Becks Depression Inventory and Checklist II (BDI-II)

Type: Structured

Description:
BDI-II is a short screening device used to indicate the severity of depression with individuals already
diagnosed with depression. It is composed of 21 items of self-administered inventory designed to measure
the intensity of depressive symptoms in psychiatric and non-psychiatric populations of both adults and
adolescents. Each item contains a header that is intended to focus the examinee on the general purpose
of the response options.

Materials: Becks Depression Inventory and Checklist II (BDI-II)

Administration: Pen and paper self-administration.

References:
Nykiel, P. (2007). Examination of the Psychometric Properties of the Beck Depression Inventory- II: using the
Rasch Measurement Model (Dissertation). Adler School of Professional
Psychology. Illinois.
Seigert, R. (2009). An examination of the factor structure of the Beck Depression Inventory-II in a
neurorehabilitation inpatient sample.Journal of the International Neuropsychological
Society.15 (01)
Becks Depression Inventory and Checklist II Manual. Retrieved 5 November 2013 at
http://www.pearsonclinical.co.uk/Psychology/AdultMentalHealth/AdultMentalHealth/BeckDepressionInve
ntory-II(BDI-II)/BeckDepressionInventory-II(BDI-II).aspx

Draw-A-Person (DAP)

Type: Projective/ Personality test

Description:
The DAP is based on the assumption that an individual will be that an individual will be forced to
structure this relatively unstructured situation in accordance with his/her basic typical, and unique
personality dynamics, revealing essential data about self through drawing a person. It is also assumed that
in drawing of a person, the subject will present, to some degree, both his self-image and his ideal self-
image. The subject may present a person of significance to him/her. Aspects such as the size of the head,
placement of the arms, etc. are thought to reveal a range of personality traits.

Materials: 8 ½” x 11’ white paper, No.2 black lead pencil

Administration:
The subject is to be told, “Please draw a picture of a person.”No further instructions need be given, as the
purpose is to provide subject with as nearly an unstructured situation as is possible. Questions raised by the
subject are answered: “That is up to you.”
The Examiner is to closely observe the behavior of the subject and record spontaneous verbalizations.
During the administration, the subject may be concerned about the artistic qualities of his/her drawings. It is
permissible to assure the subject that this is not a test of artistic ability and that artistic ability, as such, is not
really considered when the test is scored and interpreted. Explain to the curious subject that DAP
drawings are helpful in understanding the thinking and feeling of the subject.
When the first figure is drawn, the Examiner asks the subject to draw a figure of the opposite sex. The
Examiner is careful to avoid using the words “male” or “female” permitting the subject to define its first
figure as male or female. Occasionally a subject claims that his/her first figure is nonsexual. It is permissible
for the subject to draw another figure and continue with a drawing of the opposite sex, or else he can
consider the first figure as of either sex, whichever he desires.
If the subject’s drawings are stereotyped figures, i.e., stick figures, cartoons, or stylized drawings, it is fruitful
to repeat the test until a complete figure is drawn. Upon completion of the DAP, the Examiner thanks the
subject for his cooperation and marks the drawings to indicate the name of the subject, his age, sex, date
of testing, and sequence of drawings. Individuals tend to make changes which improve figures, showing
better balance and control: anxiety ridden persons tend to make changes which reveal poor control,
rigidity, brittleness and constriction.

Reference:
Laak, J., Goede, M., and Rijswijk, A. (2005).The Draw-A-Person Test: An Indicator of Children’s Cognitive and
Socioemotional Adaptation? The Journal of Genetic Psychology. 166 (1), 77–93

Draw-a-Woman Scale
Type: Projective

Description:
The child is asked to draw a woman or a picture of herself. The scoring is of 73 characteristics specified in
the manual. The test offers a relatively quick method of assessing general and cognitive development.

Materials: 8 ½” x 11’ white paper

No.2 black lead pencil

Administration:
“Draw a picture of a woman. Make the very best picture you can. Be sure to make your whole woman, not
just the head and shoulders.”
Move all the books and pictures out of sight to avoid children copying human figures from them.

References:
Harris, D. B. (1963). Children's drawingas measures of intellectual maturity. New York:Harcourt, Brace 81
World,
Vass, Z. (2012). A Psychological Interpretation of Drawings and Paintings. The SSCA Method: Systems
Analysis Approach. Alexandra Publishing. Page 890

Edwards Personal Preference Schedule (EPPS)

Type: Structured

Description:
The Edwards Personal Preference Schedule (EPPS) is a scale designed to measure 15 personal needs,
originally proposed by H. A. Murray. The scale, authored by Allen Edwards, was constructed to provide
ipsative information on how people rank one need relative to their other needs, as well as normative
information on their needs compared with other people.

Materials: Edwards Personal Preference Schedule answer sheet

Administration: Pen and paper administration

References:
Matthew E. Kaler & Jo-Ida C. Hansen (2007). Edwards Personal Preference Schedule. Encyclopedia of
Measurement and Statistics.
Piedmont, R. Costa Jr., and McCrae R. (1992). An Assessment of the Edwards Personal Preference Schedule
From the Perspective of the Five-Factor Model. Journal of Personality Assessment. 58, 1 pages 67-78

Family Adaptability and Cohesion Evaluation Scale (FACES-III)

Type: Structured
Description:
FACES-III is a 20 item instrument designed to measure two main dimensions of family functioning: cohesion
and adaptability. It is based in the Circumplex Model of family functioning which asserts that there are
three central dimensions of family behavior: cohesion, adaptability (ability to change),
and communication. This instrument is designed to place families within the Circumplex Model and does so
by assessing how family members perceive their family and how they would like it to be (ideal). Thus, the
same 20 items on the FACES-III are responded to in two different ways, It can also be used with couples by
simply changing
the cording on some of the items (e.g. the first item becomes, “We ask each other for help”). Clinical rating
scales for therapists are also available for each of the three dimensions of the family functioning.

