CS-Reviewer PDF - Developmental Psychology

Age Period Description Early - Peak of fertility, - Development of - Finding a mate Adulthood strength, a...

Age Period Description Early - Peak of fertility, - Development of - Finding a mate Adulthood strength, and postformal thought - Earning a living Prenatal Begins at conception, includes implantation in the uterine (20–40 years) speed - Making a home wall, and ends at birth. Middle - Decline in fertility - Expertise and - Family changes Infancy and Starts at birth and continues until two years of age. Adulthood practical intelligence - Death of parents Toddlerhood (40–60 years) Early Childhood Begins at two years and continues until six years of age. Late - Decline in - Achievement of - Retirement Adulthood physical strength wisdom - Death of Middle and Late Starts at six years of age and lasts until the onset of puberty. (60+ years) spouse/partner Childhood Gross and Fine Motor Skills Development in Infants and Toddlers Adolescence Begins at the onset of puberty and continues until 18 years of age. Age Gross Motor Skills Fine Motor Skills (involving large muscle (use of smaller muscles) Emerging Adulthood Starts at 18 and continues until 25 years of age. movements) Early Adulthood Begins at 25 years and lasts until around 40–45 years. 1–3 - Displays stepping reflex - Grasps objects placed in hands months - Lifts head - Sucks Middle Adulthood Starts at 40–45 years and continues until 65 years of age. - Sits with support - Gains control of eye movements - First smile Late Adulthood Begins at 65 years of age and continues onward. 2–4 - Lifts head and uses arms for - Grasps a cube when it is near months support when prone Selected Landmarks of Development 5–8 - Sits without support - Reaches for and grasps objects with Age Group Physical Cognitive Psychosocial months one hand Birth - Startle reflex - Visual - Cries 5–10 - Stands with support- Pulls - Points to objects of interest - Grasping - Auditory - Soothes at feeding months self to stand - Grasps with thumb and finger ("pincer - Sucking - Tracking grip") Infancy (0–2 - Walking - Language - Becomes attached to 5–11 - Crawls - Grasps spoon and begins directing years) - Standing acquisition caregiver(s) months food to mouth - Reaching and - Searches for lost grasping objects 10–14 - Stands and walks alone - Places objects in small containers months - Builds towers of cubes Early - Climbing stairs - Vocabulary growth - Preferred playmates - Produces first meaningful word Childhood - First throw of a - Dramatic play - Gender role (2–5 years) ball awareness 13–18 - Walks backward and - Holds a crayon and scribbles - Simple drawings - Racial awareness months sideways energetically - Writing - Runs, climbs, and walks up stairs Middle - Skillful running - Problem solving - Friendships Childhood - Throwing - Reading - Gender segregation 18–30 - Runs easily, jumps, skips - Vocabulary expands rapidly (6–12 years) - Riding a bicycle - Writing months - Rides and steers a tricycle - Picks up small objects like candy or - Walks on tiptoes sweets Adolescence - Puberty - Some abstract - Interest in sexual (12–18 years) - Growth spurt thinking relations (for most) - Development of - Dating (for some) adultlike interests - First job TYPES OF GRASP 4. TURNER SYNDROME 1. PALMAR GRASP - instinctual grip involves the whole hand wrapping around an - In females, either an X chromosome is missing, making the person XO instead object, typical in early infancy of XX, or one part of one X chromosome is deleted 2. PINCER GRASP - as coordination improves, the ability to pick up small objects - Difficulty in mathematics; Verbal ability quite good using the thumb and index finger emerges - Short; Webbed neck; Infertile 3. TRIPOD GRASP - utilizing the thumb, index and middle finger; this grip allows for precision and control; crucial for tasks like writing CYCLE OF ABUSE 4. QUADRUPOD GRASP - a functional 4-finger grasp on writing utensil where - Tendency of child abuse to recur in ensuing generations of the same family line thumb, index, middle and ring finger grasp onto utensil while pinky rest beneath - Explanations: utensil; this allows for precision and control too; it may be used in place of tripod Attachment Theory grasp for tasks such as writing Social Learning Environmental Factors INFANT REFLEXES (to promote the survival of infants) Genetic view 1. ROOTING REFLEX - Baby’s cheek or lower lip is stroked with finger or nipple Most common form of child maltreatment: Child neglect - Head turns; mouth opens; sucking movements begin 2. SUCKING REFLEX - Happens when the roof of the baby's mouth is touched like IDENTITY STATUS (JAMES MARCIA: expanded identity of Erikson) when eating food or drinking milk - Two processes: 3. MORO REFLEX - Also known as the Startle Reflex Crisis - Active exploration of identity alternatives - Can be observed when the baby is dropped or hears loud noise Commitment - Psychological investment to a course of action - Extends legs, arms, and fingers, arches back, draws back head - Four Identity Categories: 4. RIGHTING REFLEX - Also known as the Labyrinthine reflex 1. IDENTITY ACHIEVEMENT - Period of crisis, exploration of different - Corrects the orientation of the body (align the head and spinal) alternatives before committing to a consistent identity 5. TONGUE-THRUST REFLEX - prevents from choking 2. IDENTITY MORATORIUM - Actively exploring new roles, but yet to 6. WITHDRAWAL REFLEX - an attempt to avoid pain; self-protection make a commitment (suspended only) 7. TONIC NECK REFLEX - Also known as the Fencing Reflex 3. IDENTITY FORECLOSURE - Arrives at a committed identity without - To develop infant's hand-eye coordination going through exploration 8. GRASP REFLEX - Palmar (palms of hands) & Plantar (soles of feet) Reflex 4. IDENTITY DIFFUSION - Not taken the first step; Party attitude to life, 9. BABINSKI REFLEX - Toe will fan out and curl when the sole of the foot is not taking normal responsibilities stroked from heel to toe 10. STEPPING REFLEX - Also known as Walking Reflex - Legs move in stepping like motions when feet touch a smooth surface CHROMOSOMAL ABNORMALITIES 1. DOWN SYNDROME - most common chromosomal abnormality - also called Trisomy-21 because it is characterized in more than 90 percent of cases by an extra 21st chromosome - Simian Crease / Single transverse palmar crease: single line that runs across palm of the hand - Flattened nose and face, and upward slanting eyes; has long and narrow face - Hypotonia: floppiness due to poor muscle tone & decreased muscle strength 2. KLINEFELTER SYNDROME - Males have an extra X chromosome, making MIDLIFE RELATIONSHIPS them XXY 1. SANDWICH GENERATION - Refers to adults who have at least one parent age - Has undeveloped testes, enlarged breasts and are tall 65 or older and are either raising their own children or providing support for their * Default sex of everyone is: FEMALE grown children 3. FRAGILE X SYNDROME - Abnormality in the X chromosome 2. KINKEEPING - A person or persons who keep the family connected and who - Intellectual disability in both male and female, but prevalent in males promote solidarity and continuity in the family - Long and narrow face, and large eyes  3. EMPTY NEST - Post-parental period refers to the time period when children are GRIEF, BEREAVEMENT, AND MOURNING grown up and have left home 1. GRIEF - Normal process of reacting to a loss EMPTY NEST SYNDROME - refers to a great emotional distress 2. BEREAVEMENT - Period after a loss during which grief and mourning occurs experienced by parents, typically mothers, after children have left home 3. MOURNING - Process by which people adapt to a loss; Outward and influenced 4. BOOMERANG KIDS - Young adults who are returning after having lived by culture independently outside the home TYPES OF GRIEF LATE ADULTHOOD 1. COMPLICATED GRIEF - A typical grief reactions; Feelings of disbelief, 1. RETIREMENT - It is a process and not a one time event preoccupation with the dead loved one, distressful memories, feeling unable to 2. BRIDGE JOBS - Another job taken between career and full retirement, usually move on, yearning for the deceased part-time - Longer and more intense than usual; almost the same as MDD 3. ENCORE CAREERS - Work in a different field from one in which they retired 2. DISENFRANCHISED GRIEF - Grief that is not socially recognized - No formal mourning practices; Cannot even express ATCHLEY’S RETIREMENT STAGES 3. ANTICIPATORY GRIEF - When death is expected 1. REMOTE PRE-RETIREMENT PHASE - Fantasizing what one wants to do 2. IMMEDIATE PRE-RETIREMENT PHASE - Concrete plans are established WIDOWHOOD MORTALITY EFFECT 3. ACTUAL RETIREMENT - There is a higher risk of death of the widow or widower after the death of the 4. HONEYMOON PHASE - Do things they could not do before spouse. If death is anticipated and they have more time to prepare, then the risk 5. DISENCHANTMENT PHASE - Emotional let-down of death is lower. 