PSYCHOLOGICAL TESTING IN SCHOOL PSYCHOLOGY

NATIONAL WORKSHOP ON PSYCHOLOGICAL TESTING IN SCHOOL PSYCHOLOGY

Organized by: 

INDIAN INSTITUTE OF PSYCHOMETRY (IIP) 

in collaboration with 

Indian School Psychology Association (InSPA)

Supported by: INDIAN STATISTICAL INSTITUTE (ISI). Kolkata

Venue: NAB 1 and NAB 2, ISI, Kolkata

Date: 24^th and 25^th December, 2016 (9.30 AM to 5.00 PM)

ABOUT IIP

Indian Institute of Psychometry was established as Non Profit Distributing Organization in the late 70’s in  Kolkata to design, devise and promote Psychometric Tests for practical applications like recruitment, selection, counselling and  guidance under the legacy of Founder Director Late Dr.Sibabrata Chatterji and the present Director Dr. Manjula Mukerjee. Once, both were working in the then Psychometric Research and Service Unit (PRSU) of the Indian Statistical Institute, Kolkata under the guidance of Dr. Edwin Harper an eminent American Psychometrician on statistical methods and served the unit as Head.  IIP has grown to its present stature as an “Institute of Considerable Public Utility” certified by the Bureau of Public Enterprises, Ministry of Finance, Govt.of India; registered under section 25 of the Company’s Act. IIP was founded on the 18 th  of July 1978 and it is presently located at the hub of the city at 117, Barrackpore Trunk Road, Kolkata -700108(E-mail: indianinstituteofpsychometry@gmail.com) with a work force strength of over 60. The institute is recognized as a  “Scientific and Industrial Research Organization” under Section 35 (i) (iii) in the year 1982 by the  Department of Scientific and Industrial Research ,Ministry of Science and Technology, Government of India. The Institute broadly deals with the following areas of activities.

OBJECTIVES:
According to National Association of School Psychology (NASP), School psychologists are uniquely qualified members of school teams that support students' ability to learn and teachers' ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. They create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community. Their working unit is both micro and macro. Their interventions are based on data collected through observations, interview, experiments, psychological and educational assessment. Their work is more challenging as they can predict unobserved by observed data. Since, there is limited knowledge about description and application of Psychological tests. 

This workshop sets three objectives:

1.      To disseminate knowledge about basics of School Psychology. 

2.      To disseminate knowledge about theory, applications and limitations of selected psychological tests.

3.      To provide platform for interaction between parents and psychologists, special educators and psychiatrists.  

Broad Areas are: 

1. Right to Education and Child Protection Acts

2. NASP guidelines of school psychological assessment 

3. Assessment for children with special needs

4. Assessment of Academic motivation

5. Assessment for counselling and guidance 

Eligible persons are: Special educator, Rehabilitation Psychologist, School Psychologists, School Counsellors, Clinical Psychologist, Child psychiatrist. 

Sessions

1.      Scientific session for Psychologists and Psychiatrists

2.      Parent- Psychologist interaction

Category	Early Bird Registration	Amount	Last Date of Registration with late fees	Amount
Delegates (Professionals) For two days programme	19/12/2016	Rs. 2000/- (Rs. Two thousand only)	22/12/2016	Rs. 2500/- (Rs. Two thousand five hundred only)
Delegates (Parents and Teacher) For 1st session of 24th December, 2016 only	19/12/2016	Rs. 500/- (Rs. Five hundred only)	22/12/2016	Rs. 700/- (Rs. Seven hundred only)

Registration: It includes attending workshop, working lunch, snacks and kits. It doesn't include travel and accommodation. Please submit Rs.2000 (including taxes) through NEFT and fill up the form. Click here Or copy the link given below on your browser

https://docs.google.com/forms/d/e/1FAIpQLSeOvcSis7yFDZ_HwSS_OaGoei1uCW109crfGp2_I-6rYsVOmQ/viewform?c=0&w=1

NEFT Details:

Bank Account number: 056602000000229

Purpose: Workshop registration

Name of the Bank: Indian Overseas Bank

Name of the Bank Branch: Baranagar Dunlop Bridge Branch (0566)

