Psychology Practical File Class Xii (2) 1

C BSE PSYCHOLOGY HELPER
Format for Psychology Practical File

1. Psychology Practical File with name, class and section and board roll no. [Front page]
2. Index
S.No. Particulars Signature
1. Introduction to psychological
testing
2. Raven`s Standard Progressive

Matrices
3. Maudley`s personality
Inventory
4. Adjustment inventory for

school students
5. Sinha`s comprehensive
anxiety test
6. Self-Concept Questionnaire
3. Introduction to Psychological testing [Heading page]
4. Psychological Tests
Psychological testingrefers to the administration of psychological tests. A psychological test is

"an objective and standardized measure of a sample of behavior". The termsample of
behavior refers to an individual's performance on tasks that have usually been prescribed
beforehand.
Performance on the items produces a test score. A score on a well-constructed test is believed to
reflect a psychological construct such as achievement in a school subject, ability, aptitude,
emotional functioning, personality, etc. Differences in test scores are thought to reflect individual
differences in the construct the test is supposed to measure. The technical term for the science
behind psychological testing is psychometrics.
Psychology practical Page 1

Types of tests
Tests have been developed to measure many different human developments. They are classified
as:
 On the basis of Administration – Group test and individual test

 On the basis of Behaviour – Ability tests [Intelligence tests and achievement tests],
Personality Tests [structures personality tests, projective techniques and behavioral
analysis]
 On the basis of context – Verbal tests, non-verbal tests, performance tests
[Define the above-mentioned from chapter 1 NCERT Psychology Book]
5. Fundamental Concept of Psychological Testing
Proper psychological testing is conducted after vigorous research and development in contrast to
quick web-based or magazine questionnaires that say "Find out your Personality Color," or
"What's your Inner Age?" Proper psychological testing consists of the following:
 Standardization - All procedures and steps must be conducted with consistency and
under the same environment to achieve the same testing performance from those
being tested.
 Objectivity - Scoring such that subjective judgments and biases are minimized, with
results for each test taker obtained in the same way.
 Test Norms - The average test score within a large group of people where the
performance of one individual can be compared to the results of others by
establishing a point of comparison or frame of reference.
 Reliability - Obtaining the same result after multiple testing. It refers to the
consistency of scores obtained by the same person when re-examined with the same
test with different set of questions at another time.

 Validity - The type of test being administered must measure what it is intended to
measure.
Types of Validity
Face Validity
Face validity is a measure of how representative a research project is ‘at face value,' and whether
it appears to be a good project.
Content Validity
Content validity is the estimate of how much a measure represents every single element of a
construct.
Criterion Validity
Criterion Validity assesses whether a test reflects a certain set of abilities.

 Concurrent validity measures the test against a benchmark test and highcorrelation indicates
that the test has strong criterion validity.

 Predictive validity is a measure of how well a test predicts abilities. It involves testing a
group of subjects for a certain construct and then comparing them with results obtained at
some point in the future.
Construct Validity
Construct validity defines how well a test or experiment measures up to its claims. A test
designed to measure depression must only measure that particular construct, not closely related
ideals such as anxiety or stress.
6. Application of Psychological testing
a. Detection of specific Behavior

Psychological test is used to measure and to detect the abilities of a person.
b. Individual Differences
A psychological test is used to measure the individual differences, that is different between
abilities of different persons and the performance of the same person at different time.
c. To diagnose by the Psychological Test
The psychological tests are usually used in clinical psychology.In clinical psychology a test's
function is to diagnose mental disorders.So tests are used in mental hospitals and coaching and
guidance centers for the assessment and diagnose of mental disorders.
d. Legal Classification
A psychological test helps in classifying a number of people into different categories For
example normal and abnormal, criminal and innocent, intellectual and mental retarded, able and
disable etc.
e. Promoting Self Understanding
A psychological test provide standardized information about the abilities, capabilities, aptitudes,
potential competencies interest, trait and states of a person which helps in understanding one's
personality and planning future prospective.
f.Program Evaluation
Effectiveness of a particular program is assessed by the applications of some kind of test. This

function is usually performed by an achievement test.

g. Scientific Inquiry or Research
Some experts use tests for research purpose which provide information about the mental level
and personality of the subject.
h. Military Selection
A closely related application of psychological testing is to be found in the selection and
classification of military personal. From simple beginnings in the World War-I, the scope and
variety of psychological tests employed in military situations underwent a phenomenal increase
during World War-II. Subsequently research on test development has been containing on a large
scale in all brands of the normed services.
i. Industry
In industry and business tests are helpful in selection and classifying personal for placement in
jobs that range from the simpler semiskilled to the highly skilled, from the selection of filling
clerks and sales-person to top management for any of these position, however test results are
only one source of information , though an important one.
Industrial and Organizational Psychology (also known as I-O psychology, industrial-
organizational psychology, work psychology, organizational psychology, work and
organizational psychology, industrial psychology, occupational psychology, personnel
psychology or talent assessment) applies psychology to organizations and the workplace.
Common research and practice areas for I-O psychologists include:
 Job performance
 Job analysis
 Personnel recruitment and selection
 Performance appraisal/management
 Individual assessment (knowledge, skills, and ability testing, personality assessment, work
sample tests, assessment centers)
 Psychometrics
 Compensation
 Training and training evaluation/Development
 Employment law
 Work motivation
 Job attitudes (e.g., job satisfaction, commitment, organizational citizenship, and retaliation)
 Human resources

 Organizational development (OD)

