Gesell’s Drawing Test

     Gesell’s Drawing Test is a developmental assessment tool that evaluates the cognitive and motor abilities of children between the ages of 3 and 10. Here are some key points to remember about Gesell’s Drawing Test:

Purpose: Gesell’s Drawing Test is used to evaluate a child’s cognitive and motor development. The test can identify areas where a child may need further assistance, such as fine motor skills or visual-spatial perception.

Procedure: The child is asked to draw a human figure in a specific way, such as facing forward or backward, and then asked to draw additional items, such as a tree or a house. The drawings are then evaluated for accuracy, detail, and overall quality.

Scoring: The drawings are scored on several different criteria, such as proportion, placement, and detail. Each criterion is given a score, which is then added up to determine the overall score for the drawing.

Interpretation: The scores can be used to evaluate the child’s cognitive and motor development, as well as to identify areas where the child may need further assistance. For example, a child who scores low on fine motor skills may benefit from occupational therapy.

Limitations: It is important to remember that Gesell’s Drawing Test is just one tool for evaluating a child’s development. It should be used in conjunction with other assessments and observations to get a complete picture of the child’s abilities.

     Overall, Gesell’s Drawing Test is a useful tool for evaluating a child’s cognitive and motor development. It can provide valuable information about a child’s strengths and weaknesses and can be used to create a plan for further support and intervention if needed.

Technical Details

Test Administration: The test consists of three parts - human figure drawing, geometric figure drawing, and drawing from memory. The child is given a blank piece of paper and a pencil for each part of the test.

Scoring: The human figure drawing is scored on 14 criteria, including proportion, detail, and placement. The geometric figure drawing is scored on 5 criteria, including shape and symmetry. The drawing from memory is scored on 6 criteria, including accuracy and detail. Each criterion is scored from 0 to 2 points, with a maximum score of 44 for the human figure drawing, 10 for the geometric figure drawing, and 12 for the drawing from memory.

Reliability: The reliability of Gesell's Drawing Test has been found to be high, with inter-rater reliability ranging from 0.89 to 0.94. This means that different evaluators are likely to arrive at similar scores when using the test.

Validity: The validity of Gesell's Drawing Test has been supported by research, which has found that the test is correlated with other measures of cognitive and motor development, such as the Bayley Scales of Infant Development and the Movement Assessment Battery for Children.

Norms: Norms for the Gesell's Drawing Test are available for children between the ages of 3 and 10. These norms provide a comparison to the general population and can help evaluators determine if a child's score is within the typical range or not.

Interpretation: The interpretation of Gesell's Drawing Test should be done by a trained professional, such as a psychologist or occupational therapist, who has experience working with children. The test scores should be used in conjunction with other assessments and observations to create a comprehensive picture of the child's development.

Developmental Theory: Gesell's Drawing Test is based on Arnold Gesell's developmental theory, which emphasizes the importance of observing children's behavior in order to understand their developmental progress. According to Gesell, children develop in a predictable, sequential manner, and their behavior reflects their underlying cognitive and motor abilities.

Test Construction: The Gesell's Drawing Test was developed by Arnold Gesell and his colleagues in the early 20th century. The test was designed to assess children's visual-motor skills, spatial perception, and ability to follow instructions. The test items were carefully selected to reflect the developmental tasks that children typically master at different ages.

Test Administration: Gesell's Drawing Test is typically administered individually in a quiet, distraction-free environment. The child is given verbal instructions for each part of the test and is allowed to take as much time as needed to complete the drawings.

Test Interpretation: The interpretation of Gesell's Drawing Test involves analyzing the child's scores on each of the test criteria and comparing them to the expected developmental level for their age. For example, a child who scores low on the proportion criterion may be experiencing difficulties with visual-spatial perception, while a child who scores low on the detail criterion may be experiencing difficulties with fine motor skills.

Clinical Applications: Gesell's Drawing Test has been used clinically to evaluate children with a variety of developmental disorders, including autism spectrum disorder, attention-deficit/hyperactivity disorder, and learning disabilities. The test can help clinicians identify areas of strength and weakness in the child's development and develop individualized treatment plans.

