COURSE INTRODUCTION AND APPLICATION INFORMATION


Course Name
Psychological Testing in Practice
Code
Semester
Theory
(hour/week)
Application/Lab
(hour/week)
Local Credits
ECTS
PSY 414
Fall/Spring
2
2
3
5
Prerequisites
None
Course Language
English
Course Type
Elective
Course Level
First Cycle
Course Coordinator -
Course Lecturer(s) -
Assistant(s) -
Course Objectives The aim of this course is to present common psychological tests used in the field of clinical psychology. Several psychological tests from different theoretical backgrounds will be demonstrated in this course.
Learning Outcomes The students who succeeded in this course;
  • To gain preliminary level of knowledge about basic assessment devices.
  • To gain preliminary level of knowledge about basic assessment devices.
  • To understand historical development of psychological assessment in clinical psychology.
  • To explain historical milestones and development of psychological testing in practice.
  • To understand different psychological test in relation to their theoretical background.
  • To gain critical approach to pros and cons of psychological testing.
Course Content In this course, historical development of clinical testing and assessment would be explored. During the semester several tests to measure personality, intelligence, neuropsychological functioning, and psychopathology as well as their psychometric properties would be explained.

 



Course Category

Core Courses
Major Area Courses
X
Supportive Courses
Media and Managment Skills Courses
Transferable Skill Courses

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week Subjects Related Preparation
1 Introduction to Psychological testing Cohen & Swerdik – Chapter 1, Psychological Testing and Assessment, 129
2 The nature of tests George – Chapter 1 – The nature of Tests, 112
3 Historical perspective Cohen & Swerdik – Chapter 2, Historical, Cultural and Legal Considerations, 3570Goldstein & Hersen – Historical Perspectives, 317
4 Behavioural Assessment (SelfReport Inventories) GrothMarnat – Chapter 4, Behavioral Assessment, 99131
5 Midterm 1
6 Assessment of Child Intelligence Beres, Kaufman, & Perlman – Chapter 4, Assessment of Child Intelligence, 6596
7 Assessment of Adult Intelligence Tulsky, Zhu, & Prifitera – Chapter 5, Assessment of Adult Intelligence with WAISIII, 97129
8 Objective Personality Assessment 1 Nezami & Butcher – Chapter 16, Objective Personality Assessment, 413435
9 Objective Personality Assessment 2 GrothMarnat – Chapter 6, The Minnesota Multiphasic Personality Inventory, 205300
10 Projective Tests, 1 GrothMarnat – Chapter 9, The Roarscach, 393457
11 Projective Tests, 2 GrothMarnat – Chapter 10, The Thematic Apperception Tests, 458498GrothMarnat – Chapter 11, Projective Drawings, 499533
12 Midterm 2
13 Neurologic Tests GrothMarnat – Chapter 12, Screening and Assessing for Neuropsychological Impairment, 534 594
14 Psychological Assessment and Treatment Planning GrothMarnat – Chapter 13, Psychological Assessment and Treatment Planning, 595618
15 Ethical Issues in Psychological Assessment Cohen & Swerdik – Chapter 2, Historical, Cultural and Legal Considerations, 3570
16 Review of the Semester  
Course Textbooks Psychological Testing and Assessment. Ronald Ray Cohen & Mark E. Swerdik. McGrawHill, USA, 2009The Handbook of Psychological Assessment. Gary GrothMarnat. John Wiley & Sons, USA, 1997Psychological Testing: An Introduction. George Domino. Cambridge Unievrsity Press, NY, 2002Handbook of Psychological Assessment. Gerald Goldstein, Michel Hersen. Pergamon. NY, 2000
References Power point presentations Psychanalytic interpretation of Rorschach Test.1. Kodlama ve Uygulama. Tunaboyluİkiz. Bağlam Yayınları, İstanbul, 2001Rorschach Testinin Psikanalitik Yorumu 2. Erişkin Psikopatolojisinin Değerlendirilmesi. Tevfika Tunaboyluİkiz. Bağlam Yayınları, İstanbul, 2002MMPI Uygulama ve Yorumlama Rehberi (The MMPI: A Practical Guide). J.R. Graham (çev. O. Sorias) Türk Psikologlar Derneği, Ankara, 1998Wechsler Çocuklar için Zeka Ölçeği (WISCR) (Manual for the Wechsler Intelligence Scale for ChildrenRevised). . Işık Savaşır & Nesrin Şahin. Türk Psikologlar Derneği, Ankara, 1995BilişselDavranışçı Terapilerde Değerlendirme: Sık Kullanılan Ölçekler. Işık Savaşır & Nesrin Şahin. Türk Psikologlar Derneği, Ankara, 1997Power point presentations

 

EVALUATION SYSTEM

Semester Requirements Number Percentage
Participation
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Homework / Assignments
Presentation / Jury
Project
1
20
Seminar / Workshop
Midterms / Oral Exams
1
20
Final / Oral Exam
1
40
Total

Contribution of Semester Work to Final Grade
18
60
Contribution of Final Work to Final Grade
1
40
Total

ECTS / WORKLOAD TABLE

Activities Number Duration (Hours) Workload
Course Hours
Including exam week: 16 x total hours
16
2
32
Laboratory / Application Hours
Including exam week: 16 x total hours
16
Study Hours Out of Class
16
2
Field Work
Quizzes / Studio Critiques
Homework / Assignments
Presentation / Jury
Project
1
14
Seminar / Workshop
Midterms / Oral Exams
1
10
Final / Oral Exam
1
20
    Total
108

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
Program Qualifications / Outcomes
* Level of Contribution
1
2
3
4
5
1 To be able to assess psychological concepts and perspectives, interpret and evaluate data using scientific methods X
2 To be able to develop a curiosity and interest towards the mind and its phenomena, to possess a sense of critical and scientific reflexion and ability to analyze new information. X
3 Ability to make use of theoretical and applied knowledge in local and global levels. X
4 To have a basic knowledge of other disciplines that can contribute to psychology and to be able to make use of this knowledge X
5 To possess and value societal, scientific and ethical principles in collecting, interpreting and publishing psychological data X
6 To have knowledge of how psychology is positioned as a scientific discipline from a historical perspective, and to know with what methods it views behavioural and mental processes X
7 To be able to distinguish between the emphases of fundamental theories and perspectives of psychology (behavioural, biological, cognitive, evolutionary, social, developmental, humanistic, psychodynamic and sociocultural) and compare and express their differences and similarities, contributions and limitations X
8 The competence to share psychological knowledge based and qualitative and quantitative data with experts and lay people, using effective communication skills X
9 To have the awareness of interpersonal and societal problems and phenomena and adopt this awareness in psychological problems and researches. X
10 Competence to make use of applied and theoretical psychological knowledge to make contributions to industrial development and provide solutions to problems X
11 To possess essential knowledge of techniques and instrumentation for psychological measurement and evaluation X

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest

 

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