 Organizational research methods
 Technology in the workplace
 Group/team performance
 Employ safety and health
Essentially, industrial psychologists study the behavior of employees in a work setting. Although
industrial psychology didn't begin until the 1920's, the discipline has evolved rapidly and
revolutionized the workplace within the last century. Because the workplace is a social system,
the application of industrial psychology is useful in understanding its complexity.
j. Education
Psychological tests especially those of general intelligence and of specific aptitudes have very
extensive use in educational classification, selection and planning from the 1st grade (and
sometimes earlier) through the university. Prior to World War-II schools and colleges were the
largest users of psychological tests.
7. Pioneers of Psychology
Modern mental testing began in France in the 19th century. It contributed to separating mental
retardation frommental illness and reducing the neglect, torture, and ridicule heaped on both
groups.
Englishman Francis Galton coined the terms psychometrics and developed a method for
measuring intelligence based on nonverbal sensory-motor tests. It was initially popular, but was
abandoned after the discovery that it had no relationship to outcomes such as college
grades.French psychologist Alfred Binet, together with psychologists Victor Henri and Théodore
Simon, after about 15 years of development, published the Binet-Simon test in 1905, which
focused on verbal abilities. It was intended to identify mental retardation in school
children.Wilhelm Wundtestablished the first laboratory in Leipzig of psychology in 1879 and
employed introspection as a method of studying the workings of the mind.
William James
Psychologist and philosopher William James is often referred to as the father of American
psychology. His 1200-page text, The Principles of Psychology, became a classic on the subject
and his teachings and writings helped establish psychology as a science. James also contributed
to functionalism, pragmatism and influenced many students of psychology during his 35-year
teaching career.

8.Various definitions:
 Percentile Rank – An individual`s percentile rank on a test designates the percentage of
cases or scores lying below it. For e.g. Percentile 20 means the individual is situated
above 20% of the group fall below this person`s rank.
 Percentage – A rate, number or amount in each hundred. Any proportion or share in
relation to a whole.
 Stanine scores – According to this method the standard population is divided into 9
groups. Stanine 1 is the lowest and stanine 9 is the highest.
 Sten Scores – standard scores on a scale of ten.
 Standrard scores – It designates the individual`s position with respect to the total range
and distribution of scores. The standard score indicates, in terms of standard deviation
how far a particular score is removed from the mean of the distribution.
 Difference between test and experiment
Test Experiment
It is standardized instrument used to The researcher tries to manipulate the
measure intellectual and non-intellectual situation and tries to prove or disapprove
characteristics of an individual through a hypothesis
verbal or non-verbal measures
It evaluates certain attributes of an It determines cause and effect relationship
individual. between variables.
It does not have a hypothesis It has a hypothesis.
It is standardized and has norms. It does not have norms and is meant for
verification of various principles.

Raven`s
Standard
Progressive
Matrices

Raven`s Standard Progressive Matrices [RSPM]
Aim: To measure educative component of ‘g’ as defined in Spearman`s Two factor theory using
Raven`s Standard Progressive Matrices.
Basic Concept:
Differences in the functioning of two individuals, dull vs bright, quick vs slow, adaptive vs non-
adaptive etc. can be attributed to intelligence. But what is intelligence?
Many definitions have been given:
 Ability to adjust
 Ability to learn
 Ability to carry out abstract thinking
According to oxford dictionary, intelligence is the ability of perceiving, learning, understanding

and knowing.
Alfred Binet was one of the first psychologists to define intelligence as the ability to judge well,
reason well and understand well. “It seems to us that in intelligence there is a fundamental faculty,
the alteration or the lack of which, is of the utmost importance for practical life. This faculty is judgment,
otherwise called good sense, practical sense, initiative, the faculty of adapting one’s self to
circumstances.”
Wechsler defined it as the global capacity of an individual to think rationally and act purposefully.
Thorndike had suggested three types of intelligence:
 Abstract intelligence – ability to deal with symbols, words, formulas and numbers
 Social intelligence – ability to deal effectively with people and capacity to behave in
social situations.
 Concrete/mechanical intelligence – ability to deal effectively with machines and
equipments.
Charles Spearman proposed two-factor theory of intelligence. According to this, intelligence

consisted of general factor and specific factor based on factor analysis. The `G` factor consists of
mental functions that are primary. In addition, individuals have specific factors too.
Louis Thurstone proposed the theory of primary mental abilities which staes that intelligence
consists of 7 primary abilities, which are:
 Verbal comprehension
 Spatial relations

 Numeric abilities
 Perceptual speed
 Word fluency
 Memory
 Inductive reasoning
Harvard professor Howard Gardner has identified eight different types of intelligences that each
individual has the capacity to possess. The idea of multiple intelligences is important because it
allows for educators to identify differing strengths and weaknesses in students and also
contradicts the idea that intelligence can be measured through IQ.
Visual/Spatial - Involves visual perception of the environment, the ability to create and
manipulate mental images, and the orientation of the body in space.
Verbal/Linguistic - Involves reading, writing, speaking, and conversing in one's own or foreign
languages.
Logical/Mathematical - Involves number and computing skills, recognizing patterns and

relationships, timeliness and order, and the ability to solve different kinds of problems through
logic.
Bodily/Kinesthetic - Involves physical coordination and dexterity, using fine and gross motor
skills, and expressing oneself or learning through physical activities.
Musical - Involves understanding and expressing oneself through music and rhythmic
movements or dance, or composing, playing, or conducting music.
Interpersonal - Involves understanding how to communicate with and understand other people
and how to work collaboratively.
Intrapersonal - Involves understanding one's inner world of emotions and thoughts, and
growing in the ability to control them and work with them consciously.
Naturalist - Involves understanding the natural world of plants and animals, noticing their
characteristics, and categorizing them; it generally involves keen observation and the ability to
classify other things as well.
Assessment of Intelligence
Standardized intelligence testing has been called one of psychology's greatest successes. It is
certainly one of the field's most persistent and widely used inventions.
Since Alfred Binet first used a standardized test to identify learning-impaired Parisian children in
the early 1900s, it has become one of the primary tools for identifying children with mental

retardation and learning disabilities. It has helped the U.S. military place its new recruits in
positions that suit their skills and abilities.
In 1908, Alfred Binet gave the concept of Mental Age [MA] which is a subject`s intellectual
development with respect to others of his/her age group. Chronological Age [CA] is the
biological age.
IQ = MA X 100
CA
History and description
It is the most common and popular test administered to groups ranging from 5-year-olds to the
elderly. It is made of 60 multiple choiceitems, listed in order of difficulty that’s why it`s called
progressive. The original form of the matrices was first published in 1938. This test measures
abstract intelligence of an individual
The tests were developed for research purposes. Because of their independence of language and
reading and writing skills, and the simplicity of their use and interpretation, they quickly found
widespread practical application. For example, all entrants to the British armed forces from 1942
onwards took a twenty-minute version of the SPM.
Reliability
Over forty studies dealing with the reliability of the SPM have been reported in the literature.
They cover very wide range, many cultural groups and clinical as well as normal population.
Results have been summed up in the table 1.1
Age Range [years] SPM Retest MHV Retest Correlation between