Cross-Cultural Applications: The Gesell's Drawing Test has been adapted for use in different cultures and countries, with modifications made to the test items and scoring criteria to reflect cultural norms and expectations. However, the cross-cultural validity of the test has been questioned, as some cultural groups may have different expectations for what constitutes a "good" drawing.

 

 

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Excessive use of mobile phones and Mental Health in India

 Excessive use of mobile phones has been linked to a range of mental health issues in India, including:

1.         Anxiety and stress: The constant need to check and respond to notifications can lead to increased stress and anxiety levels, particularly among young people.

2.         Depression: Studies have shown that excessive use of mobile phones can lead to feelings of isolation, loneliness, and depression, particularly among those who use social media frequently.

3.         Sleep disorders: The blue light emitted by mobile phone screens can disrupt sleep patterns and lead to insomnia, which can have negative effects on mental health.

4.         Attention deficit hyperactivity disorder (ADHD): Some studies have suggested that excessive mobile phone use may be linked to ADHD-like symptoms, such as difficulty concentrating and impulsivity.

5.         Relationship problems: Excessive use of mobile phones can lead to relationship problems, particularly among couples, and can contribute to feelings of jealousy, distrust, and other negative emotions.

It's worth noting that mobile phone addiction can also contribute to physical health problems, such as eye strain, neck pain, and repetitive strain injuries. If you or someone you know is experiencing mental health issues related to mobile phone addiction, it's important to seek help from a qualified mental health professional.

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Nomophobia

         

Nomophobia is the fear or anxiety of being without a mobile phone or being unable to use it for some reason. The term "nomophobia" is derived from the phrase "no mobile phobia."

 

          People with nomophobia may experience distress or anxiety when their phone battery dies, they lose their phone, or they are in a location with no mobile network coverage. They may also feel anxious when they cannot access their phone due to social situations or when they are in a place where phone use is not allowed.

 

         Nomophobia is becoming increasingly common due to the prevalence of smartphones and the reliance that many people have on their devices. While it is not officially recognized as a diagnosable disorder, nomophobia can be a source of significant distress and interfere with a person's daily life.

Properties of Counselling Relationship

The counseling relationship is a unique and important relationship that is formed between the counselor and the client. Here are some of the key properties of a counseling relationship:

1. Confidentiality: One of the most important properties of a counseling relationship is confidentiality. The client should be able to trust that anything they discuss with the counselor will be kept private and confidential.

2. Trust: Trust is essential in any counseling relationship. The client should feel comfortable enough to share their deepest thoughts and feelings with the counselor, and the counselor should be trustworthy enough to keep that information confidential and provide a safe space for the client.

3. Empathy: The counselor should be empathetic towards the client, showing understanding and concern for their emotional state and experiences.

4. Non-judgmental attitude: The counselor should be non-judgmental and accepting of the client, regardless of their background, beliefs, or lifestyle choices.

5. Respect: The counselor should show respect for the client's autonomy and decisions, and treat them with dignity and kindness.

6. Boundaries: A counseling relationship should have clear boundaries to prevent any confusion or misunderstandings. The counselor should be clear about what they can and cannot do, and what their role is in the counseling process.

7. Collaboration: The counseling relationship should be a collaborative process, with the counselor and the client working together to identify goals and develop strategies to achieve those goals.

     Overall, the counseling relationship is built on trust, empathy, respect, and collaboration. These properties are essential for creating a safe and supportive environment in which the client can explore their thoughts and feelings and work towards personal growth and healing.

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Five eminent Indian psychologists

Five eminent Indian psychologists who have made significant contributions to the field:

1. DN Bhattacharyya: Durganand Bhattacharyya was an Indian psychologist who is known for his work in the area of human memory. He was also a pioneer in the field of cognitive psychology in India.

2. AK Sarin: Anil Kumar Sarin was an Indian psychologist who is known for his work in the area of psychological testing and assessment. He was also instrumental in the development of the Indian adaptation of the Wechsler Intelligence Scale for Children.