Materials: FACES-III questionnaire and pencil

Administration: Pencil and paper; or oral.

References:
Fischer and Corcoran. (2007). Measures for Clinical Practice and Research: A Sourcebook Volume 1:
Couples, Family and Children. New York. Retrieved from (25 October 2013)
Kouneski, E. (2000). The Family Circumplex Model, FACES II, and FACES III: Overview of Research and
Applications. (Doctoral Dissertation).
Smith, S. (1996). Clinical Utility of the Family Adaptation and Cohesion Evaluation Scales III (FACES
III).(Doctoral dissertation)

Family Assessment Device (FAD)

Type: Structured

Description:
The FAD is a 60-item questionnaire designed to evaluate family functioning on seven dimensions which
are problem solving, communication, roles, affective responsiveness, affective involvement, behavior
control and general functioning.

Materials: FAD questionnaire and pencil

Administration: Pencil and paper; or oral.

Reference:
Stevenson-Hinde, J. and Akister, J. (1991). Identifying families at risk: exploring the potential of the
McMaster Family Assessment Device. Journal of Family Therapy.13: 41 1-421

Family Relationship Inventory (FRI)

Type: Structured

Description:
The FRI consists of 50 items in a small card or paper, consisting of which may be used to describe self or
various family members. 25 items have positive valences (e.g., Strong-dependable), and 25 items have
negative valences (e.g., Yells and screams a lot). Each respondent is asked to assign the items to self or
another family member, or to no one (wastebasket). The sum of the response valences (either +1 or -1)
constitutes a score.

Materials: FRI Tabulation Form

FRI Scoring Form
FRI Family Gram
FRI Question Items

Administration:
Each item will be answered by an assigned respondent or family member and are asked to score every
item assigned for self or another family member, or to no one (wastebasket).

References:
Edwards B, Clarke V. (2005). The validity of the family relationships index as a screening tool for
psychological risk
in families of cancer patients.Psychooncology.14 (7):546-54
http://www.tjta.com/products/tst_019.htm Retrieved 25 October 2013

Filipino Self-Appraisal Inventory (Security-Insecurity Inventory)

Type: Structured

Description:
This is a 50-item test used with 5-point Likert scale authored by Dr. Salud Evangelista. It measures security
and insecurity of Filipino college students. It is composed of 6 subscales which are safety, self-confidence,
trust, love, acceptance and competence.

Materials: Filipino Self-Appraisal Inventory Form

Administration: Pen and paper administration

Reference:
Cipres-Ortega, S. and Guanzon-Lapeña, M. Locally Developed Psychological Tests: A Critical Review.
Transactions of the National Academy of Science and Technology.Vol. 19. Retrieved at (25 October 2013)
http://www.nast.ph/index.php?option=com_docman&task=doc_view&gid=904&tmpl=component&format
=raw&Itemi
d=7

Fuld Object-Memory Evaluation

Type: Structured

Description:
The Fuld Object-Memory Evaluation allows the examiner to evaluate memory and learning under
conditions that virtually guarantees attention and minimize anxiety. It eliminates questions about the effects
of poor vision, hearing, language handicaps, cultural differences or inattention because the procedure
guarantees attention even under adverse testing conditions. This test is usually used for screening
dementia.

Materials: Bag of 10 common subjects, identifiable by touch

Record Form
Stop watch

Administration:
Prepare materials and say, “I have 10 common subjects in this bag. I want you to see if you can identify
them by touch, without looking. Put your left hand in the bag and find something. Don’t pull it out (Prevent
the subject from doing so). Examine it with your fingers. What do you think it is?” (Repeat, alternating hands
exactly as indicated on record form, for all 10 objects.)
Observe the subject’s ability to present hand requested. Does he actively explore object?
Record object-time or description the subject gives. Record it in numerical order of object-naming.
Say, "Now let’s see if you’re right.” (Patient pulls object out.) Elicit name if not correct before. Record.
Accept any reasonable name; supply if not forthcoming. If the subject’s object-name is too complex, e.g.
“Round plastic container to keep pills in,” Say, “Let’s call it a (bottle), OK?” Replace all objects in bag. Bag
remains closed but within sight for remainder of the test.

Rapid Verbal Retrieval

Say, “Now I want you to tell me, as quickly as you can all the different girls’ (boys’) names (same sex as the
patient) you can think of. Ready, go! Start stopwatch. Time: 60 seconds. Record names. When patient
pauses, encourage to keep trying.

60 Second Recall
Say, “Remember the things from the bag? I’d like to see how many of you can recall,” Start stopwatch.
Check off items recalled inder Trial 1, etc. As necessary, encourage patient to keep trying; complete recall
is much harder than people expect. Time for each trial: 60 seconds.
Remind the subject only of items missed. Allow exactly five seconds after each word (slow rate). Then elicit
Rapid Verbal Retrieval from second category (see record form), allowing only 30 seconds. (For affective
categories, say, “ I want you to tell me, as quickly as you can, all the different things you can think of that
make people happy (sad)… things that make you happy (sad). Go ahead.” Alternate the recall of bag
items, reminders, and rapid verbal retrieval (30 seconds) for the remaining trials.

Delayed Recall and Oral Multiple Choice Recognition Testing

After a 5 minute interval filled by other verbal testing: Elicit recall of items from bag. Encourage effort for 1
full minute unless all 10 items recalled sooner. Ask for multiple choice recognition of each item not recalled.
The total number of items either recalled or recognized shows the number of items about which information
is retained in storage.