Reliability Reliability SPM and MHV
Scores
13+ -1 .88 .87 .57
Under 30 .93 .97 .60
30-39 .88 .91 .51
40-49 .87 .98 .45
50 and above .83 .90 .44
 MHV – Mill Hill Vocabulary Scale – companion measure to SPM and asses verbal
reasoning ability in the general population.
Validity
The concurrent and predictive validities of SPM vary with the age, sex and the homogeneity of
the sample and the conceptual relevance of the criterion to which the SPM will be related and the

quality of its assessment. For English speaking children and adolescents, reliable correlation of
SPM with the Binet and Wechsler Scales range from .54 to .86. Some American studies with the
adults have yielded very high correlations between SPM and WAIS scores.
Preliminaries
Name:
Age:
Gender:
Class:
Place of conduction: Psychology Lab
Time:
Materials Required
SPM booklet, response sheet, SPM manual, pen/pencil
Precautions
1. Optimal conditions for testing were ensured before the test begun
2. Time of start and finish were noted
3. If the subject got stuck on a question, then they should move to the next question.
4. The tester should ensure that no question is left unanswered
Rapport Formation
Rapport was established between the subject and the tester, prior to the test so that he/she could
feel comfortable and at ease. In such a state, she/he should answer the questions in a calm
manner and any doubts should be cleared before starting the test.
Instructions
The following instructions were given:
1. This is a test which consists of a booklet containing 5 sets, each set has 12 items that sums up
to be 60 items in total.
2. The difficulty level of the test increases progressively.
3. Attempt all the items.
4. Choose the correct item that you think is the right answer and write it on the response sheet.

5. If you have any doubt, then clarify it right now.
6. There is no time limit but try to finish as soon as possible.
Test Administration
After the instructions were given, the subject was asked to fill in the necessary details. The tester
ensured that the instructions were clear and understood.
Introspective report/Verbal Report
The subject wrote “The first three sets were quite easy but gradually items became difficult and
required high level on concentration. Towards the end I didn’t feel like completing the test.”
[You can write the introspective report given by your subject]
Scoring
The total no. of problems solved correctly were scored which was calculated with the help of the
answer key. Thereafter, a single score is obtained by adding the total scores of the five columns.
The percentile score and grade corresponding to this are noted down from the manual for
analysis.
Discrepancy score – The difference between the score a person obtains on each set and that
normally expected for his total score is called the discrepancy score shown numerically as:
Sets Set - A Set - B Set - C Set - D Set - E

Actual Score
Expected Score
DiscrepancyScore
Total score:
Percentile:
Grade:
Interpretation
The aim of administrating the SPM was to access the level of mental ability of the subject. SPM
is a test of person`s capabilities of abstract reasoning at the time of the test. This is done by
providing figures/patterns and measuring the ability to figure out patterns between them.
The subject`s raw score was _______ which corresponds to ____ percentile and grade _____.
Conclusion[For Grade – 1]

The subject`s score shows that he is Intellectually Superior as his score lies at 95th percentile
for people of his age group. This shows that he has the following characteristics:
 superior abilities to reason, generalize or problem solve, high intelligence

 learns new things rapidly
 very perceptive, good sense of observation
 wide range of interests, overwhelmed by many interests and abilities
 long attention span, sustains concentration on topics of interest, persistent
OR [For Grade – 2]
The subject`s score shows that he has Above-AverageIntellectual Capacity as his score lies
between 90th Percentile- 75th percentile for people of his age group. This shows that he has the
following characteristics:
 Easily recognizes patterns

 Very good memory.
 Advanced reasoning skills
 More curious than most students. Asks a lot of questions
OR [For Grade – 3]
The subject`s score shows that he has AverageIntellectual capacity as his score lies between
25th Percentile-75th percentile for people of his age group. This shows that he has the following
characteristics:
 make judgments and form opinions autonomously

 better able to construct and handle abstractions
 They usually respond and relate well to parents, teachers, and other adults.
 They exhibit an intrinsic motivation to learn
References
1. NCERT Psychology Textbook
2. SPM Manual, Author – J.C. Raven
3. Baron RA 2001/Indian Reprint Psych
4. Michael Egan, Mercury's Web: Some Reflections on Following Nature across Time and Place
Standard

Progressive Matrices
Sets A, B,C, D, E
Name: Date:
Place: Class:
Age: Gender:
Test Begun: Test ended:
Item A Item B Item C Item D Item E

no. no. no. no. no.
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
10 10 10 10 10
11 11 11 11 11
12 12 12 12 12
Total Total Total Total Tota
l
Time Total Score Grade
Tested by: ___________________________

Standard Progressive Matrices
Correct Answers
Item No. A B C D E
1 4 2 8 3 7
2 5 6 2 4 6
3 1 1 3 3 8
4 2 2 8 7 2
5 6 1 7 8 1
6 3 3 4 6 5
7 6 5 5 5 1
8 2 6 1 4 6
9 1 4 7 1 3
10 3 3 6 2 2
11 4 4 1 5 4
12 5 5 2 6 5
Percentile Norms
Percentile Age 13-25 years

95 55
90 54
75 49
50 44
25 37
10 30
5 25
Interpretation of Results for RPM
Grade 1 – Intellectually Superior – If the score lies at or above the 95 th percentile for people of
his/her age group
Grade 2 – Above average intellectual capacity – If the score lies at or above the 75 th to 90th
percentile.
Grade 3 – Intellectual average – If the score lies between the 25 th percentile and 75th percentile,
if the score is greater than the median and 3 -, if the score is less than the median.
Grade 4 – Below average intellectual capacity – If the score lies at or above the 25 th percentile
4-, if the score lies at or below the 10th percentile.