6. REORIENTATION PHASE - Attempt to adjust FIVE STAGES OF GRIEF (Kubler-Ross Five Stages of Grief) ELDER ABUSE - The 5 Stages of Coping with Death - initially for those who were diagnosed with - Most common type of elder abuse: terminal illness Psychological and emotional abuse DENIAL: Most common first response; Acts as defense mechanism; Next most common: Financial Abuse Buffer the initial shock - Perpetrators of elder abuse are typically non-family members, such as the ANGER: Result of extreme emotional discomfort; Tends to be more caregivers in the nursing home. socially acceptable SOCIAL DEATH - Occurs when others dehumanize and withdraw from BARGAINING: One wrongly assumes they can avoid grief someone who is terminally ill DEPRESSION: Begins to accept that the loss is real and happening ACCEPTANCE: One resists the urge to deny or change their situation DEATH AND DYING (Developmental Perceptions of Death) Infancy: Infants do not comprehend death, but they can react to the separation DUAL PROCESS MODEL OF GRIEVING caused by death - Bereaved individuals move back and forth between grieving and preparing for life Early Childhood: Assume death is temporary and reversible, they do not think without their loved one. A person may oscillate between engaging with activities of it as permanent and loneliness for the deceased. Middle Childhood: Also understand the finality of death however may still LOSS ORIENTATION: Feelings of loss and yearning for the deceased participate in magical thinking and believe that through their thoughts, they can RESTORATION ORIENTATION: Reestablishing roles and activities bring someone back they had prior the death of their loved on Late Childhood: An individual now understands finality of death and knows that everyone will die, but they may think that people die because of their wrongdoings Adolescents: Understand death as well as adults PSYCHOLOGICAL ASSESSMENT Early Adulthood: Lower rates of death anxiety; Expect long life ahead of them HISTORY Middle Adulthood: Report more fear of death than those in either early and late CHINA - imperial examination adulthood; Caretaking responsibilities CHARLES DARWIN - individual differences Late Adulthood: Have lower fears of death than other adults FRANCIS GALTON - quantify individual differences; developed correlation and regression; stated that intelligence is heritable WILHELM WUNDT - focused on how people are similar; first psychology lab  JAMES MCKEEN CATTELL - coined mental test; measure individual differences - Positive correlation (same direction) in reaction time; launch the beginning of mental testing - Negative correlation (inverse/opposite direction) CHARLES SPEARMAN - test reliability, correlation, mathematical framework for factor analysis STATISTICAL TOOLS RAYMOND B. CATTELL - developed 16PF, used factor analysis, introduced Pearson r - relationship between the variables is linear and when the two fluid g (ability to reason and think flexibly) and crystallized g (accumulation of variables being correlated are continuous knowledge, facts, and skills acquired throughout life); developed CULTURE FAIR Spearman rho (Rank-Order Correlation) - for ordinal data INTELLIGENCE TEST - Regression - allows researchers to predict or explain the variation in one EMIL KREPLIN - used word association technique variable based on another variable ALBERT BINET AND THEODORE SIMON-BINET - developed Binet-Simon to classify children PSYCHOLOGICAL TEST LEWIS TERMAN - developed the Stanford-Binet Intelligence Scale Intervention, questionnaire, checklist, survey - doesn’t have any correct answers DAVID WECHSLER - created intelligence tests for children and adults, created TEST - has a right or /wrong answers; there is a correct answer Wechsler-Bellevue Intelligence Scale TRAIT - any distinguishable, relatively enduring way in which an individual varies WORLD WAR 1 and 2 - group intelligence for recruits from another; stable and is manifested ROBERT WOODWORTH - created Woodworth Personal Data Sheet which STATES - temporary; distinguish one person from another; relatively enduring aimed to identify soldiers who are at risk for shell shock (PTSD); Was discontinue GROUP TEST - can be administered to more than one person at a time by a due to peace single examiner ROBERT YERKES - developed Army Alpha (verbal test for literates) / Army INDIVIDUAL TEST - can be given to only one person at a time Beta (non-verbal test for functionally illiterates) ABILITY TEST - measures capacity or potential of the person HENRY GODDARD - applied Binet-Simon to the United States; used culture - ACHIEVEMENT TEST: previous learning (ex. quizzes) - past specific tests due to observations from immigrants; varied the nature vs nurture - APTITUDE TEST: potential for learning or acquiring a new skill (ex. entrance exam) - future VARIABLES - INTELLIGENCE TEST: general potential - present 1. DISCRETE VARIABLES - refers to natural numbers, countable, whole numbers PERSONALITY TEST - no right/wrong, cover both overt (observable) and 2. CONTINUOUS VARIABLES - any real number within the specific range; infinite covert (interval) behaviors; measures general attitude range, cannot be counted, decimal point STRUCTURED PERSONALITY TEST - usually self-report, evaluate oneself, objective with answer key (ex. 16PF) TYPE OF SCALES (Scales of Measurement) PROJECTIVE TEST - either the stimulus on response is ambiguous; 1. NOMINAL - category unstructured (ex. Rorschach Inkblot Test, Sack’s Sentence Completion Test) 2. ORDINAL - rank/order; 3. INTERVAL - lacks true zero point (zero doesn’t mean none), Celsius/Fahrenheit ITEM FORMAT 4. RATIO - has true zero point (zero = absence of a thing), Kelvin 1. DICHOTOMOUS - two possible answers, as long as it provides one correct answer, it is still dichotomous (ex. yes/no, true/false) MEASURE OF CENTRAL TENDENCY 2. POLYTOMOUS/POLYCHOTOMOUS - several possible answers, no correct - the average on midmost score between the extreme scores in distribution answer (ex. Likert Scale) MEAN - average, most appropriate for interval or ratio MEDIAN - middle value, less affected of outliers DERIVING MEANING FROM TEST SCORE MODE- most frequently occurring in the distribution NORMS - method of evaluation and a way of deriving meaning from test scores - OUTLIERS: extreme scores (if you have one, don’t use mean, get the median by evaluating an individual test taker’s score and comparing it to scores of a instead) group of test takers NORM-REFERENCED TEST - compare the test takers score to the score of the CORRELATION group of test takers - started by Sir Francis Galton; used the first survey and created Wisdom of the NORMATIVE SAMPLE - group of people whose performance on a particular test crowd (collective knowledge of a group are better than an individual's) is analyzed for reference in evaluating the performance of individual test takers - degree and direction of correspondence between two things - Perfect correlation: 1 SAMPLING b. PARALLEL FORM RELIABILITY - compares two equivalent forms of the test - administering the test to a sample representative of a population that measure the same attributes (item sampling) STRATIFIED SAMPLING - split the population into specific groups, then get a - Alternate forms / Equivalent forms sample from each group - tool used: Pearson r STRATIFIED RANDOM SAMPLING - same like the SS but randomly selected to c. INTERNAL CONSISTENCY - if items measure the same construct each group SPLIT-HALF RELIABILITY - divided into halves then scores separately; PURPOSIVE SAMPLING - intentionally selecting participants based on their odd-even or randomly divided characteristics, knowledge, experiences, or some other criteria - Tool used: Spearman-brown formula (can address issues if you have CONVENIENCE/INCIDENTAL SAMPLING - selecting participants based on their limited amount of items due to dividing it into half) accessibility and availability - Kuder-Richardson 20 (KR20) - if your test is dichotomous (only one correct answer) and have varying degrees of item difficulty PERCENTILE RANKING - Kuder-Richardson 21 (KR21) - if your test items have same level of item - 100 equal parts, measure of relative performance; percentage of test takers who difficulty; usually used in speed tests obtained a score equal or lower than you - Cronbach’s coefficient alpha - for polytomous/polychotomous items (there is Quartiles - 4 equal parts no correct answer) Deciles - 10 equal parts d. INTERRATER RELIABILITY (Interjudge) - consistency of judges/raters evaluating the same items or behavior; check external consistency CRITERION-REFERENCED TESTS - observer differences (to avoid biases) - evaluate it on the basis of whether some criterion has been met - tool used: Kappa statistics Criterion - standard on which a judgement or decision may be based; there is a pass or fail but no comparison 2. VALIDITY - meaning and usefulness of the results PSYCHOMETRIC PROPERTIES - if the test is appropriate or it purports what it wants to measure 1. RELIABILITY “A test can be reliable but not valid. But a test cannot be valid unless it is - consistency, accuracy, dependability of the test results reliable.” - if your test has something to measure - highest reliability is 1 TYPES OF VALIDITY “The more items you have, the higher the reliability.” a. CRITERION VALIDITY - how well it corresponds to a particular criterion “Reliability limits the validity of the tests.” - Types of Criterion: Two theories in reliability: Criterion test - well established test a. CLASSICAL TEST THEORY - assumes that each person has a true score that Criterion data - documents or any data (ex. criminal record/diagnosis) would be obtained if there were no errors in measurement - Types of Criterion Validity: - X = T+E Predictive Validity - forecasting function (if there are time elapses); the - Domain sampling method: considers the problem created by using a limited ability of a test or other measurement to predict a future outcome number of items; the more items, the higher the reliability Concurrent Validity - simultaneous relationship between the criterion - Two types of error in CTT: test and a criterion (time is not an issue); the degree in which the scores Systematic error - you can obtain the true score (ex. SE of weighing on a measurement are related to other scores on other measurements scale = 5, if you got 65, the true score is actually 60) that have already been established as valid Random error - unpredictable (standardized to avoid random error) b. CONTENT VALIDITY - adequacy of representations of the conceptual domain b. ITEM RESPONSE THEORY - focuses on the range of item difficulty that help the test is designed to cover assess an individual’s ability (ex. Raven’s Progressive Matrices) - experts judge the validity of the test items (using critical thinking skills) c. CONSTRUCT VALIDITY - the degree to which a test measures what it purports TYPES OF RELIABILITY to measure a. TEST-RETEST RELIABILITY - consistency of test over time (time sampling) - measure abstract variables (you are proving what the theory states) - measures temporal stability: stability of the content of reports across time - based on theoretical perspectives (relies heavily on literatures) - administering a test at two different times (important to have time elapses) - tool used: Pearson r  - Two types of Construct Validity: Extreme Group method - compares those who have done well to Convergent Validity - measures well with other related constructs those who have done poorly Divergent/Discriminant Validity - low correlations with unrelated Point Biserial Method - correlation between performance on the item constructs and on the test (for dichotomous categorical & continuous variables) d. FACE VALIDITY - test subjectively viewed that it measures what it purports to 5. Test Revision - poor items are eliminated; others may be rewritten measure; based on mere appearance RESEARCH UTILITY RESEARCH STATEMENTS - practicality or usefulness of the test; not a psychometric properly Conceptual statements - based on dictionary Operational statements - how a concept is measured or defined on your paper TEST DEVELOPMENT Analytical statements - always true 1. Test conceptualization - what,why, who, and how Contradictory statements - always false 2. Test construction Falsifiable statements - the capacity for some proposition, statement, theory or SCALING - process of setting rules for assigning numbers in measurement hypothesis to be proven wrong - ex: Likert scale - Null hypothesis - proposes that no statistical significance exists a. PAIRED COMPARISON - select the one more appealing to you - Alternative hypothesis - proposes that a statistical significance