References:
The Fuld Object-Memory Evaluation Manual Stoelting Instrument Company, Chicago (1981)
Bowen, J. (1997). Progression to dementia in patients with isolated memory loss.The Lancet.349(9054), 763–
765

The Hand Test

Type: Projective

Description:
The Hand Test is a simple projective technique widely used to measure action tendencies—particularly
acting-out and aggressive behavior—in adults and children (at least 5 years of age). It is a non-threatening
and easily administered in just 10 minutes that is used for personality evaluation.

Materials:
Actual Hand Test Kit includes 25 Scoring Booklets; 1 Set of Picture Cards; 1 Manual; 1 Hand Test
Manual Supplement: Interpreting Child and Adolescent Responses

Administration:
Using pictures of hands as the projective medium, the Hand Test elicits responses that reflect
behavioral tendencies. The client is shown 10 picture cards, one at a time. These contain simple line
drawings of a hand in various positions. The client’s task is to explain what each hand is doing. To score the
Hand Test, you simply classify responses according to clear-cut quantitative and qualitative scoring
categories.The quantitative scores (such as Aggression, Exhibition, Communication, Dependence,
Acquisition, Tension, and Withdrawal) reflect the individual’s overt behavior—how he or she interacts with
others and the environment. The qualitative scores generally reflect feelings and motivations underlying the
imparted action tendencies. The test also provides six summary scores, including an index of overall
pathology and acting-out ratio, which is used to predict aggressive behavior.
References:
Edwin E. Wagner (1979). Diagnostic Applications of the Hand Test.Clinical Diagnosis of Mental Disorders
A Handbook . Plenum Press, New York. pp 393-443
Vagaggini M. (1976). Hand test as an instrument for the prediction of aggressive behavior [Article in Italian].
Quad CriminolClin.18(1):71-91.
http://www.psychpress.com.au/psychometric/product-page.asp?ProductID=3717 Retrieved 29 October
2013
http://portal.wpspublish.com/portal/page?_pageid=53,69285&_dad=portal&_schema=PORTAL Retrieved
29
October 2013

House – Tree – Person Projective Drawing Techniques (H-T-P)

Type: Projective

Description:
The House-Tree-Person (H-T-P), developed by John N. Buck and Emmanuel Hammer, is one of the
most distinguished and widely used projectives. The H-T-P is popular not only because it yields abundant
clinical information yet time efficient.
The H-T-P can be administered to anyone over the age of 3. The subject simply produces three drawings--of
a house, a tree, and a person. Then he or she is given the opportunity to describe, define, and interpret
these drawings.
Because drawing can reduce tension in testing situations, the H-T-P is often administered as the first in a
battery of psychodiagnostic tests. It is an ideal way to assess personality in individuals who are culturally
different, educationally deprived, developmentally disabled, or non-English-speaking. H-T-P drawings are
highly sensitive to the presence of psychopathology--early in its development.The H-T-P is a nonthreatening
way to obtain clinically useful information.

Materials: HTP drawing form and interpretation booklet

Several No. 2 lead pencils
Set of crayons with at least 8 colors
A stopwatch to record latency and total drawing time

Administration:
(1) Ask the client to make a freehand pencil drawing of a house, tree and person (and a person of the
opposite gender) on 3 separate sheets of paper.
a. Present the paper in the horizontal orienatation with the word HOUSE on top of the person’s point of
view.
b. Present paper in vertical orientation for the TREE and PERSON drawings.
c. Clear view of the page while the client is drawing. Note the order of details drawn, observe and record
unusual events in the drawing sequence. There is no time limit.
d. Instruct the client to choose a pencil and say, “I want you to draw a picture of a house. You may draw
any kind of house you wish and to do the best you can. You can erase as much as you like. You make take
time as much time you need. Just do your best. “
e. Repeat the instructions for the tree and person drawings.
(2) Do the structured post drawing inquiry (appended).
(3) Ask the client to make again a drawing of a house tree person using colored crayons (can be done on
the same sheet)
(4) Ask follow up questions about the colored drawings.

Reference:
Polatajko, H. and Kaiserman, E. (1986).House-Tree-Person Projective Technique: A Validation of its Use in
Occupational Therapy. CJOT. Vol. 53 — No. 4
Buck, J. (1948). House-Tree-Person Manual.Western Psychological Services (WPS), Retrieved 4 November,
2013
http://portal.wpspublish.com/portal/page?_pageid=53,70613&_dad=portal&_schema=PORTAL
The Inner View Questionnaire

Type: Structured

Description:
The InnerView Questionnaire has sixteen groups of eight items (descriptive phrases) ineach group and
a seventeenth group of eleven items. The person answering the questionnaire ranks the items in the first
sixteen groups in order, according to which describes him/her the most. There are a total of six integrated
tests of suitability assessments which are Values Inventory, Interest Inventory, Task Preferences Inventory,
Personal Honesty Assessment, Work Environment Preferences, and Personality / Motivation Assessment.
The person rates the items in the seventeenth group. Most of the items are repeated in different groups that
allow the scores to be analyzed for consistency and yields greater scoring accuracy. It is a suitability
profiling system used in job selection and employee development. It can be used for staff selection, team
development, staff development, training needs assessment, conflict resolution, career counseling and
other similar human resource development functions.

Materials: Inner View Questionnaire

Administration: Pen and paper administration.