Maudley`s
Personality
Inventory

Maudley`s Personality Inventory
Aim: To assess the introversion-extraversion, emotional stability-neuroticism dimensions of

personality of the subject using MPI.
Basic Concept:
According to Allport, personality is the dynamic organizations within the individual that
determine its behaviour.
Theories of Personality
 Behavioral Theories
Behavioral theories suggest that personality is a result of interaction between the individual and
the environment. Behavioral theorists study observable and measurable behaviors, rejecting
theories that take internal thoughts and feelings into account. Behavioral theorists include B. F.
Skinner and John B. Watson.
 Psychodynamic theories
Psychodynamic theories include Sigmund Freud's psychosexual stage theoryand Erik
Erikson's stages of psychosocial development.Psychodynamic theories of personality are heavily
influenced by the work of Sigmund Freud, and emphasize the influence of the unconscious mind
and childhood experiences on personality.
 Structure of Personality
According to Freud, personality is divided in three parts – Id, ego and super-ego. Id operates on
the pleasure principle, while ego works on reality principle and super-ego works on the morality
principle.
 Division of mind
The mind is divided into three parts- conscious, pre-conscious and unconscious.
 Psychosexual stages

Erikson believed that personality progressed through a series of stages, with certain conflicts
arising at each stage. Success in any stage depended upon successfully overcoming these
conflicts.
 Post/neo Freudian Approach
The Neo-Freudian psychiatrists and psychologists were a group of loosely linked American
theorists of the mid-twentieth century, who were all influenced by Sigmund Freud, but who
extended his theories, often in social or cultural directions.
 Carl Jung
He was a Swiss psychiatrist and psychotherapist who founded analytical psychology. The central
concept of analytical psychology is individuation—the psychological process of integrating the

opposites, including the conscious with the unconscious, while still maintaining their relative
autonomy. Jung considered individuation to be the central process of human development.
Jung created some of the best known psychological concepts, including thearchetype,
the collective unconscious, the complex, and extraversion and introversion.
 Alfred Adler
His emphasis on the importance of feelings of inferiority—the inferiority complex—is

recognized as an isolating element which plays a key role in personality development. Alfred
Adler considered human beings as an individual whole; therefore he called his psychology
"Individual Psychology".
 Karen Horney
She was a German psychoanalyst who practiced in the United States during her later career. Her
theories questioned some traditional Freudian views. This was particularly true of her theories of
sexuality and of the instinct orientation of psychoanalysis. She is credited with founding feminist
psychology in response to Freud's theory of penis envy. She disagreed with Freud about inherent
differences in the psychology of men and women, and she traced such differences to society and
culture rather than biology.
 Humanist Theories
Humanist theories emphasize the importance of free will and individual experience in the
development of personality. Humanist theorists emphasized the concept of self-actualization,
which is an innate need for personal growth that motivates behavior. Humanist theorists
include Carl Rogers and Abraham Maslow.
 Trait Theories
The trait theory approach is one of the largest areas within personality psychology. According to
this theory, personality is made up of a number of broad traits. A trait is basically a relatively

stable characteristic that causes an individual to behave in certain ways. Some of the best known
trait theories include Eysenck's three-dimension theory and the five factor theory of personality.
Gordon Allport (1897–1967)

Gordon Allport was one of the first modern trait theorists. Allport and Henry Odbert worked
through two of the most comprehensive dictionaries of the English language available and
extracted around 18,000 personality-describing words. From this list they reduced the number of
words to approximately 4,500 personality-describing adjectives which they considered to
describe observable and relatively permanent personality traits.
Allport organized these traits into a hierarchy of three levels:
 Cardinal traits dominate and shape an individual's behavior, such as Ebenezer Scrooge’s greed
or Mother Theresa’s altruism. They stand at the top of the hierarchy and are collectively known
as the individual's master control. They are considered to be an individual's ruling passions.
Cardinal traits are powerful, but few people have personalities dominated by a single trait.
Instead, our personalities are typically composed of multiple traits.
 Central traits come next in the hierarchy. These are general characteristics found in varying
degrees in every person (such as loyalty, kindness, agreeableness, friendliness, sneakiness,
wildness, or grouchiness). They are the basic building blocks that shape most of our behavior.
 Secondary traits exist at the bottom of the hierarchy and are not quite as obvious or consistent as
central traits. They are plentiful but are only present under specific circumstances; they include
things like preferences and attitudes. These secondary traits explain why a person may at times
exhibit behaviors that seem incongruent with their usual behaviors. For example, a friendly
person gets angry when people try to tickle him; another is not an anxious person but always
feels nervous speaking publicly.
Cattel`s Classification
He believed that there is a common structure in which people differ. This could be determined
empherically by a statistical technique. He then developed the Sixteen Personality
Factor Questionnaire (16PF), an assessment tool commonly utilized today. The 16 personality
traits include:
1. Warmth (A)
2. Reasoning (B)
3. Emotional Stability (C)

4. Dominance (E)
5. Liveliness (F)
6. Rule-consciousness (G)
7. Social Boldness (H)
8. Sensitivity (I)
9. Vigilance (L)
10. Abstractedness (M)
11. Privateness (N)
12. Apprehension/Apprehensiveness (O)
13. Openness to change (Q1)
14. Self-reliance (Q2)
15. Perfectionism (Q3)
16. Tension (Q4)
 Type Approach
It is based on grouping people on the basis of psychological traits. One of the first of these
theories proposed by Hippocrates grouped people on the basis of bodily fluids:
 Sanguine – Cheerful and confident

 Melancholic - depressed

 Choleric – Hot tempered

 Phlegmatic – Calm and slow
Friedman and Rosenman
They have classified individuals into Type A and Type B personalities. The theory describes
Type A individuals as ambitious, rigidly organized, highly status-conscious, sensitive,
impatient, take on more than they can handle, want other people to get to the point, anxious,
proactive, and concerned with time management. People with Type A personalities are often
high-achieving "workaholics", push themselves with deadlines, and hate both delays and
ambivalence.
The theory describes Type B individuals as a contrast to those of Type A. Type B

personality, by definition, are noted to live at lower stress levels. They typically work
steadily, and may enjoy achievement, although they have a greater tendency to disregard
physical or mental stress when they do not achieve. When faced with competition, they may
focus less on winning or losing than their Type A counterparts, and more on enjoying the
game regardless of winning or losing. Unlike the Type A personality`s rhythm of multi-
tasked careers, Type B individuals are sometimes attracted to careers of creativity: writer,
counselor, therapist, actor or actress.
Hans Eysenck: Three Dimensions of Personality
British psychologist Hans Eysenck developed a model of personality based upon just three
universal trails:
Unlike Allport and Cattell, theorist Hans Eysenck only included three general traits in his list.
They are:
1. Introversion- Extraversion
As in Carl Jung's personality type theory, Eysenck classified people as either introvert, those
who directs focus on inner world, or extravert, those who gives more attention to other people
and his environment.