3. Girindrasekhar Bose: Girindrasekhar Bose was an Indian psychologist who is known for his work in the field of psychophysics. He made significant contributions to the understanding of sensory perception and was a key figure in the development of experimental psychology in India.

4. NN Sengupta: Narendra Nath Sengupta was an Indian psychologist who is known for his work in the area of perception and psychophysics. He played a key role in the development of the Department of Psychology at the University of Calcutta and is considered a pioneering figure in Indian psychology.

5. Ajit K. Dalal: Ajit K. Dalal is an Indian psychologist who is known for his work in the area of occupational psychology. He has made significant contributions to the development of psychological testing and assessment tools in India, particularly in the area of personnel selection.

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चेतना के तीन स्तर

1. जागृति: जागृति वह अवस्था होती है जब हम जागते हैं और सतर्क रहते हैं, जिसमें बाहरी परिवेश में आवेदन और प्रतिक्रियाशीलता का एक उच्च स्तर होता है।

 

2. नींद: नींद वह अवस्था होती है जब हमारी चेतना कम होती है, जिसमें हम बाहरी प्रतिक्रियाओं के लिए कम संवेदनशील होते हैं।

 

3. तुरिया: तुरिया वह अवस्था है जो जाग्रत, स्वप्न और गहरी नींद के बाहर की एक अवस्था है और जो सारे संसार में मौजूद सबकी चेतना का आधार है। इसे शुद्ध चेतना या जागत अवस्था के रूप में वर्णित किया जाता है जो सभी अन्य चेतना की आधार है।

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Ethical Issues in Psychological Tests

 Ethics

            The study of what is right and wrong in human behaviour.

            Ethics is based on the foundations of the moral behavior of man, but a substantial portion of the moral codes are based on religious beliefs, social customs, norms and traditions.

            Indian ethical ideals and principles are found in the Vedas and in other teachings of the Indian religions.

            Ethics stands on morality. Morality means conscious living within the frame of certain principles of conduct laid down by those regarded as authorities. So in general morality as an institution of life consists in the awareness of an important distinction between what is and what ought to be.

 

Source of Morality

 Vedas (Srutis) and the Smrtis (Dharmasastras of Manu) taken together, have been regarded as the source of morality.

            The Indian term for morality and ethics is ‘dharma’. Dharma comes from ‘dhr’, which means to hold together. And thus the function of dharma is to hold the human society together for its stability and growth.

            Dharma in the Vedas refers to the highest truth, power and as duty par-excellence.

            Dharma is also generally understood as the duties of humans according to one’s own Savadharma (सत्व+रजस+तमस) and stage of life (Varnasrama Dharma).

            Dharma as morality means all the duties one ought to perform and all the virtues one ought to practice to attain moksa, nirvaan or liberation.

 

Ethical Standards of Psychological Tests

            To prevent the misuse of psychological tests, the distribution and use of psychological tests constitutes a major area in Ethical Standards of Psychologists.

1.         Only be used by Qualified Psychologist – Administration of test, nature of test, purpose of the test, scoring, interpretation of scores, test conditions, conditions that may affect the test performance, conclusions, recommendations, [Considering demographics and other relevant information about the individual].

2.         Purchase, Use and Procure of Psychological Tests – The restriction on the distribution of tests have a dual objective:

(i)        security of test materials and

(ii)       prevention of misuse.

3.         Confidentiality of test scores/data.

4.         Communicating Test Results (Self, Parents or Care givers, Teachers, Employer, Administrator). Great care must be taken in regard to sharing the IQ scores.

5.         Protection of Privacy of subject.

6.         Informed Consent (Self and Parents/Care givers in case of minor).

 

APA Ethical Standards

Preamble - Psychologists are committed to increasing scientific and professional knowledge of behavior and people’s understanding of themselves and others and to the use of such knowledge to improve the condition of individuals, organizations, and society. Psychologists respect and protect civil and human rights and the central importance of freedom of inquiry and expression in research, teaching, and publication. They strive to help the public in developing informed judgments and choices concerning human behavior. In doing so, they perform many roles, such as researcher, educator, diagnostician, therapist, supervisor, consultant, administrator, social interventionist, and expert witness. This Ethics Code provides a common set of principles and standards upon which psychologists build their professional and scientific work. This Ethics Code is intended to provide specific standards to cover most situations encountered by psychologists. It has as its goals the welfare and protection of the individuals and groups with whom psychologists work and the education of members, students, and the public regarding ethical standards of the discipline. The development of a dynamic set of ethical standards for psychologists’ work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical behavior by students, supervisees, employees, and colleagues; and to consult with others concerning ethical problems.

