcement despite her criminal
record. Ms Waters had been arrested multiple times with charges including being intoxicated
in a public place, engaging in threatening behaviour in a public space, assault,
obstructing an officer, fraud, burglary, shoplifting, vehicle theft, disorderly conduct,
armed robbery, theft, and forgery. During her encounters with police she used
several aliases. The armed robbery occurred, at age 25, and resulted in a two-year
prison sentence. She reportedly robbed a corner shop while wearing a bikini to get
attention from her boyfriend with whom she was having an argument. She then
attempted suicide by consuming alcohol and benzodiazepines. There is limited information on the psychosexual history of Ms Waters. She had
many short-term, unstable relationships, primarily with men. One relationship she
had with a woman called Tyra lasted four years, she was in this relationship when
she was arrested for her index offences. Their relationship was initially sexual, but
became more sisterly over time. While they were together, Ms Waters continued to
work as a prostitute, spending most of her money on alcohol, while her partner
worked regular jobs to help support them. There also is a historical fragment that
suggests the possibility of a sadomasochistic component to MS Waters previous
heterosexual relationships. She reported that she revealed a fantasy in which she is
lying in bed when a hooded man climbs in the window and rapes her. Ms Waters was convicted of murdering seven Caucasian men aged 41-65, over a
12month period when she was 34 years old. Ms Waters also stole the victim’s
personal belongings. She gave conflicting stories regarding the reasons for the
killings, she initially claimed that she thought he was going to take back the money
he had paid her for sex and also possibly beat her, so she stabbed him. She later
revised her rationale for the murders, stating that they had been revenge murders in
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response to the sexual abuse she had experienced at the hands of her grandfather
and other males throughout her life. On interview Ms Waters also stated Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic “I killed those 7 men in pre-meditated murder and robbery. . . . Not so much for thrill
kill, I was into the robbery biz. I was into the robbery and to eliminate witness[es]. . . .
I pretty much had ‘em selected that they were gonna die . . . there was no self-
defense [sic].” In addition she stated that if she was ever released from prison she would continue
to kill as she had planned to murder 12 men in total but was thwarted due to her
arrest. All of her victims were found in secluded areas off main roads and had been
found with multiple stab wounds. Ms Waters told the police where she disposed of
the murder weapon and this was found and used in evidence against her. On January 9, 1991, she was arrested and found guilty of six counts of murder as
the body of the seventh victim, whom she admitted to killing, was never found. His
body was reportedly dumped in an area off a main motorway. No psychiatric
diagnosis was requested or made during the trial. Ms Waters was assessed with the
Psychopathy Checklist – Revised and she was rated as exhibiting 37 out of 40 traits
which places her within the 97
th
percentile when compared to her normative peer
group of female offenders. Within the previous 12 months Ms Waters has overall been located on the main wing in a single cell, she has had
interpersonal difficulties with a number of other prisoners on the wing. It seems that
although she has been the victim of bullying and one physical attack she is usually
the instigator for arguments and fights. Ms Waters will often accuse them on staring
at her or doing things behind her back. At such times she will approach them and
begin to shout and scream, if the other prisoner goes to attack her then she will
attempt to physically hurt them until restrained by an officer. Ms Waters works in the laundry located on the wing due to the risk she poses to
others. Within this role she performs well and is able to get all her jobs done within
the allotted time frame. If however she is asked to do another task or she is not able
to carry out her routine the way she intends she becomes flustered, irritable and
frustrated and will return to her cell and refuse to work. Interpersonal relations with staff seem to be manageable ultimately because they
have grown to know and understand Ms Waters. Ms Waters can be intolerant of staff
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completing their duties and she has threatened to physically assault male members
of staff three times in the previous 12 months. She has been approached by psychology in terms of beginning an offence related
treatment programme however she has been reluctant to engage. She has however Worksheet 12: Deciding when Psychological Tests should or should not be used as part on an assessment Process: Forensic had a number of individual sessions with the head of psychology, after initially
refusing to speak with a less senior psychologist within the prison. She has
completed no offending behaviour programmes to date. On 9 February 2019 she was found with a sharpened implement in her cell which
was deemed to be a weapon, as well in this month she began to show signs of
mental illness. Ms Waters was overheard by officers talking to herself in her cell,
appearing to rant and rave but this was unable to be deciphered. More recently she
has been observed in the main wing and the dining hall talking to herself, again it is
mostly rambling however at times she can be heard talking about other prisoners on
the wing and the wrong they have caused her. A psychiatric review and assessment has been scheduled due to the frequency of
these observations and more recent outbursts towards other prisoners. Ms Waters
has also confided in one female officer that she appears to have formed a working
relationship with, that she thought someone had entered her cell during the night on
a number of occasions between January and April 2019. Although she was provided
with reassurance that this was not the case, she was adamant that staff had allowed
the person to enter and were aware of this. Of note wing staff have also recorded
that she is spending more and more of her free time in her cell rather than accessing
the yard or the activities room. Ms Waters has no family involved in her life or care and receives no visits. When
asked about the future she appeared to not know what to say and then admitted that
she saw no future.