2. Neuroticism-Emotional Stability
This category is synonymous to "moodiness versus even-temperedness", where in a neurotic

person is inclined to having changing emotions from time to time, while an emotionally stable
person tends to maintain a constant mood or emotion.
3. Pyschoticism
This dimension refers to the finding it hard to deal with reality. A psychotic person may be
considered hostile, manipulative, anti-social and non-empathetic.
Methods of assessing personality
Personality assessment refers to the procedures used to evaluate people on the basis of certain
characteristics. The most commonly used methods for assessing personality are – psychometric
tests, self-report measures, projective techniques and behavioural analysis.
We are using self-report measures here, which are fairly structured, often based on a theory, that
requires subjects to give verbal responses using some kind of rating scale. The method requires
the subject to objectively report his/her own feelings with respect to various items. They are
scored in quantitative terms and are interpreted on the basis of norms developed for the test.
Examples – The Minnesota Multiphasic Personality Inventory [MMPI], Eysenk Personality
Questionnaire [EPQ] and 16 Personality factor [PF]
 Advantages – Used for career guidance, vocational exploration, personal counselling and
personality development.
 Disadvantages – Social desirability is the tendency on the part of respondent to endorse
items in a socially desirable manner. Acquiescence is the tendency of the subject to agree
with items irrespective of their contents.

A questionnaire designed to measure two major dimensions of personality, namely extraversion

and neuroticism, according to the theory of personality of the German-born British psychologist
H. J. Eysenck (1916–97), first propounded in his books Dimensions of Personality (1947) and
The Scientific Study of Personality (1952). Eysenck published the test initially in the journal
Rivista di Psicologia in 1956. Later versions of it were called the Eysenck Personality Inventory
and the Eysenck Personality Questionnaire. MPI abbrev. [Named after the Maudsley Hospital in
Denmark Hill, south London, where Eysenck worked, and which in turn is named after the
English psychiatrist Henry Maudsley (1835–1918) who founded it].
Each of these two traits are measured by means of 48 questions. Neuroticism refers to general
emotional stability of a person, his emotional over responsiveness and his stability to neurotic
breakdown under stress. Extraversion as opposed to introversion refers to the out-going,
uninhibited, sociable proclivities of a person. The two dimensions are conceived of as being
quite independent: thus all the theoretically possible combinations of scores may in fact be
observed.
Reliability and Validity
Both split half and kuder Richardson reliability coefficients have been calculated on many
samples. For the neuroticism scale, these values nearly all lie between 0.85 and 0.90; for
extraversion scale, they lie between 0.75 and 0.85 with the majority above 0.80. Retest
reliabilities are available only on about 100 cases; they are 0.83 and 0.81 respectively. The
correlation between the long and short MPI scales are 0.86 and 87 respectively for N and E. The
Cattel`s neuroticism and introversion scales correlate 0.34 and 0.53 [forms A and B] and 0.65
and 0.67 [forms C and D] with the corresponding MPI scales.
Preliminaries
Name:
Age:
Gender:

Qualification:
Time:
Materials Required
MPI manual, response sheet, MPI questionnaire form, pen/pencil
Precautions
3. The tester should ensure that the subject is not familiar with the test.
4. Subject should be told that there is no correct answer.
5. Subject should not skip any item and use “?” only when required. 5. Subject should be
assured of confidentiality of test results.
Rapport Formation
Instructions
 “There are some questions regarding the way you feel, behave and react.”
 In each item there are three answers `yes`, `no` and `?`
 Don’t leave any question and try to complete as soon as possible.
 There are total of 48 items in this test.
 There are no right or wrong answers
 Give the first natural answer as it comes to you. When in doubt, give the best possible
answer.
Administration
After the instructions were given, the subject was asked to fill in the necessary details. The tester
ensured that the instructions were clear and understood.
The MPI questionnaire was given to the subject and was completed in less than 10-15 minutes.
The raw score was obtained after the subject completes the test.

Introspective report
The test was quite insightful and fun to do. The tester made me feel at ease.
Scoring
The inventory is scored directly from the test forms. The raw scores were converted into
Standard Score through the Short Scale and Long Scale Forms which was added to give a
total of ___________ for neuroticism and ______ for extraversion respectively. All the items
that are in `YES` are weighed as 2 [except the ones where NO is allotted 2] and `No` is
scored as 1. All the `?` are scored 1.
Result table
Neuroticism Extraversion
Raw Score
Standard Score [Sten

Score]
Conclusion
Personality is the dynamic organization within the individual of those psychophysical systems
which determine his/her unique and characteristic thought and behaviour. Trait is a relatively
enduring attribute or quality on which individuals differ from one another. Extroversion is the
outgoing, uninhibited and sociable proclivities of a person. The subject’ raw score for
Extraversion = 42 [write your subject`s score here] and for Sten score for Extraversion=10 [write
your subject`s score here]. Since the Sten’s score was 10 [write your subject`s score here] for
Extraversion, she was seen as highly extraverted. She is highly sociable, friendly, outgoing and
enjoys interacting with other individuals. The subject’s score for raw score for “Neuroticism”=20
[write your subject`s score here] and for Sten score= 5 [write your subject`s score here] .Since
the Sten score was 5 [write your subject`s score here] for “Neuroticism”, she was seen to be
neither extremely neurotic, nor extremely emotionally stable, but was seen to be of average
emotional stability.