General Principals

1.         Beneficence and Nonmaleficence

2.         Fidelity and Responsibility

3.         Integrity

4.         Justice

5.         Respect for People’s Rights and Dignity

 

Ethical Standards

1.         Resolving Ethical Issues

(i)        Misuse of Psychologists’ Work

(ii)       Conflicts Between Ethics and Organizational Demands

(iii)      Reporting Ethical Violations

(iv)      Cooperating with Ethics Committees

2.         Competence

(i)        Boundaries of Competence

(ii)       Providing Services in Emergencies

(iii)      Maintaining Competence

(iv)      Bases for Scientific and Professional Judgments

(v)       Delegation of Work to Others

(vi)      Personal Problems and Conflicts

3.         Human Relations

(i)        Unfair Discrimination

(ii)       Sexual and other Harassment

(iii)      Avoiding Harm

(iv)      Conflict of Interest

(v)       Third-Party Requests for Services

(vi)      Exploitative Relationships

(vii)     Cooperation with Other Professionals

(viii)    Informed Consent

4.         Privacy and Confidentiality

(i)        Maintaining Confidentiality

(ii)       Discussing the Limits of Confidentiality

(iii)      Recording

(iv)      Minimizing Intrusions on Privacy

(v)       Disclosures

(vi)      Consultations

5.         Advertising and Other Public Statements

(i)        Avoidance of False or Deceptive Statements

(ii)       Media Presentations

(iii)      Testimonials

(iv)      In-Person Solicitation

6.         Record Keeping and Fees

(i)        Documentation of Professional and Scientific Work and Maintenance of Records

(ii)       Maintenance, Dissemination, and Disposal of Confidential Records of Professional and Scientific Work

(iii)      Withholding Records for Nonpayment         

(iv)      Fees and Financial Arrangements

(v)       Barter with Clients/Patients

7.         Education and Training

(i)        Design and Descriptions of Education and Training Programs

(ii)       Accuracy in Teaching

(iii)      Student Disclosure of Personal Information

(iv)      Sexual Relationships with Students and Supervisees

8.         Research and Publication

(i)        Institutional Approval

(ii)       Informed Consent to Research

(iii)      Informed Consent for Recording Voices and Images in Research

(iv)      Client/Patient, Student, and Subordinate Research Participants

(v)       Offering Inducements for Research Participation

(vi)      Deception in Research

(vii)     Debriefing

(viii)    Humane Care and Use of Animals in Research

(ix)      Reporting Research Results

(x)       Plagiarism

(xi)      Duplicate Publication of Data

(xii)     Sharing Research Data for Verification

9.         Assessment

(i)        Bases for Assessments

(ii)       Use of Assessments

(iii)      Informed Consent in Assessments

(iv)      Release of Test Data

(v)       Test Construction

(vi)      Interpreting Assessment Results

(vii)     Assessment by Unqualified Persons

(viii)    Obsolete Tests and Outdated Test Results

(ix)      Test Scoring and Interpretation Services

(x)       Explaining Assessment Results

(xi)      Maintaining Test Security

10.       Therapy

(i)        Informed Consent to Therapy

(ii)       Therapy Involving Couples or Families

(iii)      Group Therapy

(iv)      Providing Therapy to Those Served by Others

(v)       Sexual Intimacies with Current or Former Therapy Clients/Patients

(vi)      Sexual Intimacies with Relatives or Significant Others of Current Therapy Clients/Patients

(vii)     Interruption of Therapy

(viii)    Terminating Therapy

References:

Anastasi, A. (1976). Psychological testing-Macmillan.

Freeman, F. S. (1965). Theory and Practice of Psychological Testing. Mohan Primlain: New Delhi.

 

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