exists GUTTMAN SCALE - weak to strongest/strongest to weak; If you agree with the strongest statement, you automatically agree with the mild or weak statements VARIABLES IN RESEARCH - For writing statements: Independent variable - the variable you manipulate ITEM POOL - reservoir or well from which items will or will not be drawn for the Dependent variable - the variable that is being measured final version of the test; initial test items Extraneous variable - any variable that you're not investigating that can ITEM BANK - good items already; usually used in computer administered potentially affect the dependent variable testing; reduces floor effect and ceiling effect - Floor effect: diminished utility of an assessment tool for distinguishing test EXPERIMENTAL DESIGN takers at the low end of their ability Between-subject design - subjects serve only one condition of the IV - Ceiling effect: diminished utility of the assessment tool for distinguishing test Within-subject design - subjects serve more than one condition of the IV. takers at the high end of their ability Mixed design - one factor is within subject, the other is between subject ITEM BRANCHING - items programmed to be presented according to some rule; Between group design the next question is based on previous result a. Two-Independent group design - 1 IV with 2 levels; 1 DV - For scoring items: b. Multiple group designs - more than 2 levels of the IV; 1 DV CUMULATIVE MODEL - the higher score, the higher is the ability c. Matched group design - 1 IV with 2 levels, but the subject are CLASS SCORING OR CATEGORY - earn credit toward placement in a matched; 1 DV particular or category with other test takers IPSATIVE SCORING - comparing a test taker's score on one scale within a test NON-EXPERIMENTAL DESIGN to another scale within that same test; it is intraindividual PHENOMENOLOGY - lived experience 3. Test Try-out - the test developed will be tried out on people who are similar in - Low degree of manipulation of antecedent conditions; low imposition of units critical respects to the people for whom the test was designed CASE STUDIES - descriptive record of experiences 4. Item Analysis - set of methods used to evaluate items - Low degree of manipulation of antecedent conditions; low to high imposition of a. ITEM DIFFICULTY - number of people who got the items correct units - the higher the item difficulty, the easier; the lower the item difficulty, the harder - optimal difficulty halfway between 100% and level of success expected by NON-EXPERIMENTAL APPROACHES chance alone (probability) a. Naturalistic observation - observing subjects in their natural environment; look - 0.30-0.70 tends to maximize information differences among difficulties. at behavior in a natural setting without intervention b. ITEM DISCRIMINABILITY - determines whether the people who have done well b. Participant observer studies - the researcher immerses themself in a particular on the item have also done well on the whole test social setting or group, observing the behaviors c. Archival studies - existing records reexamined for a new purpose d. Qualitative research - words more than numbers PSYCHOLOGICAL TESTS 2. Conflicts between Ethics and Law: When ethical guidelines conflict with legal Stanford-Binet Intelligence Tests - to help place children in appropriate requirements, psychologists should first attempt to resolve the conflict in a way educational settings that adheres to ethical principles. If the conflict cannot be resolved, they must - Determine the level of intellectual and cognitive functioning in children and comply with the law but continue to uphold ethical standards as much as adults and assists in the diagnosis of a learning disability possible. - First significant applicant of the IQ concept 3. Providing Service in Emergencies: In emergency situations where necessary - Subject’s mental age in conjunction with the IQ to obtain a ratio score mental health services are not available, psychologists should provide the Wechsler Intelligence Scale - determining a child's intellectual abilities and required services to ensure individuals are not deprived of care. These services particular strengths and weaknesses in cognitively understanding his or her world should be provided cautiously and discontinued once the emergency has