Note: (IF subject gets sten scores of 1,2,3 on neuroticism subject is stable; if sten is 4,5,6,7,
subject is of average stability and 8,9,10 then subject is unstable so describe accordingly. For
extraversion 1,2,3, subject is an introvert; 4,5,6,7, ambivert and 8,9,10, subject is an extravert )
References
 MPI manual
 NCERT psychology textbook
 A Dictionary of Psychology
 Baron RAC (2001)
[To be attached on a blank page opposite to conclusion section]

Interpretation Table
To interpret the scores, your E score and your N score are plotted on a graph from which you can
read your personality characteristics. The nearer the outside of the circle you are, the more
marked are the personality traits.

MPI
Scoring Table
Neuroticism Extraversion
Item no. Response Score Item no. Response Score
2 1
3 4
6 5
7 8
10 9
11 12
13 20
15 26
17 28
19 32
21 34
23 38
25 42
27 44
29 46
31 48
33 14
35 16
37 18
39 22
41 24
43 30
45 36
47 40
Total Total
Raw Score Raw Score
Converted Converted
Score Score
Scoring:
Yes – 2
No – 0
?-1
 For items: 14, 16, 18, 22, 24,30, 36 and 40 scoring will be Yes – 0, No – 2,? – 1

Norms for General population [combined] for short scale
Dimensions 1 2 3 4 5 6 7 8 9 10
Extraversion 0-3 4 5 6-7 8 9 10 11-12 - -

Neuroticism - 0-2 3 4-5 6-7 8 9-10 11-12 - -
1 2 3 4 5 6 7 8 9 10
Sten scores
Norms for General population [combined] for long scale
Dimensions 1 2 3 4 5 6 7 8 9 10
Extraversion 0-15 16-18 19-21 22-24 25-28 29-31 32-34 35-37 38-40 41-
48
Neuroticism 0-3 4-8 9-13 14-18 19-23 24-28 29-33 34-38 39-43 44-
48
1 2 3 4 5 6 7 8 9 10
Sten scores

Self-Concept
Questionnaire

Aim: To assess the level of anxiety of my subject using Dr. Saraswat`s Self Concept
Questionnaire.
Basic Concept:
Self – It refers to totality of an individual`s conscious experiences, ideas, thoughts and feelings
with regard to himself and herself.
The concept of self is created to help understand the personality theory better.
How does self develop – a newly born child has no idea of its self. As a child grows older, the
idea of self emerges and its formation begins. Parents, friends, teachers and significant others
play a vital role in shaping a child`s ideas about self. Our interactions with other people, our
experiences and the meaning we give to them serve as the basis of ourself. The structure of self
is modifiable in the light of our own experiences and the experiences we have of other people.
Personal Identity – It refers to those attributes of a person that makes him different from others.
For e.g. My name is Sonal/Mohan
Social Identity – It refers to those aspects of a person that link him/her to social or cultural
group. For e.g. I am a Muslim
Self-concept – The way we perceive ourselves and the ideas we hold about our competencies
and attributes is also called self-concept. This can be either positive or negative. A person may
have a positive view of her/his athletics or bravery but a negative view of his academic talent.
Studies indicate that by the age of 6-7 yrs children seem to have formed seld esteem atleast in
four areas:
 Academics
 Social Competence
 Atheletic competence
 Physical appearance
Self-efficacy – refers to the believe of a person in his ability to control life outcomes.
Self as subject and object – When self is described as doing something [ I am dancer], it is a
subject. On the other other hand if it describes as an entity on which something is done, it is
described as subject.
Kinds of self
 Personal self – this leads to an orientation in which one feels primarily conserned with
oneself.
 Social self -the social self emerges in relation with others and emphasizes such aspects of
life as cooperation, unity, sacrifice, support or sharing.

Self-regulation
It refers to the ability to organise and monitor our overt behavior. People who are able to change
their behavior according to the demands of the external environment are high on self-regulation.
The SCQ was developed by Dr. R.K.Saraswat and it provides six separate dimensions of self
concept, namely physical [view about their body and health], social [sense of worth in social
interactions], temperamental [emotional state], educational [in relation to school, teachers and
co-curricular activities], moral [moral worth] and intellectual [ awareness of their intelligence
and capacity to solve problems].
Reliability
Test – retest reliability is 0.85
Preliminaries
Name:
Age:
Gender:
Qualification:
Time:
Materials Required
SCQ manual, SCQ questionnaire form, pen/pencil
Precautions
5. Subject should not skip any item
6. Subject should be assured of confidentiality of test results.
Rapport Formation

Instructions
 In each item there are five answer options, there are 48 items in total
answer.
 Read the questions carefully and a `√` for whichever option suits you the best.
 There is no time limit for this test
Administration
After the instructions were given, the subject was asked to fill in the demographic details. The
subject was asked to check whether he/she left any items unanswered.
Introspective Report/Verbal report
Behavioural report
The subject was calm while answering the questions. He/she did not take a long time in
completing the test.
Scoring
The respondent is provided with five alternatives to give his/her responses ranging from most
acceptable to least acceptabledescription of his/her self concept. The responses are in such a way
that the scoring system for all the items will remain the same i.e 5,4,3,2,1 whether the items are
positive or negative. If the respondents puts a tick mark fir first alternative the score is 5, for
second alternative the score is 4 and so on. The summated score of all the eight items in each
self-concept dimension provide the total self-concept score for that dimension. A high score on
this indicates a higher self-concept and vice versa. Now all the scores of each dimension will be
added to get the total score of an individual.
Scoring Table
Name
Age
Sex
Item No. A Item B Item No. C Item No. D Item E Item No F

Physical No. Temperamental Educational No. Intellectual.
Social Mora
l
2 1 4 5 6 7
3 8 10 12 34 11
9 21 14 15 35 13
20 37 16 17 41 18
22 40 19 25 42 33
27 43 23 26 44 36
29 46 24 30 45 38
31 48 28 32 47 39
Total Total Total Total Total Total
Interpretatio
n
Sum of all areas: ______________________________
Interpretation: ________________________________

Interpretation and Classification of Raw scores

for all dimensions
Self- Concept Dimension Score Interpretation [Category]
33 to 40 High Self-concept
25 to 32 Above average self-concept
17 to 24 Average self-concept
9 to 16 Below average self-concept
Upto 8 Low self-concept
Interpretation and Classification of Raw scores

for total self-concept
Raw score Interpretation
193 to 240 High self-concept
145 to 192 Above average self-concept
97 to 144 Average self-concept
49 to 96 Below average self-concept
1 to 48 Low self-concept

