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Using Multivariate Statistics

Attachment--and loss.

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Antecedentes: en los ultimos anos la adaptacion de los tests de unas culturas a otras se ha incrementado en todos los ambitos evaluativos. Vivimos en un entorno cada vez mas multicultural y multilingue en el que los tests se utilizan como apoyo en la toma de decisiones. El objetivo de este trabajo es presentar la segunda edicion de las directrices de la Comision Internacional de Tests (ITC) para la adaptacion de los tests de unas culturas a otras. Metodo: un grupo de seis expertos internacionales revisaron las directrices originales propuestas por la Comision Internacional de Tests, teniendo en cuenta los avances habidos en el campo desde su formulacion inicial. Resultados: la nueva edicion esta compuesta por veinte directrices agrupadas en seis apartados: directrices previas, desarrollo del test, confirmacion, aplicacion, puntuacion e interpretacion y documentacion. Se analizan los diferentes apartados, y se estudian las posibles fuentes de error que pueden influir en el proceso de traduccion y adaptacion de los tests. Conclusiones: se proponen veinte directrices para guiar la traduccion y adaptacion de los tests de unas culturas a otras. Se discuten las perspectivas futuras de las directrices en relacion con los nuevos desarrollos en el ambito de la evaluacion psicologica y educativa.

Directrices para la traducción y adaptación de los tests: segunda edición

FORMS FOR THE THERAPIST. Allan G. Hedberg (Ed.) (2010). San Diego, CA: Academic Press. Reviewed by Christopher H. Rosik (Link Care Center, Fresno, CA; Fresno Pacific University). Allan Hedberg is a seasoned psychologist and former president of the California Psychological Association. His considerable experience as a clinician is evident in this impressive volume that makes a wealth of useful material readily available to therapists seeking to establish or enhance their practice. Moreover, Dr. Hedberg enlisted the contributions of sixteen other experienced professionals to provide helpful resources in seven areas: Information for the therapist, assessment tools, patient homework or assignment outside therapy, information for the patient, exercises to be performed in therapy, forms to be completed by the therapist or patient, and sample forms and templates. Multiple indexes and pictorial legends help to direct the clinician to the exact page where the needed form is presented. In addition, purchase of the book enables the user to access a website where all of the forms can be downloaded, so no bindingbreaking copying is necessary. It is impossible to review all of the valuable forms compiled in this text, but the list of chapter titles can provide some basic orientation to what this book offers. Chapters include Forms for setting up and defining your practice; Forms related to fees; HIPAA/Patient privacy forms; General information handouts for patients; Forms related to referral and consulting services; Fitness for duty and workers' compensation forms; Forms related to patient services; Forms related to therapist's professional activity; Managing an office staff; Termination of treatment/practice forms; Forms for session notes; Clinical errors, bad habits, ethical complaints, and law suits; Expanding your practice; Organizing your charts and evaluations; General assessments, intake, brief, comprehensive, and more; Assessments related to specific tests and scales; Assessments related to risk, competency, health, and neuropsychology; Anxiety and stress relief with relaxation assessment and exercises; Depression and self-esteem; Insomnia and sleep therapy; Addictive behavior; Suicidal behavior; Pain management and coping with medical disorders; Anger and violent behavior; Strategies and tools for personal growth and health awareness; Communication tips and exercises; eating and exercise logs; Cultural diversity appreciation exercises; Conflict resolution and problem solving; Thinking distortions: Information and patient exercises; eating and exercise logs; Cultural diversity appreciation exercises; Conflict resolution and problem solving; Thinking distortions: Information and patient exercises; Behavioral monitoring logs; Dealing with crisis; Serving children and their families; Dealing with geriatric patients; Couples therapy and relationship assessment and exercises. …

The Psychology of Religion: An Empirical Approach

Meaning in life and hope as predictors of positive mental health: do they explain residual variance not predicted by personality traits?

The main goal of the European Federation of Psychologists' Associations (EFPA) Standing Committee on Tests and Testing (SCTT) is the improvement of testing practices in European countries. In order to reach this goal, the SCTT carries out various actions and projects, some of which are described in this paper. To better inform its work, it decided to survey the opinions of professional psychologists on testing practices. A questionnaire of 33 items was administered to a sample of 12,606 professional psychologists from 17 European countries. The questionnaire was based on, but not identical to, one used in 2000. The new data show that the positive attitude of the respondents toward the use of tests that was obtained in 2000 has increased in most countries, with a high percentage of the surveyed psychologists using tests regularly. Five main dimensions explained 43% of the total item variance. The dimensions involve items relating to: Concern over incorrect test use, regulations on tests and testing, Internet testing, appreciation of tests, and knowledge and training relating to tests and test use. Important differences between countries were found on these five dimensions. Differences were found according to gender for four of the five dimensions and in relation to field of specialization for all five dimensions. The most commonly used tests are the classic psychometric tests of intelligence and personality: WISC, WAIS, MMPI, RAVEN, 16PF, NEO-PI-R, BDI, SCL-90. Finally, some future perspectives are discussed.

Testing practices in the 21st century: developments and European psychologists' opinions

Background An inverse relationship between religiosity and adolescent health-related behaviour has been repeatedly documented, but evidence regarding gender is scarce. The aim of this study was to assess the association between a wide range of adolescent healthrelated behaviours and religiosity as well as gender differences in these associations. Methods Data were collected in 2010 in Slovakia on 3674 adolescents, with mean age of 14.9 years (response: 79.5%). ORs for levels of religiosity, measured by religious attendance and religious salience, were calculated for 15 behaviours, such as the use of various substances, nutritional behaviour and violent behaviour. The authors then assessed the interactions of religiosity and gender on these behaviours. Results Religiosity was inversely associated with healtherisk behaviour in smoking, drunkenness, cannabis use, having breakfast, soft drinks consumption, screen-based activities and sexual intercourse among both genders and in truancy among girls only. This association was significantly stronger among girls than among boys in smoking, drunkenness and cannabis use. Religiosity was unrelated to the consumption of fruits, vegetables and sweets, physical inactivity, tooth brushing, fighting and bullying others in both genders. Conclusions An inverse relationship between religiosity and healtherisk behaviour was found in several behaviours (especially use of substances) but not in other behaviours (violent behaviours in particular). Gender seems to moderate this relationship in smoking, drunkenness and cannabis use. Further research is needed on the mechanisms leading to an association between religiosity and health behaviour and on the strength of this association in other countries and cultures.

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Peter Halama

Papers

Meaning in life and hope as predictors of positive mental health: do they explain residual variance not predicted by personality traits?

Testing practices in the 21st century: developments and European psychologists' opinions

Gender differences in the relationship between religiosity and health-related behaviour among adolescents

Spiritual, existential or both? theoretical considerations on the nature of 'higher' intelligences (discussion)

Meaning in life as a moderator of the relationship between perceived stress and coping