Reference:
Lewis,K., et. al. (2004). The Psychometric Properties of the Inner Strength Questionnaire for Women with
Chronic Health Conditions. Doctoral Dissertation. Virginia Commonwealth University

Keirsey Temperament Sorter

Type: Structured

Description:
The Keirsey Temperament Sortert is a 70 question personality instrument that helps individuals discover
their personality type. It is based on Keirsey Temperament Theory.
According to Keirsey Temperament Theory, there are four basic temperament groups which describe
human behavior. Keirsey’s four temperaments are referred to as Artisans, Guardians, Rationals and Idealists.
These four temperaments can be further subdivided, often referred to as “Character Types”. There are four
types of Artisans, four types of Guardians, four types of Rationals, and four types of Idealists.

Materials: Keirsey Temperament Sorter Form

Administration: Pen and paper and/or online administration.

Reference:
Keirsey, D &Bates, M. (1984). Please Understand Me Character and Temperament Types. Prometheus
Nemesis Book Company
Jugovic, H. and Kelly, K. (2001).Concurrent Validity of the Online Version of the Keirsey Temperament Sorter
II. Journal of Career and Assessment. 21(4)
www.keirsey.com Retrieved 29 October 2013

Kinetic Family Drawing

Type: Projective/ Personality test

This test is used to elicit the subject’s attitudes toward his or her family and the overall family dynamics. It
is sometimes used for evaluation of child abuse.

Description:
The Kinetic Family Drawing is a projective test developed by burns and Kaufman (1970) that requires the
subject to draw a picture of his or her entire family. The subjects are asked to draw a picture of their family,
including themselves, ‘doing something’.

Materials: 8 ½” x 11’ white paper

No.2 black lead pencil

Administration:
Tell the subject that you want to do something different during the session and ask if them to ‘draw a
picture of everyone in their family doing something’. Traditional administration is that Examiner leaves the
room and return once the picture is completed.

References:
Handler, L and Habenicht, D. (1994). The Kinetic Family Drawing Technique: A Review of Literature. Journal
of Personality Assessment.62(3), 440-464

Manual for Raven’s Progressive Matrices and Vocabulary Scales

Type: Structured

Description:
Raven’s Progressive Matrices and Vocabulary Scales measure two complementary components of general
intelligence. The Progressive Matrices measure eductive ability. The term comes from Latin educere,
meanin ‘to draw out’. It thus refers to the ability to make the sense of complex situations, to draw meaning
out of confusion, to perceive and think clearly. The Vocabulary Scales measure reproductive ability: the
ability to store and reproduce information. These two components are reasonably distict, have different
genetic and environmental origins, and predict different types of contribution to workplaces and the
community. Used together, the two tests provide information that can be obtained from full-length
‘intelligence’ tests.
The APM consists of 48 items that is also consists of two sets. Set 1 can be used as either as a practice test
for Set 2 or as a rough screening test. Set 2 can be used either as a test of ‘intellectual capacity’ when
administered without a time limit or as a test of ‘mental efficiency’ when used with a time limit.

Materials: Raven’s Progressive Matrices and Vocabulary Scales

(Advanced Progressive Matrices Sets I &II)
Administration: Pen and paper administration.

References:
Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven's progressive matrices and vocabulary
scales. Oxford: Oxford Psychologists Press.
Raven’s Progressive Matrices and Vocabulary Scales (Advanced Progressive Matrices Sets I & II)Retrieved
5 November 2013 at http://www.pearsonassessments.com/haiweb/cultures/en-
us/productdetail.htm?pid=015-4686-76X&Community=CA_Ed_AI_Ability

Manwal ng Panukat ng Ugali at Pagkatao

Type: Structured

Description: The Panukat ng Ugali at Pagkatao (PUP) is a psychological measure that may be used for
research, recruitment and/or admission in an institution. It is composed of 24 subscales that indicate
dimensions of Filipino characteristics. The 24 subscales are composed of 119 items in total. There are also 2
validity subscales that are composed of 14 items. Aside from this, there are also an additional 19 items
about self-determined traits and another 8 additional items. Overall, PUP is composed of 160 items. There
are two types of PUP Filipino version that can be used, the Form A and Form B.
Materials: Panukat ng Ugali at Pagkatao Forms A or B

Administration: Pen and paper administration.

References:
Cheung, S. F., Cheung F. M., et. al. (2003). Indigenous Measures of Personality Assessment in Asian
Countries: A Review. Psychological Assessment: American Psychological Association. 15(3) 280–289
del Pilar, Gregorio E. (2011). The Development of the Masaklaw na Panukat ng Loob (Working Paper)
Guanzon-Lapeña, M. A., et. al. (1998). Indigenous Personality Measures: Philippine Examples. Journal of
Cross-Cultural Psychology. 29: 249

Mental Status Examination Rapid Record Form

Type: Structured

Description:
The Mental Status Examination (MSE) is a structured assessment of the patient's behavioral and
cognitive functioning.The MSE does not need to be a standardized test. It includes descriptions of the
patient's appearance and general behavior, level of consciousness and attentiveness, motor and speech
activity, mood and affect,
thought and perception, attitude and insight, the reaction evoked in the examiner, and, finally, higher
cognitive abilities. The specific cognitive functions of alertness, language, memory, constructional ability,
and abstract reasoning are the most clinically relevant.
Its validity and reliability are not based on psychometric properties, but on its simplicity and its
consistent sequential inquiry (Rogers, 2001). This method of investigation is relatively independent from the
verbal content of an interview, and it is uniquely tuned to the identification of specific behavioral
manifestations that are diagnostically and prognostically significant. The MSE can be part of a formal
clinical interview or part of any type of interaction with a patient. The MSE method allows the examiner to
observe and identify selected targeted behaviors that are specific objectives for intervention.

Materials: Mental Status Examination Rapid Record Form

Administration: Interview and observation administration.