ended, Wechsler Adult Intelligence Scale (WAIS): 16 - 90 years old with appropriate referrals made for continued care. Wechsler Intelligence Scale for Children (WISC): 2.5 - 7 months old 4. Personal Problems and Conflicts: Psychologists should refrain from initiating Wechsler Preschool and Primary Scale of Intelligence (WPPSI): professional activities if personal problems are likely to interfere with their 6 to 15 years old competence. If personal issues arise, they should seek professional consultation Bayley Scales of Infant Development - intelligence levels 1 to 42 months old or assistance and determine whether to limit, suspend, or terminate their Appearance, Pulse, Grimace, Activity, and Respiration (APGAR) Test professional duties. - a test given to newborns soon after birth 5. Avoiding Harm: Take reasonable steps to avoid causing harm to clients, - quick test performed on a baby at 1 and 5 minutes after birth, some at 10 mins. students, research participants, and others. This includes minimizing foreseeable - (1) determines how well the baby tolerated the birthing process; (2) how well harm and addressing any harm that occurs as a result of professional activities. the baby is doing outside the mother's womb 6. Informed Consent and Recording: Obtain informed consent from clients before Woodcock-Johnson - used to assess cognitive strengths and weaknesses, recording their voices or images. Clearly explain the purpose and anticipated identify learning disabilities uses of the recordings. Ensure that clients understand the nature of the services, Raven’s Progressive Matrices - non-verbal test typically used to measure potential risks, and limits of confidentiality. general human intelligence and abstract reasoning 7. Release of Results: Test results and interpretations should be released only to individuals or entities explicitly agreed upon by the client. When explaining PERSONALITY TEST results, use non-technical language and ensure that the information is 16PF - self-report personality test that helps uncover central dimensions within understood by the client or their representatives. the normal personality sphere. 8. Test Usage: Use tests that are appropriate for the client's language, - Three unusual responses: competence, and other relevant characteristics. Ensure that tests are a. Impression management - social desirability administered by qualified professionals and that the results are interpreted b. Infrequency - playing safe accurately, considering the purpose of the assessment and the client's context. c. Acquiescence - always say yes Rorschach Inkblot test - projective test; used to diagnose personality and Declaration of Principles: Psychologists and psychometricians adhere to universal mental health disorders ethical principles, emphasizing Respect for the Dignity of Persons and Peoples Thematic Apperception Test - by Henry Murray and Christiana Morgan (recognize and respect the inherent worth of all individuals, ensuring privacy, - reveals subconscious dynamics through the stories they tell confidentiality, and informed consent), Competent Caring for the Well-Being of Persons Edwards Personal Preference Schedule (EPPS) - a forced choice, objective, and Peoples (provide services that benefit individuals and communities, do no harm, and non-projective personality inventory correct any harm that occurs. Maintain competence through continuous learning), MBTI Integrity (uphold honesty, transparency, and accuracy in all professional activities. Avoid Bender Visual-Motor-Gestalt Test - brain damage conflicts of interest and exploitation), and Professional and Scientific Responsibilities Sceno Test - play therapy; speedy assessment to Society (contribute to the knowledge and well-being of society, conduct affairs ethically, and promote high ethical standards in all professional activities). CODE OF ETHICS 1. Integrity of the Test: Ensure that all tests are administered, scored, and LEVELS OF THE TEST interpreted accurately and fairly. Use only validated and reliable tests, and avoid Level A - Achievement tests; anyone can administer the test using outdated or obsolete tests. Maintain the security of test materials to prevent Level B - Objective tests & Group intelligence tests; RPm and RPsy misuse. Level C - Projective tests & Individual intelligence tests; RPsy