IFSC Code : IOBA0000566

Mobile no: 9903 5426 02

Convener: 

Dr. Rama Manna

Head, Department of Counselling and Guidance

INDIAN INSTITUTE OF PSYCHOMETRY, 

117, B. T. Road, Evergreen Plaza, Kolkata – 700108

Contacts: 9903542602 / 033 2577 2696/ 4393/ 4207 (Extn. 116) from 11.00AM to 5.00PM

E-mail: mannaramaiip@gmail.com / nwschoolpsy2016@gmail.com

PROVISIONAL PROGRAM

DAY 1: 24.12.2016 & DAY 2: 25.12.2016

VENUE: NAB 1 & 2, INDIAN STATISTICAL INSITUTE, KOLKATA

Date	Time	Event	Resource Person
DAY 1: SATURDAY	9-30:10-00	Registration at :NAB 1
	10.00:11.00	Inauguration	Invocation Felicitation Inaugural speech: Prof.Sanghamitra Bandyopadhyay, Director, Indian Statistical Institute. About IIP: Director, IIP About Dept: Rama Manna, Head, Department of the Counselling and Guidance, Indian Institute of psychometry, Kokata. Purpose of workshop: Dr. Debdulal Dutta Roy, Associate Professor, Psychology Research Unit, Indian Institute of psychometry, Kokata.  Keynote address: Dr. Ruchira Goswami, WB National University of Juridical Sciences  Vote of Thanks: Ms. Debanjana Basu, Guest Faculty,Indian Institute of psychometry, Kokata
	11.00-11.15	Tea Break	------------------
	11.15:12.15	Technical session 1	Chairperson: Dr. Chhanda Ray Title: NASP guidelines of Psychological assessment  and Indian model of school psychology ethics Speaker: Dr. Debdulal Dutta Roy, Psychology Research Unit, Indian Statistical Institute, Kolkata-108
	12.15-1.15	Technical session 2	Title: Autism and Assessment Speaker: Prof. Mallika Banerjee, Department of Psychology, University of Calcutta.
	1.15-2.00	Lunch
	2.00-3:00	Technical session 3	Title: P.G.I. battery of brain function. Speaker: Prof. Pritha Mukherjee, Department of Psychology, University of Calcutta.
	3:00-4:00	Technical session 4	Title: Children Apperception test Speaker:  Dr. Manisha Dasgupta, Reader, Department of Psychology, University of Calcutta.
	4:00-5:00	Technical session 5	Title : Assessment of Hyperactivity among children Speaker : Dr. Shivani Santosh,  Head, Asst. Professor,  Department of Applied psychology, Neotia University, Kolkata
DAY 2: SUNDAY	10:00-11:00	Technical session 6	Title: High School Personality Questionnaire  Speaker: Dr. Rama Manna, Head, Department of Counselling and Guidance, Indian Institute of Psychometry, Kolkata.
	11:00-11:30	Technical session 7	Title: NEO -FFI: Implications in School Psychology Speaker: Ms. Anurupa Kundu & Ms. Shravanti Ghosh, Psychology Research Unit, Indian Statistical Institute, Kolkata
	12:00-01:00	Technical session 8	Title: Reading and Writing Motivation test Speaker: Dr. Debdulal Dutta Roy, Psychology Research Unit, Indian Statistical Institute, Kolkata
	1.15-2.00	Lunch
	2.00-3:00	Technical session 9	Title: Verbal Reasoning Test Battery & Memory Assessment  Speaker: Ms. Sumona Datta &Murshida Khatoon , Psychology Research Unit, Indian Statistical Institute, Kolkata
	3:00-4:00	Valedictory Session	Distribution of Certificates

Data Analytics in Psychological Research

Psychological data are very complex to analyze and interpret because of its hidden structure. It is easily affected by random errors of individual differences, differences in situations and by the interaction of individual and environment. Another significance of psychological data is multi-dimensionality. One construct is assessed through multiple sub-constructs. Again, each sub-construct is assessed through multiple consistent attributes. For prediction, psychology follows system approach and big data. Traditional statistical tools sometimes fail to capture the gamut of psychological functions implied in the data. In this connection, data mining from big data warehouse is important. Padma Vibhushan, Professor C.R. Rao, Professor of the University of Buffalo defined big data as massive amounts of very high dimension and unstructured data which are continuously produced and stored with much cheaper cost than they are used to be. The massive samples in big data are typically aggregated from multiple sources at different time points using different technologies. Some of the static big psychological data are psychiatric case history records, answer sheets of Board level examination, selection test, data of disability, health insurance data, crime research data, industrial data. Social networking sites like Facebook, twitter, you tube are dynamic data warehouse. 