References:
Schwartz, E. (2010). Mental Status Examination.Corsini Encyclopedia of Psychology.1–2.
Martin, D. (1990). Chapter 207: The Mental Status Examination. Clinical Methods: The History, Physical,
and Laboratory Examinations. 3rd edition.Boston: Butterworths

Mini Mental Status Exam (Filipino version)

Type: Semi Structured

Description:
The MMSE is a brief, quantitative measure of cognitive status in adults. It can be used to screen for
cognitive impairment, to estimate the severity of cognitive impairment at a given point in time, to follow
the course of cognitive changes in an individual over time, and to document an individual's response to
treatment.

Materials: Mini Mental Status Exam Form and pen.

Administration: Either through oral or written.

Reference: *Actual paper available in the laboratory.

Multidimensional Aptitude Battery

Type: Structured

Description:
The MAB-II can be administered individually or in groups via paper-and-pencil format. Software
administration is also available. The time limit for each subtest is seven (7) minutes, so one (1) battery of five
(5) subtests can easily be administered in one sitting, or the entire test in 100 minutes. Any combination of
subtests can be administered for shorter forms. The MAB-II assesses 10 distinct domains of human intellectual
functioning, grouped into two (2) broader categories, as follows: Verbal: Information, Comprehension,
Arithmetic, Similarities, Vocabulary and Performance: Digit Symbol, Picture Completion, Spatial, Picture
Arrangement, Object Assembly.

Materials: Multidimensional Aptitude Battery Verbal and Performance, Answer sheet

Administration: Pen and paper administration

References:
Wallbrown, F., Carmin, C., and Barnett R. (2006). A further note on the construct validity of the
multidimensional aptitude battery. Journal of Clinical Psychology. 45, 3, pages 429–433.
MAB II Retrieved 25 November 2013 at http://www.sigmaassessmentsystems.com/assessments/mab.asp

Myers-Briggs Type Indicator (Form G)

Type: Structured

Description:
It is a self-inventory that classifies an individual into one of sixteen personality types using four combinations
of two orientations of life, extraverted (E) and introverted (I); two ways of perceiving, sensing (S) and
intuitive (N); two ways of judging, thinking (T) and feeling (F); and two attitudes in respect to the outer
world, judging and perceptive.

Materials: Myers-Briggs Type Indicator Form G and Manual

Administration: Pen and paper administration

References:
McCrae, R. R. and P. T. Costa. Reinterpreting the Myers-Briggs Type Indicator from the Perspective of
theFive-Factor Model of Personality.Journal of Personality, Vol. 57, No. 1 (1989), pp. 12-40.
Myers, I. B., & McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs
type indicator. Palo Alto, CA: Consulting Psychologists Press.

NEO PI-R – Revised NEO Personality Inventory *NEO Tagalog Answer Sheet only

Type: Structured

Description: The NEO PI-R is a measure of the five major domains of personality as well as the six facets that
define each domain. Taken together, the five domain scales and thirty facet scales of the NEO PI-R
facilitate a comprehensive and detailed assessment of normal adult personality. The NEO PI-R is recognized
internationally as a gold standard for personality assessment. Today, reputable developers of personality
tests for the occupational market will as a matter of course publish data on the relationship of their tests
with the five factor model using one form or another of the NEO as the benchmark. The total amount of
recent data from high level academic journals concerning the NEO PI-R underpins its quality.

Materials: NEO PI-R Scale and Answer sheet

Administration: Pen and paper administration

References:
Lord, Wendy (2007). NEO PI-R - A Guide to Interpretation and Feedback in a Work Context. Hogrefe Ltd,
Oxford.
Morasco, B. (2007). The Utility of the NEO-PI-R Validity Scales to Detect Response Distortion: A Comparison
with the MMPI-2. Journal of Personality Assessment. 88(3), 276-283 P.T. (Jr.) Costa, R.R. McCrae Hogrefe Ltd.
The Test People, Oxford. Retrieved 8 November 2013 at http://www.unifr.ch/ztd/HTS/inftest/WEB-
Informationssystem/en/4en001/d590668ef5a34f17908121d3edf2d1dc/hb.htm

Neuropsychiatric Inventory Questions

Type: Structured

Description:
The Neuropsychiatric Inventory (NPI) was developed to provide a means of assessing neuropsychiatric
symptoms and psychopathology of patients with Alzheimer’s disease and other neurodegenerative
disorders. The NPI has been used to characterize the neuropsychiatric symptom profiles in a variety of
neurological diseases.
Ten behavioral and two neurodegenerative areas are included in the NPI: (1) Delusions, (2)Hallucinations,
(3) Agitation/Aggression, (4)Depression/Dysphoria,(5)Anxiety, (6) Elation/Euphoria (7) Apathy/Indifference
(8) Disinhibition(9) Irritability/Lability, (10) Aberrant motor behavior and (1) Sleep and Nighttime Behavior
Disorders and (2) Appetite and Eating Disorders.
It has proven to be sensitive to change and has been employed to capture treatment related behavioral
changes in patients receiving cholinesterase inhibitors, antipsychotic agents, melatonin and a variety of
other antidementia and psychotropic compounds.

Materials: Neuropsychiatric Inventory (NPI) Questionnaire

Administration:
Administration is through interview and observation. Questions should be asked exactly as written.
Clarification should be provided if the caregiver does not understand the question. Acceptable
clarifications are restatements of the questions in alternate terms.

References:
Bahia, V. and Viana, R. (2009).Accuracy of neuropsychological tests and the Neuropsychiatric Inventory in
differential diagnosis between Frontotemporal dementia and Alzheimer’s disease.DementNeuropsychol.
3(4):332-336
Cummings, Jeffrey L. (2009). Neuropsychiatric Inventory. Mary S. Easton Center for Alzheimer’s Disease
Research at UCLA. California.