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CHECKLIST 1 CHECKLST 1 - Checklist for practical observation of individual preparing to carry out a test. Ref Competency/ Ability / Skill Competency
Achieved
Y/N
and
any
comments 4.108.
1 Ensure adequate preparation by studying the relevant sections of the test manual and other relevant documents and becoming familiar with all relevant materials and procedures in advance of the session. 4.108.
2 Ensure that all test takers receive appropriate briefing and
preparation materials a suitable time prior to the testing session. 4.108.
3 When administering supervised or managed mode assessments ensure administrator is present to ensure all practicalities are adhered to and the requirements of the test are followed to ensure reliability and validity. 4.108.
3 Considers challenges of administering tests in forensic contexts, including implications for informed consent 4.108.
4 Ensure all necessary materials are available in sufficient quantities and that materials are in good condition and equipment in working order. 4.108
5 Ensure that any necessary test accommodation for disabled test takers are available, well understood and appropriately provided. 4.108.
6 Brief test takers on the purpose of the test session and key rules and put them at ease while maintaining an appropriate atmosphere. 4.108.
7 Follow standard test procedures and instructions as specified in the tests’ user manuals. 4.108.
8 Monitor behaviour before and during the test to identify any issues or problems that may arise and consider the challenges of doing this
in forensic contexts 4.108.
9 Ensure that all necessary information has been logged and recorded including details of any provisions that were made for any special needs. 4.110.
1 Ensure test taker receives clear and appropriate information about the use and storage of tests results and access to them, is informed consent obtained? COMMENTS: ASSESSOR: DATE:
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CHECKLIST 2
CHECKLIST 2 - Checklist for administration of the test. Ref Competency/ Ability / Skill Competency Achieved Y/N
and any comments 4.10
9.1
Establish a satisfactory rapport with the test taker prior to
the commencement of testing and maintain this throughout the session. 4.10
9.2
Prompt the test taker where appropriate in accordance with the test instructions ad without invalidating the test
item. 4.10
9.3
Address the test takers concerns and perhaps reluctance regarding test completion in an appropriate manner, ensuring the test is not invalidated, and ethical practice is maintained 4.10
9.4
Use appropriately discreet scoring procedures so that the test taker does not become unduly conscious of failure. 4.10
95 Follow discontinuation procedures in line with the guidelines in the test manual while ensuring that the test
taker does not become disheartened through obvious failure. 4.10
9.6
Ensure that test takers are sent the necessary information
and log in details in good time. 4.10
9.7
Ensure that test takers understanding what is required of them and what will happen after completion of the assessment ad that they have a means of raising queries.
4.10
9.8
In the case of testing via file and or collateral information
the test user should ensure that test takers understand the processes that are being completed, the purposes of
the assessment and that appropriate consent has been given. 4.11
0.1
Ensure test taker receives clear and appropriate information about the use and storage of tests results and access to them, is informed consent obtained? COMMENTS: ASSESSOR: DATE:
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