Analysis and interpretation
My subject got a score of ____ in the physical dimension which means he/she has _____ self-
concept of her/his own body, health and physical appearance and strength. In social dimension
my subject got ____ self-concept which means he/she has ____ self-concept about her
interpersonal skills and social interactions. In temperamental dimension, he/she got a score of
___ which corresponds to ____ self-concept about his/her emotional state and reactions. He/she
got ____ score in educational dimension which shows that he/she has ____ self-concept in
relation to school, teachers and extra-curricular activities. My subject got a score of ___ in moral
dimension which means he/she has ____ self-concept in his/her moral worth. In intellectual
dimension, he/she scored _____ which corresponds to ____ self-concept in awareness about
his/her intelligence and capacity to solve problems.
Conclusion
My subject has a score of _____ in total self-concept which means he/she has _____ self-concept
References
1. SCQ Manual
2. NCERT Psychology textbook, XII
3. Lavery, B.B. 1993, Psychology

Adjustment
Inventory for
School
Students

Aim: To measure the adjustment of an individual using a standardized test for adjustment by
AKP Sinha and RP Singh.
Basic Concept
The concept of adjustment has originated from the term `adaptation`. It is the process where an
individual cope, responds to their environment. The behavioural process by which humans and
other animals maintain a state of equilibrium by various needs is called adjustment. It is how
they cope with change in the environment to act efficiently maintaining homeostasis.
James Denver defines adjustment as the modification to compensate for or meet special
conditions.
James. C. Coleman says that adjustment is the outcome of the individual`s attempts to deal with
the stress and meet his needs, also his efforts to maintain harmonious relationships with the
environment
Adaptation is the action or process of adapting. It is also the process of change by which an
organism or species becomes better suited to its environment.
Features:
 Varies from culture to culture

 Subjective in nature
 Continuous process
In the present test, adjuatment is being measured by three different ways:
 Social – Man needs to be accepted by the society in which he lives. He has to follow
norms of the society to be adjusted. He has to seek approval of the society and act
accordingly.
 Emotional – An individual is emotionally adjusted if he/she is happy with themselves,
realizes his/her potential and is content with what he/she has achieved.
 Educational – An educationally well-adjusted person is one who has an ability to think
and innovate, he/she needs to be happy in their academic achievements.
The AISS seeks to segregate well-adjusted school students [14-18 years] from poorly adjusted
students in 3 areas – social, emotional, and educational. The test consists of 60 items where the
subject is required to answer in terms of `yes` or `no`. each item in the test is scored as per the
instructions given in the manual. The subject can be classified into five categories in accordance
with the raw scores obtained by them in the inventory. The five categories are
1. A – Excellent

2. B – Good
3. C – Average
4. D – Unsatisfactory
5. E – Very Unsatisfactory
Reliability
Split half – 0.95
Test retest – 0.93
Preliminaries
Subject`s name
Age
Gender
Class
Place of conduction
Materials required
AISS questionnaire, response sheet, scoring sheet, pen/pencil
Precautions
1. Optimal conditions for testing should be ensured before starting the test.
2. No questions should be left unanswered
3. Instructions should be clearly given
Rapport Formation
The subject was made to feel comfortable. General questions about the subject’s day and life
were asked. The subject was ensured that the results will be kept confidential.
Instructions
 In each item can be answered in `yes` or `no`

answer.

 Read the questions carefully

 There is no time limit for this test
Administration
After the instructions were given, the subject was asked to fill in the demographic details. It was
ensured that all instructions were clearly understood by the subject. The introspective report was
taken after the administration was done. The subject was asked to check whether he/she left any
items unanswered.
Behavioural report
Scoring
Scoring was done as per the instructions given in the manual. The responses of the subject was
marked in the scoring sheet under the three dimensions and actual response [AR] and expected
responses [ER] were tallied with one another. If the ER and AR matched then given 1 mark and
if it doesn’t match then give 0 mark. After allotting the marks, total all the three dimensions and
interpret the scores from the result sheet.
Interpretation
Dimensions Total Score Result
Social
Emotional
Educational
Sum of all dimensions: _________________________________
Conclusion
My subject has a total score of ____ suggesting he/she has _______ adjustment.

References
1. SCQ Manual
2. NCERT Psychology textbook, XII
3. Lavery, B.B. 1993, Psychology

AISS Scoring Sheet
Emotional Socia Educationa

l l
Item ER A Score Item ER AR Score Item ER AR Score
No. R No. No.
1 Y 2 Y 3 Y
4 Y 5 Y 6 Y
7 Y 8 Y 9 Y
10 Y 11 N 12 N
13 Y 14 Y 15 Y
16 Y 17 N 18 N
19 Y 20 N 21 Y
22 Y 23 N 24 N
25 Y 26 N 27 Y
28 Y 29 Y 30 N
31 Y 32 N 33 N
34 Y 35 Y 36 Y
37 Y 38 N 39 Y
40 Y 41 N 42 Y
43 Y 44 N 45 Y
46 Y 47 Y 48 Y
49 Y 50 N 51 N
52 Y 53 N 54 N
55 Y 56 N 57 N
58 Y 59 N 60 N
Total Total Total

Classification of adjustment in terms of categories in the three areas
Area Category Description Male Female

[range of score] [range of score]
A Excellent 1 & below 1 & below
B Good 2-4 2-5
Emotional C Average 5-7 6-7
D Unsatisfactory 8-10 8-10
E Very unsatisfactory 11 & above 11 & above
B Good 3-4 3-4
Social C Average 5-7 5-7
B Good 3-4 3-4
Educational C Average 5-7 5-7
Classification of adjustment in terms of categories
Category Description Male Female

