Compare projective and objective methods of personality assessment.
Evaluating Objective and Projective Assessments:Prior to beginning work on this assignment, review Chapters 8 and 9 in your textbook.
In this assignment, you will compare projective and objective methods of personality assessment. Research a minimum of three peer-reviewed articles that were published within the last 15 years on these techniques. In your paper, you will provide an evaluation of these techniques organized according to the outline provided below. Use information from your researched peer-reviewed articles and required sources to support your work in each section.
Section 1: Objective Personality Assessment
Define the term objective in objective methods of personality assessment.
Summarize the features of objective methods of personality assessment, and provide at least three examples of these types of measures.
Explain the assumptions on which objective methods are based, and provide an analysis of empirical research testing the validity of the assumptions you identified.
Appraise the research exploring the technical adequacy (i.e., reliability and validity) of objective tests.
Describe the impact of social and culture variability on the administration and interpretation of objective tests.
Section 2: Projective Personality Assessment
Define the term projective in projective methods of personality assessment.
Summarize the features of projective methods of personality assessment, and provide at least three examples of these types of measures.
Explain the assumptions on which projective methods are based, and provide an analysis of empirical research testing the validity of the assumptions you identified.
Appraise the research exploring the technical adequacy (i.e., reliability and validity) of projective tests.
Describe the impact of social and culture variability on the administration and interpretation of projective tests.
Section 3: Synthesis, Conclusions, and Recommendations
Write a brief one-paragraph scenario for a fictitious client. Include the following information: presenting concerns (reason for referral), age, gender, ethnicity, language(s), and any other significant information (e.g., military status, health issues, marital status, sexual orientation, etc.).
Debate the arguments supporting and opposing the use of projective and objective personality assessments with your identified client.
Select a minimum of one objective and one projective measure to use with your client. Compare the use of the selected projective and objective personality measures with your identified client.
Analyze the advantages and limitations of each assessment measure you selected.
Compose recommendations to improve the validity of personality assessment.
The Evaluation of Objective and Projective Measures of Personality
Must be four double-spaced pages in length (not including title and references pages) and formatted according to APA style.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three peer-reviewed sources published within the last 15 years in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style.
Text
Gregory, R. J. (2014). Psychological testing: History, principles, and applications (7th ed.). Boston, MA: Pearson.
This text is a Constellation™ course digital materials (CDM) title.
E-Books
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Barnhill, J. W. (Ed.). (2014). DSM-5 Clinical Cases. Washington, D.C.: American Psychiatric Association.
Articles
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Ben-Porath, Y. S., &Tellegen, A. (2014b). Case description: Mr. M—Forensic, pre-trial criminal score report (Links to an external site.)Links to an external site. [PDF]. Retrieved from http://images.pearsonclinical.com/images/Assets/MMPI-2-RF/MMPI-2-RF_Score_ForensicPretrial.pdf
Ben-Porath, Y. S., &Tellegen, A. (2014c). Case description: Ms. X—Forensic, neuropsychological score report (Links to an external site.)Links to an external site. [PDF]. Retrieved from http://images.pearsonclinical.com/images/Assets/MMPI-2-RF/MMPI-2-RF_Score_ForensicNeuro.pdf
Corey, D. M., & Ben-Porath, Y. S. (2014a). MMP1-2-RF Police Candidate Interpretive Report (Links to an external site.)Links to an external site.[PDF].
Retrieved from http://downloads.pearsonclinical.com/images/Assets/MMPI-2-RF/MMPI-2-RF-PCIR.pdf
Ekinci, B. (2014). The Relationship among Sternberg’s triarchic abilities, Gardner’s multiple intelligences, and academic achievement. Social Behavior & Personality, 42(4), 625-633. doi: 10.2224/sbp.2014.42.4.625
Elbulok-Charcape, M.M., Rabin, L.A., Spadaccini, A.T., & Barr, W.B. (2014). Trends in the neuropsychological assessment of ethnic/racial minorities: A survey of clinical neuropsychologists in the United States and Canada. Cultural Diversity and Ethnic Minority Psychology, 20(3), 353–361. doi:10.1037/a0035023
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Hogan, J., Barrett, P., & Hogan, R. (2007). Personality measurement, faking, and employment selection. Journal of Applied Psychology, 92(5), 1270-1285. doi:10.1037/0021-9010.92.5.1270
Johnson, R. (2013). Forensic and culturally responsive approach for the DSM-5: Just the FACTS. Journal of Theory Construction & Testing, 17(1), 18-22. Retrieved from the EBSCOhost database.
McDermott, P. A., Watkins, M. W., &Rhoad, A. M. (2014). Whose IQ is it?—Assessor bias variance in high-stakes psychological assessment. Psychological Assessment, 26(1), 207-214. doi: 10.1037/a0034832
Morgeson, F. P., Campion, M. A., Dipboye, R. L., Hollenbeck, J. R., Murphy, K., & Schmitt, N. (2007). Are we getting fooled again? Coming to terms with limitations in the use of personality tests for personnel selection. Personnel Psychology, 60(4), 1029-1049.