The Offer Self-Image – Questionnaire for Adolescents (OSIQ)

Type: Structured

Description:
The OSIQ is a self-descriptive personality test that can be used for measuring the adjustment of teenage
boys and girls between the ages of 13 and 19. It contains 130 items (simple statements) to measure
adjustment in 11 content areas that are considered important in the psychological world of the teenager.
The adolescent is required to indicate how much the single statement fits his description choosing within 6
points according to the Likert scale. The OSIQ is a questionnaire designed to assess the personality traits of
a person, that can be used to select a group of adolescent who are characterized by a particular range
of personality features.

Materials: OSIQ Form

Administration: Pen and paper administration

References:
Patton, W. and Noller, P. (1994).The Offer Self-Image Questionnaire for adolescents: Psychometric
properties and factor structure. Journal of Youth and Adolescence.23(1):19-41.
Lindfors, K., et. al. (2005).Construct Validity of the Offer Self-Image Questionnaire and Its Relationship with
Self-Esteem, Depression, and Ego Development. Journal of Youth and Adolescence.34 (4),389-400

Panukat ng mga Katangian ng Personalidad

Type: Structured

Description:
The Panukat ng mga Katangian ng Personalidad began with 6,900 person-descriptive terms culled from a
Filipino dictionary and reduced to 1,297 personality-related adjectives as agreed upon by Filipino judges
and samples of college students. Versions of the instrument containing from 281 to 861 adjectives were
factor analyzed in three samples, yielding seven factors that replicated fairly consistently. The available tool
in the laboratory is composed of 253 items of descriptive personality-related terms version.

Materials: Panukat ng mga Katangian ng Personalidad

Administration: Pen and paper administration.

References:
Cheung, S. F., Cheung F. M., et. al. (2003). Indigenous Measures of Personality Assessment in Asian
Countries: A Review. Psychological Assessment: American Psychological Association. 15(3) 280–289
Del Pilar, Gregorio E. (2011). The Development of the Masaklaw na Panukat ng Loob (Working Paper)
Guanzon-Lapeña, M. A., et. al. (1998). Indigenous Personality Measures: Philippine Examples. Journal of
Cross-Cultural Psychology. 29: 249

Panukat ng Pagkataong Pilipino (PPP)

Type: Structured

Description:
Panukat ng Pagkataong Pilipino (PPP) is a three-form personality measure which is designed to assess a
total of nineteen (19) dimensions of personality. Each personality dimension has a corresponding subscale
comprising a homogenous subset of items. These 19 dimensions have been clustered into three groups
(Form K, Form S, Form KS)
This measure was developed through an inductive approach beginning in 1978 (Guanzon-Lapeña et al.,
1998), drawing on materials collected in the local culture. The authors ranked the personality dimensions
mentioned and added dimensions from their literature review to derive 19 personality dimensions, including
Emotional Stability, Sociability, Risk Taking, Cheerfulness, and Respectfulness. The initial version of the
instrument was written in the Filipino language (Tagalog), had over 400 items, and was administered to a
sample of 245 respondents. Item analysis was conducted to select items based on the item–total
correlations, resulting in the 220-item first edition. The most recent version of the PPP has 210 items and is
available in English and three other Philippine languages.
Materials: Panukat ng Pagkataong Pilipino Form K Panukat ng Pagkataong Pilipino Form S Panukat ng
Pagkataong Pilipino Form KS Panukat ng Pagkataong Pilipino Scales (Psychometrics) Panukat ng
Pagkataong Pilipino Answer sheet

Administration: Pen and paper administration

References:
Cheung, S. F., Cheung F. M., et. al. (2003). Indigenous Measures of Personality Assessment in Asian
Countries: A Review. Psychological Assessment:American Psychological Association. 15(3) 280–289
Guanzon-Lapeña, M. A., et. al. (1998).Indigenous Personality Measures: Philippine Examples.Journal of
Cross-Cultural Psychology.29: 249

Purdue Non Language Test

Type: Structured

Description:
The Purdue Non-Language Test is designed to measure mental ability. It is “culture fair” and consists entirely
of geometric forms which show that it can be effectively used for persons having different cultural or
educational backgrounds.

Materials: Purdue Non Language Test Form A and B

Administration:
Instructions for administering the test after the test papers have been distributed are as follows: 1) Print your
name on the test booklet. 2) Do not open the test booklet until told to do so. 3) On the front page, look at
the sample form the 5 drawings that had been crossed out. 4) In the sample B, one of the five drawings is
different from the other 4. Cross out this different drawing with a big X. 5) Look at sample C. In this sample,
cross out the drawing that is different from the other 4 with a great big X. 6) In taking the test, you will find
sets of 5 drawings, cross out the different one with a good big X. 7) You may not be able to identify the
different drawings given in all of the sets, but do the best you can. It will not pay you to spend a great deal
of time on any one set. You will have 25 minutes – which is enough if you don’t spend too much time of the
sets. 8) Don’t skip around. Take sets in order. 9) Are there any questions? If none, open your test booklet
and go ahead. At the end of exactly 25 minutes, say: 10) Stop. Please pass in your test booklets.

References:
De Jesus, E. (1995). Handbook of Psychological Tests: Theories, Administration, Scoring and Applications.
Rex Bookstore, Manila
Seibert, W. F. (1958). A study of the Purdue Non-Language Adaptability Test.Journal of Applied Psychology,
Vol 42(6), Dec 1958, 376-378.