[range of scores] [range of scores]
B Good 6-12 6-14
C Average 13-21 15-22

Sinha`s
Comprehensive
Anxiety test

Aim: To assess the level of anxiety of the subject by using Sinha`s Comprehensive Anxiety Test
by AKP Sinha and LNK Sinha.
Basic Concepts
Anxiety is a vague, objectless fear or an uneasy feeling. It is an apprehensive feeling which is

typically accompanied by a variety of psychological factors, including increase in heart rate,
drying up of mouth, muscular tension and rapid breathing.
Three kinds of anxiety
1. State anxiety – It describes the experience of unpleasant feelings when

confronted with specific situations, demands or a particular object or event. It
arises when the person makes a mental assessment of some type of threat. When
the object or situation that is perceived as threatening goes away, the person no
longer experiences anxiety. Thus, it’s a temporary condition in response to some
perceived threat
2. Trait Anxiety – It arises in response to a perceived threat but it differs in its
intensity, duration and the range of situations in which it occurs. It refers to the
difference between people in terms of their tendency to experience state anxiety in
response to the anticipation of a threat. People with a high level of trait anxiety
experience more intense degrees of state anxiety to specific situations than most
people do not and experience anxiety toward a broader range of situations or
objects than most people.
3. Somatic anxiety– It is the physical symptoms of anxiety, such as butterflies in the
stomach. It is commonly contrasted with cognitive anxiety, which is the mental
manifestations of anxiety or the specific thought processes that occur during
anxiety, such as concern or worry.
Anxiety is observed to manifest itself in the following ways:
 Health
 Ambition
 Social relationships

 Future
 Family
There are a number of approachers to study anxiety. Psychodynamic approach, Karen

Horney`s Basic anxiety and behavioural approach.
Psychodynamic Approach
 Freud was one of the persons who emphasized on the study of anxiety. He believed
that neurotic anxiety was the result of a conflict between the id, ego and super ego.
 The id consists of all biological/primitive impressions based on pleasure principle.
 The ego takes into account the external reality in the shape of instinctive sexual and
aggressive urges and the morality related to it. Ego bridges the gap between id and the
super ego. Anxiety in this theory is an unpleasant feeling of tension or worry that is
experienced by the person.
 Super ego is based on moral principle and focuses on the right/wrong as per the
society.
Karen Horney`s Basic Anxiety
 She was one of the few women psychologists in the early psychoanalytic movement and
disagreed with Freud strongly over his views on differences between men and women.
 According to her, basic anxiety could result from a variety of things including direct or
indirect domination, indifference, erratic behavior, lack of respect for the child`s
individual needs, hostile atmosphere at home and so on.
Behavioural Approach
 This approach believes in ways in which anxiety becomes associated with observation
and learning by modelling.
SCAT is developed by AKP Sinha and LNK Sinha in 1995. The test consists of 90 items which
are to be answered in five categories on the basis of score obtained on the extremely high anxiety
to extremely low anxiety.
Reliability
Test retest method – 1
Split half method – 1

Preliminaries
Name:
Age:
Gender:
Qualification:
Time:
Materials Required
SCAT manual, SCAT questionnaire form, pen/pencil
Precautions
5. Subject should not skip any item
6. Subject should be assured of confidentiality of test results.
Rapport Formation
Instructions
 In each item there are two options, `yes` or `no`

answer.
 Read the questions carefully and put a `x` for whichever option suits you the best.
 There is no time limit for this test.

Administration
After the instructions were given, the subject was asked to fill in the demographic details. The
subject was asked to check whether he/she left any items unanswered.
Behavioural report
Scoring
Scoring can be done by hand, for any response indicated `yes` score will be 1 and 0 for `no`. The
sum of all positive responses would be the total score of the subject.
Pages 2 3 4 Total
Raw Score
Interpretation
The aim of administering SCAT was to assess the level of anxiety of the subject. My subject
scored a total of ______ which means he/she has _________________ anxiety.
Conclusion
Raw score of my subject is ___ therefore he/she has ____________ anxiety.
References
1. SCAT manual
2. NCERT textbook, Psychology

Psychology Practical File Class Xii (2) 1

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C BSE PSYCHOLOGY HELPER

Format for Psychology Practical File

S.No. Particulars Signature

2. Raven`s Standard Progressive

4. Adjustment inventory for

3. Introduction to Psychological testing [Heading page]

Psychological testingrefers to the administration of psychological tests. A psychological test is

Psychology practical Page 1

 On the basis of Administration – Group test and individual test

[Define the above-mentioned from chapter 1 NCERT Psychology Book]

5. Fundamental Concept of Psychological Testing

Psychology practical Page 2

Criterion Validity assesses whether a test reflects a certain set of abilities.

Psychology practical Page 3

6. Application of Psychological testing

a. Detection of specific Behavior

Psychology practical Page 4

function is usually performed by an achievement test.

Common research and practice areas for I-O psychologists include:

Psychology practical Page 5

 Organizational development (OD)

Psychology practical Page 6

Psychology practical Page 7

Psychology practical Page 8

Raven`s Standard Progressive Matrices [RSPM]

Many definitions have been given:

According to oxford dictionary, intelligence is the ability of perceiving, learning, understanding

Thorndike had suggested three types of intelligence:

Charles Spearman proposed two-factor theory of intelligence. According to this, intelligence

Psychology practical Page 9

Logical/Mathematical - Involves number and computing skills, recognizing patterns and

Psychology practical Page 10

History and description

Age Range [years] SPM Retest MHV Retest Correlation between

Psychology practical Page 11

Place of conduction: Psychology Lab

SPM booklet, response sheet, SPM manual, pen/pencil

The following instructions were given:

2. The difficulty level of the test increases progressively.

3. Attempt all the items.

Psychology practical Page 12

5. If you have any doubt, then clarify it right now.

6. There is no time limit but try to finish as soon as possible.

Introspective report/Verbal Report

[You can write the introspective report given by your subject]

Sets Set - A Set - B Set - C Set - D Set - E

Psychology practical Page 13

 superior abilities to reason, generalize or problem solve, high intelligence

 Easily recognizes patterns

 make judgments and form opinions autonomously

1. NCERT Psychology Textbook

2. SPM Manual, Author – J.C. Raven

3. Baron RA 2001/Indian Reprint Psych

Psychology practical Page 14

Test Begun: Test ended:

Item A Item B Item C Item D Item E

Time Total Score Grade

Tested by: ___________________________

Psychology practical Page 15

Standard Progressive Matrices