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

1. Resolving Ethical Issues 1.01 Misuse of Psychologists’ Work 1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority 1.03 Conflicts Between Ethics and Organizational Demands 1.04 Informal Resolution of Ethical Violations 1.05 Reporting Ethical Violations 1.06 Cooperating With Ethics Committees 1.07 Improper Complaints 1.08 Unfair Discrimination Against Complainants and Respondents

Ethical Principles of Psychologists and Code of Conduct

This meta-analysis reviews research on the achievement effects of comprehensive school reform (CSR) and summarizes the specific effects of 29 widely implemented models. There are limitations on the overall quantity and quality of the research base, but the overall effects of CSR appear promising. The combined quantity, quality, and statistical significance of evidence from three models, in particular, set them apart. Whether evaluations are conducted by developers or by third-party evaluators and whether evaluators use one-group pre-post designs or control groups are important factors for understanding differences in CSR effects. Schools that implemented CSR models for 5 years or more showed particularly strong effects, and the benefits were consistent across schools of varying poverty levels. A long-term commitment to research-proven educational reform is needed to establish a strong marketplace of scientifically based CSR models.

Comprehensive School Reform and Achievement: A Meta-Analysis

THE purpose of this work, which the authors regard as a pioneer attempt, is the accomplishment in the field of masculinity and femininity of something similar to Binet's early achievement in the field of intelligence, inasmuch as they have endeavoured to apply psychometric methods in the form of a test to the study of sex temperaments. The test was originally devised by the senior author, Lewis M. Terman, in 1922 in the investigation of intellectually superior children, and has since been applied in the examination of a great variety of groups, including college students, office workers, athletes, delinquents, homosexuals and prostitutes, the ages ranging from early adolescence to extreme old age.Sex and Personality': Studies in Masculinity and Femininity. By Lewis M. Terman and Catherine Cox Miles., assisted by Jack W. Dunlap, Harold K. Edgerton, E. Lowell Kelly, Albert D. Kurtz, E. Alice McAnulty, Quinn McNemar, Maud A. Merrill, Floyd L. Ruch, Horace G. Wyatt. (McGraw-Hill Publications in Psychology.) Pp. xii + 600. (New York and London: McGraw-Hill Book Co., Inc., 1936.) 25s.

Sex and personality

Psychotherapy is a culturally encapsulated healing practice that is created from and dedicated to specific cultural contexts (Frank & Frank, 1993; Wampold, 2007; Wrenn, 1962). Consequently, conventional psychotherapy is a practice most suitable for dominant cultural groups within North America and Western Europe but may be culturally incongruent with the values and worldviews of ethnic and racial minority groups (e.g., D. W. Sue, Arredondo, & McDavis, 1992). Culturally adapted psychotherapy has been reported in a previous meta-analysis as more effective for ethnic and racial minorities than a set of heterogeneous control conditions (Griner & Smith, 2006), but the relative efficacy of culturally adapted psychotherapy versus unadapted, bona fide psychotherapy remains unestablished. Furthermore, one particular form of adaptation involving the explanation of illness-known in an anthropological context as the illness myth of universal healing practices (Frank & Frank, 1993)-may be responsible for the differences in outcomes between adapted and unadapted treatments for ethnic and racial minority clients. The present multilevel-model, direct-comparison meta-analysis of published and unpublished studies confirms that culturally adapted psychotherapy is more effective than unadapted, bona fide psychotherapy by d = 0.32 for primary measures of psychological functioning. Adaptation of the illness myth was the sole moderator of superior outcomes via culturally adapted psychotherapy (d = 0.21). Implications of myth adaptation in culturally adapted psychotherapy for future research, training, and practice are discussed.

Culturally adapted psychotherapy and the legitimacy of myth: a direct-comparison meta-analysis.

Introduction and Overview. Who Are People with Disabilities? The Minority Model of Disability. The Disability Experience: I. Stereotypes and Attitudes. The Disability Experience: II. Affect and Everyday Experiences. Families with Disabilities. Laws and Social History. Beginning Treatment. Etiquette with Clients with Disabilities. Interviews, Assessment, Evaluation, and Diagnosis. Dating, Romance, Sexuality, Pregnancy, Birthing, and Genetic Testing. Special Issues in Therapy with Clients with Disabilities. Assistive Technology and Devices. The Personal, the Professional, and the Political. Research on Disability: Shifting the Paradigm from Pathology to Policy. For Teachers and Supervisors.

What Psychotherapists Should Know About Disability

Although the field of disabilities studies incorporates psychology within its interdisciplinary purview, it embodies a distinct perspective consonant with the new paradigm of disability. This perspective is contrasted with that of psychology, and the place of disability within psychology is examined. Although psychology has begun to embrace diversity, disability has remained marginalized. Four areas are presented in this article: (a) the foundational ideas of disability studies, (b) training in disability within psychology, (c) the paradigms of disability reflected in research on disability, and (d) future research directions.

Can disability studies and psychology join hands

This article is intended to help those unfamiliar with disability studies by providing a context for disability on which psychologists can build. The 1st part presents data on disability training in graduate clinical programs and on training accessibility for graduate students with disabilities. The 2nd part is an introduction to disability studies and includes 3 core concepts of disability issues in psychology: (a) the framing of disability from 3 models (the moral, medical, and social models); (b) the ways in which disability is like and unlike other minority groups; and (c) the language that is used to describe disability. These 2 parts taken together constitute a brief introduction to disability issues within psychology.

Could you hold the door for me? Including disability in diversity.

There are over ten million families with children living in the home in which a parent has a disability When discussing a group as large and heterogeneous as parents with disabilities, it is important to keep in mind the diversity of this population We cover three areas, including (a) the main problems in previous research on parents with disabilities, (b) research in a new key, ie, from a disability culture and community perspective, and (c) an overview of the clinical and research work at Through the Looking Glass, a nonprofit agency serving families with disabilities since 1982

Rhoda Olkin

Papers

What Psychotherapists Should Know About Disability

Can disability studies and psychology join hands

Could you hold the door for me? Including disability in diversity.

Parents with physical, systemic, or visual disabilities.

How Well Do Both Evidence-Based Practices and Treatment as Usual Satisfactorily Address the Various Dimensions of Diversity?