Rotter Incomplete Sentence Blank

Type: Projective

Description:
The Rotters incomplete sentence blank is an attempt to standardize the sentence completion method for
the use at college level. Forty stems are completed by the subject. These completions are then scored by
comparing them against typical items in empirically derived scoring manuals for men and women and by
assigning to each response a scale value from 0to6. The total score is an index of maladjustment.
The sentence completion method of studying personality is a semi structured projectivetechnique in which
the subject is asked to finish a sentence for which the first word or words aresupplied. As in other projective
devices, it is assumed that the subject reflects his own wishes, desires, fears and attitudes in the sentences
he makes.

Materials: Rotter Incomplete Sentence Blank Form

Administration: Pen and paper administration to individual or group.

References:
Holaday, M. et. al. (2000).Sentence Completion Tests: AReview of the Literature and Results of a Survey of
Members of theSociety for Personality Assessment. Journal of Personality Assessment.74(3), 371–383
Rotter, J. B., & Rafferty, J. E. (1950). The Rotter Incomplete Sentences Blank manual: College form. New York:
Psychological Corp.
http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=RISB-
2&Mode=summary
Retrieved 29 October2013

SRA Verbal

Type: General Ability Test

It is designed for both school and industry (with forms A and B) and can be used for all educational levels
from junior high school to college and employee levels from unskilled to middle laborers.

Description:
It measures the individual’s adaptability and flexibility in comprehending and following instructions, and in
adjusting to alternating types of problems. It is designed for both school and industry (with forms A and B)
and can be used for all educational levels from junior high school to college and employee levels from
unskilled to middle laborers.

Materials: SRA Verbal Form

Administration: Pen and paper administration

Reference:
SRA Verbal Manual (1984) Chicago: Science Research Associates
De Jesus, E. (1995). Handbook of Psychological Tests: Theories, Administration, Scoring and Applications.
Manila

Stanford-Binet Intelligence Scale Manual

Type: Structured

Description:
The Stanford-Binet Intelligence Scales, Fifth Edition (SB5) is a contemporary assessment with a rich tradition,
which began in 1916 when Lewis Terman completed his American revision of the Binet - Simon scale (1905,
1908). Through various editions, this assessment has become widely known and is acknowledged as the
standard for intelligence measurement.
As a battery of cognitive tests, the SB5 advances the assessment of strengths and weaknesses in the
cognitive processes of students who may be evaluated for learning disabilities. The SB5 supports early
prediction of emerging learning disabilities in children as young as four years old. Author research has
identified special predictive composite scores for identifying both Reading and Math disabilities.
Information on these composites is available in the Interpretive Manual. The SB5 provides comprehensive
coverage of five factors of cognitive ability: (1) fluid reasoning, (2) knowledge, (3) quantitative reasoning,
(4) visual-spatial processing, and (5) working memory.
The SB5 helps to diagnose a wide variety of developmental disabilities and exceptionalities and may also
be useful in: (1) clinical and neuropsychological assessment, (2) early childhood assessment, (3)
psychoeducational evaluations for special education placements, (4) compensation evaluations, (5)
providing information for interventions such as IFSPs, IEPs, career assessment, industrial selection, and adult
neuropsychological treatment, (6) forensic contexts and (7) research on abilities and aptitudes.

Materials: Stanford Binet (SB5) Kit: Examiner’s Manual Technical Manual Item Book 1 (Routing Subtest) Item
Book 2 (Nonverbal Subtest) Item Book 3 (Verbal Subtest) Record Forms Manipulatives (e.g. blocks, toys,
chips)

Administration:
The Item Books include the following:
Item Book 1 has the Matrices and Vocabulary subtests used as the initial assessment or Abbreviated Battery
IQ
Item Book 2 has the nonverbal subtests, arranged according to levels of difficulty, from Level 1 to 6—used
to adapt the test to the examinee’s ability (based on the initial Matrices subtest of Item Book 1). These
levels are clearly marked with a colored border on the bottom of the pages. Levels allow the test to be
tailored to the examinee’s ability, saving time and making the assessment accurate and reliable.
Item Book 2 has the verbal subtests, again arranged in levels of difficulty. The examinee begins at the level
suggested by the Vocabulary subtest in Item Book 1.
The Record Form was designed to match the widely used format of other IQ tests and guides the examiner
through the initial subtests, the Nonverbal sections, and Verbal sections in that order.

References:
Roid, G. and Tippin, S. (2009). Assessment of Intellectual Strengths and Weaknesses with the Stanford-Binet
Intelligence Scales – Fifth Edition (SB5). Practitioner’s Guide to Assessing Intelligence and Achievement.
John and Wiley Sons, New Jersey. Pages 127-151
Stanford-Binet Intelligence Scale (SB5). Retrieved 4 November 2013 at
http://www.riverpub.com/products/sb5/details.html and
http://www.proedinc.com/customer/productView.aspx?ID=4615

Trail Making Test

Type: Diagnostic

Description:
The Trail Making Test is a neuropsychological test of visual attention and task switching. The purpose of the
TMT is to test for the presence of brain injury. The TMT is a measure of attention, speed, and mental flexibility
as well as executive functioning.. It also tests spatial organization, visual pursuits, recall, and recognition.
Part A requires the individual to draw lines to connect 25 encircled numbers distributed on a page as fast
as possible while still maintaining accuracy. Part A tests visual scanning, numeric sequencing, and
visuomotor speed. Part B is similar except the person must alternate between numbers and letters and is
believed to be more difficult and takes longer to complete. Part B tests cognitive demands including visual
motor and visual spatial abilities and mental flexibility. Both sections are timed and the score represents the
amount of time required to complete the task.