Peterson, M. H., Griffith, R. L., Isaacson, J. A., O’Connell, M. S., & Mangos, P. M. (2011). Applicant faking, social desirability, and the prediction of counterproductive work behaviors. Human Performance. 24(3), 270–290. doi:10.1080/08959285.2011.580808
Randall, J. R., Rowe, B. H., Dong, K. A., Nock, M. K., & Colman, I. (2013). Assessment of self-harm risk using implicit thoughts (Links to an external site.)Links to an external site.. Psychological Assessment, 25(3), 714-721. doi:10.1037/a0032391
Rockstuhl, T., Seiler, S., Ang, S., Van Dyne, L., &Annen, H. (2011). Beyond general intelligence (IQ) and emotional intelligence (EQ): The Role of cultural intelligence (CQ) on cross-border leadership effectiveness in a globalized world. Journal of Social Issues, 67(4). 825-840. Retrieved from the EBSCOhost database.
Sellbom, M., Anderson, J. L., &Bagby, R. M. (2013). Assessing DSM-5 Section III personality traits and disorders with the MMPI-2-RF. Assessment,20(6), 709-722. doi:10.1177/1073191113508808
Society for Industrial and Organizational Psychology. (2014a). Building better organizations: Industrial-organizational psychology in the workplace (Links to an external site.)Links to an external site.. Retrieved from http://www.siop.org/visibilitybrochure/memberbrochure.aspx
Society for Industrial and Organizational Psychology. (2014b). Maximizing human potential within organizations: Learning the science behind talent management (Links to an external site.)Links to an external site.. Retrieved from http://www.siop.org/visibilitybrochure/visibility.aspx
Society for Industrial and Organizational Psychology. (2014c). Top minds and bottom lines: What can I-O psychology do for your business? (Links to an external site.)Links to an external site. Retrieved from http://www.siop.org/visibilitybrochure/topminds.aspx
U.S. Department of Labor Employment and Training Administration. (2006). Testing and assessment: A guide to good practices for workforce investment professionals (Links to an external site.)Links to an external site.[PDF]. Retrieved from http://wdr.doleta.gov/directives/attach/TEN/ten2007/TEN21-07a1.pdf
Volkmar, F., Siegel, M., Woodbury-Smith, M. King, B., McCracken, J., State, M., & the American Academy of Child and Adolescent Psychiatry (AACAP) Committee on Quality Issues (CQI). (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder (Links to an external site.)Links to an external site. [PDF]. Journal of the American Academy of Child & Adolescent Psychiatry, 53(2), 237-257. doi:10.1016/j.jaac.2013.10.013
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Multimedia
deRossier, L. (Producer) &Boutinard-Rouelle, P. (Director). (2011). IQ: A history of deceit (Links to an external site.)Links to an external site. [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?Token=52818&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref
Moloney, C. (Writer), Breitenmoser, K. (Director), & De Robbio, M. (Producer). (2013).Psychometric testing and employment. (Links to an external site.)Links to an external site. [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?Token=53207&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref
Web Pages
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct including 2010 amendments: Standard 9: Assessment (Links to an external site.)Links to an external site..Retrieved from http://www.apa.org/ethics/code/index.aspx?item=12
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct: Standard 9: Assessment (Links to an external site.)Links to an external site..Retrieved from http://www.apa.org/ethics/code/index.aspx?item=12
American Psychological Association. (2010). Standard 9: Assessment (Links to an external site.)Links to an external site..Retrieved from http://www.apa.org/ethics/code/index.aspx?item=12
University of Iowa Geriatric Education Center. (2014). Geriatric Assessment Tools: Dementia and Delirium (Links to an external site.)Links to an external site.. Retrieved from http://www.healthcare.uiowa.edu/igec/tools/categoryMenu.asp?categoryID=1
Websites
Storybird (Links to an external site.)Links to an external site. (http://storybird.com/)
Storybird Help Center (Links to an external site.)Links to an external site. (http://help.storybird.com/)
Supplemental Materials
Ashford University Career Services (Links to an external site.)Links to an external site.
(http://www.ashford.edu/student_services/careerservices.htm)
Harper, Y. (2014a). PSY640 Checklist for evaluating tests [PDF]. College of Health and Human Services, Ashford University, San Diego, CA.
Harper, Y. (2014b). PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.) View in a new window[PDF]. College of Health, Ashford University: San Diego, CA.
Herron, T. (2014). Storybird quick-start guide (Links to an external site.) [PDF]. Ashford University: San Diego, CA.
Kennedy, N., & Harper Y. (2014a). PSY640 Week four psychological assessment report (Links to an external site.) [PDF]. College of Health and Human Services, Ashford University, San Diego, CA.
Kennedy, N., & Harper, Y. (2014b). PSY640 Week six clinical neuropsychological report for Mr. W (Links to an external site.)View in a new window[PDF]. College of Health, Ashford University: San Diego, CA.
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