Topics

PSYCHOLOGICAL DATA SCIENCE


DATA RESERVOIR

INTRODUCTION TO DATA MINING

DATA DIMENSION REDUCTION ANALYSIS

SENTIMENT ANALYSIS OF SOCIAL MEDIA DATA

Socio-Cultural & Socio-Economic Dimensions of Psychosocial Locus Standi

Socio-Cultural & Socio-Economic Dimensions of Psychosocial Locus Standi
Lecture note of Debdulal Dutta Roy
Associate Professor
Psychology Research Unit
Indian Statistical Institute
Kolkata
India

For
DoPT Sponsored Training Course: Psychosocial issues in Disaster Management
Administrative Training Institute
Salt Lake City, Sector-III, FC Block, Calcutta - 700106
Date: 26.10.16
Time: 14:15 - 15.45 hrs.

Slideshare of the lecture note: Click below

http://www.slideshare.net/ddroy/socio-cultural-amp-socioeconomic-dimensions-pps




What is disaster management ?

 Disaster management does not avert or eliminate the threats; instead, it focuses on creating plans to decrease the effect of disasters.

What are the phases of disaster management ?
Disaster management has four phases - Mitigation, Preparedness, Response and Recovery.

Mitigation involves identification of areas exposed to natural hazards with help of specialists for example, priority hospitals and critical health facilities. Suitable measures are to be taken to inform & sensitize & train those personnel involved in planning, administration, operation, maintenance through curricula.

Preparedness focuses on preparing equipment and procedures for use when a disaster occurs. This equipment and these procedures can be used to reduce vulnerability to disaster, to mitigate the impacts of a disaster or to respond more efficiently in an emergency.

The aim of emergency response is to provide immediate assistance to maintain life, improve health and support the morale of the affected population. Such assistance may range from providing specific but limited aid, such as assisting refugees with transport, temporary shelter, and food, to establishing semi-permanent settlement in camps and other locations. It also may involve initial repairs to damaged infrastructure.

The recovery phase starts after the immediate threat to human life has subsided. The immediate goal of the recovery phase is to bring the affected area back to normalcy as quickly as possible.


Is Socio-Cultural & Socio-Economic Dimensions of Psychosocial Locus Standi important in disaster management ? 

In management of disaster, emergency team  deals with the attitude, values and life styles of affected people. Affected people may not be interested to migrate from affected areas. They develop fear to change everyday life style. Acculturation stress is very common when people of different communities stay together.

What is Attitude ? 

Gordon Allport (1935), an early pioneer in attitude research, characterized the concept of attitude as distinctive and indispensable to social psychology. Allport (1984) defined attitude as a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual’s response to all objects and situations with which it is related. There are three components of attitude - cognitive, affective and behavioural.  The cognitive component consists of the person’s thought process, perceptions and beliefs, and evaluations about the attitude object. For example, students may think that emergency team  provides adequate space to stay in the common room. The affective component gives an emotional or feeling aspect to the attitude which, results in an object being liked or disliked. In the example of adequate space in above, affected people may feel warmth or liking for the community room. The behavioural component refers to the tendency to act towards the object in a consistent and characteristic way. Again, following the above example, affected people student may want to move to the community hall.

Characteristics of attitude:

• Valence: It is the degree of positive or negative feeling about an attitude object that predicts what attitude scales normally measure.
• Centrality: It is the extent to which an attitude is a part of a person’s self-concept and reflects the individual’s identity.
• Interrelatedness: It is the extent to which an attitude is related to a person’s other attitudes.
• Stability: It is simply an attitude’s resistance to change.
• Salience: It is a person’s conscious awareness of the attitude.