Materials: Trail Making Test A and B

Administration:

Reference:
Shindo, A. (2013). Trail Making Test Part A and Brain Perfusion Imaging in Mild Alzheimer’s Disease.Dementia
and Geriatric Cognitive Disorders Extra.3(1).Retrieved from Karger Open Access. 25 October 2013
Tombaugh, T.N.T.N (2004). Trail Making test A and B: Normative Data Stratified by Age and Education.
Archives of Clinical Neuropsychology: The Official Journal of the National Academy of Neuropsychologists
19 (2): 203–214.
Trail Making Test. Published by Reitan Neuropsychology Laboratory (originally published by Adjutant
General’s Office, War Department, U.S. Army in 1944)

OTHERS
Clinical Psychology Dyad Exercise on Clinical Assessment: Interviewing and Observation

Type: Semi-structured

Description:
This is an outline of guide items on practicing assessment in the Clinical Psychology program especially
used in the Dyad(s) of the Psychology Laboratory as an exercise on clinical assessment (interviewing and
observation).

Materials: Clinical Assessment outline; Pen and paper

Administration: Through interview while jotting notes.

Reference: *Actual paper available in the laboratory.

Genogram
Type: Structured

Description:
Genogram is a diagram used of an ‘emotional family tree’ which is used as a diagnostic tool to look into
the different areas in the family such as their behavioral and emotional patterns, beliefs, ways of coping
and adapting, unresolved mourning/ traumas, family rules, rituals and myths. As closely similar practice in
genealogy, genogram may also be used to trace significant personalities and events in the family, its social
history as well as the context of the individual. This is used to determine any transmission of
multigenerational patterns and influences.

Materials: Paper and pen.

Administration: Interview and encoding of data.

Reference: *Actual paper available in the laboratory.

'

Norms for the Learning – Style Inventory (1976 version)

Type: Structured

Description:
The LSI was developed by David Kolb (1976, 1984) to assess individual learning styles. Kolb’s concept of
learning style is based on his theory of experiential learning, referred to as the Experiential Learning Model
(ELM). The ELM suggests that human beings learn by their direct experience of the world, by reflecting on
their experience, by conceptualizing and thinking abstractly about the world, and by actively participating
in the world. Learning is defined by Kolb (1984) as “the process whereby knowledge is created through the
transformation of experience”. This process is mediated on four dimensions that include the following: (a)
affective (sensing, feeling), (b) symbolic (cognitive, thinking skills), (c) behavioral (doing), and (d)
perceptual (skills of observation). Postulating a developmental theory of learning, Kolb envisions these four
dimensions as establishing the base of a cone, with the four dimensions creating an apex as the individual
develops and the learning style becomes more complex.

Materials:

Administration:
1. Complete the survey.
2. Score the LSI.
3. Education: discuss the Experiential Learning Cycle and the LSI.
4. Interpret and apply

References:
Kolb, D. Experiential Learning: Experience as the source of Learning and Development. Upper Saddle River,
N.J.: Prentice Hall, 1984
Willcoxson, L. and Prosser, M. (1996). Kolb's Learning Style Inventory (1985): review and further study of
validity and reliability. British Journal of Educational Psychology.66,(2). 247–257
R. J. Sternberg and L. F. Zhang (Eds.), (2000). Perspectives on cognitive, learning, and thinking styles. NJ:
Lawrence Erlbaum

Practicing to take the GRE – Psychology Test

Type: Structured

Description:
The GRE Subject tests are designed to help graduate school committees and fellowship sponsors assess the
qualifications of applicants in their respective subject fields. The test also provide students with a means of
assessing their own competence.
The test consists of about 200 multiple-choice questions. This practice test contains 195 questions used in
computing scores of the examinees who took the test (April 1983). The questions in the Psychology Test are
drawn from courses of study most commonly offered within the broadly defined field of psychology.

Materials: Practice test: GRE – Psychology Test and Answer sheet

Administration: Pena and paper administration

References:
Practicing to take the GRE – Psychology Test (1983). Published by Educational Testing Service for the
Graduate Record Examinations Board.

Sport Metacognitive Assistant Inventory (Answer sheet only)

Type: Structured

Description:
It is a self-report instrument used to assess your knowledge and habits while engaging in team sports. When
answering, keep in mind the team sport that you have frequently participated in

Materials: Sport Metacognitive Assistant Inventory

Administration: Pen and paper administration

Thematic Apperception Test Interpretation Guide

Type: Projective

Description: The Thematic Apperception Test, or TAT, is a projective measure intended to evaluate a
person's patterns of thought, attitudes, observational capacity, and emotional responses to ambiguous test
materials. In the case of the TAT, the ambiguous materials consist of a set of cards that portray human
figures in a variety of settings and situations. The subject is asked to tell the examiner a story about each
card that includes the following elements: the event shown in the picture; what has led up to it; what the
characters in the picture are feeling and thinking; and the outcome of the event.
Materials: Thematic Apperception Test Cards, pen and paper

Administration:
Showing 8-12 cards, say “I am going to show you some pictures, one at a time, and your task will be to
make up a story for each card. In your story, be sure to tell what has led up to the event shown in the
picture, describe what is happening at the moment, what the characters are feeling and thinking, and
then give the outcome. Tell a complete story with a beginning, middle, and end. Do you understand? I will
write your stories verbatim as you tell them. Here’s the first card.”

References:
Harrison, R. (1940). Studies in the Use and Validity of the Thematic Apperception Test with Mentally
Disordered Patients II: A Quantitative Validity Study.
Lundy, A. (1985). The reliability of the Thematic Apperception Test. Journal of Personality Assessment, 49141-
5.
Thematic Apperception Test Interpretation Guide Retrieved 25 November 2013 at
http://faculty.pepperdine.edu/shimels/Courses/Files/TAT%20Interp.pdf