Attitude change theories

1. Classical conditioning: A learning process that occurs when two stimuli are repeatedly paired: a response which is at first elicited by the second stimulus is eventually elicited by the first stimulus alone.

2. Operant conditioning: Operant conditioning (also called "instrumental conditioning") is a type of learning in which (a) the strength of a behavior is modified by the behavior's consequences, such as reward or punishment, and (b) the behavior is controlled by antecedents called "discriminative stimuli" which come to signal those consequences .

3. Cognitive dissonance theory:  Cognitive dissonance refers to a situation involving conflicting attitudes, beliefs or behaviors. This produces a feeling of discomfort leading to an alteration in one of the attitudes, beliefs or behaviors to reduce the discomfort and restore balance etc. For example, when people smoke (behavior) and they know that smoking causes cancer (cognition).Festinger's (1957) cognitive dissonance theory suggests that we have an inner drive to hold all our attitudes and beliefs in harmony and avoid disharmony (or dissonance).

4. Persuasive communication:  Persuasion attempts to influence people's beliefs, attitudes, intentions, motivations, or behaviors in relation to an event, idea, object, or other person(s). Persuasive communication achieves five things: stimulation, convincing, call to action, increasing consideration, and tolerance for alternative perspectives.

Levels of Attitude

Explicit attitudes are ones we consciously endorse and can easily report, Implicit level attitudes are involuntary, uncontrollable, and at times unconscious evaluations.


Theory of Planned Behaviour

The theory proposed by Icek Ajzen states that attitude toward behavior, subjective norms, and perceived behavioral control, together shape an individual's behavioral intentions and behaviors. 

Key concepts:


Normative belief: an individual's perception of social normative pressures, or relevant others' beliefs that he or she should or should not perform such behavior.


Subjective norm: an individual's perception about the particular behavior, which is influenced by the judgment of significant others (e.g., parents, spouse, friends, teachers).[12]

Control beliefs: an individual's beliefs about the presence of factors that may facilitate or hinder performance of the behavior. The concept of perceived behavioral control is conceptually related to self-efficacy.

Perceived behavioral control: an individual's perceived ease or difficulty of performing the particular behavior. It is assumed that perceived behavioral control is determined by the total set of accessible control beliefs.

Behavioral intention: an indication of an individual's readiness to perform a given behavior. It is assumed to be an immediate antecedent of behavior. It is based on attitude toward the behavior, subjective norm, and perceived behavioral control, with each predictor weighted for its importance in relation to the behavior and population of interest.

Behavior: an individual's observable response in a given situation with respect to a given target. Ajzen said a behavior is a function of compatible intentions and perceptions of behavioral control in that perceived behavioral control is expected to moderate the effect of intention on behavior, such that a favorable intention produces the behavior only when perceived behavioral control is strong.

What is Belief ?

It is an acceptance that something exists or is true, especially one without proof. It is trust, faith, or confidence in (someone or something).


What is socio-cultural environment ?

A sociocultural environment is a population, and it is described with special attention paid to social and cultural factors. It includes cultural norms, demographic information and religious information. This is sum total of a set of beliefs, customs, practices and behavior that exists within a population.

What is culture ?

The term 'culture' refers to attitudes and patterns of behavior in a given group.
Matsumoto (2004) defines Culture as a dynamic system of rules, explicit and implicit, established by groups in order to ensure their survival, involving attitudes, values, beliefs, norms, and behaviors.



What is cultural norm ?

'Norm' refers to attitudes and behaviors that are considered normal, typical or average within that group. All societies have cultural norms.

How does socio-cultural environment influence Psychosocial locus standi ?

Lev Vygotsky ( 1896- 1934)

One's cognitive structuring and restructuring depends on socio-cultural environment. A pioneer of the sociocultural approach was the Soviet psychologist Lev Semyonovich Vygotsky (1896-1934), who became interested in developmental psychology and helped to change the face of the field. He proposed that interactions made by children can shape and influence both the way in which they perceive the world and their cognitive processes. The way children learn and develop varies from culture to culture and is sometimes specific to each individual society. While the resulting cognitive processes may be unique to each culture, the way in which they are handed down from generation to generation is often similar.Vygotsky cites three methods which are used to teach children skills. These tools are imitative learning, instructed learning, and collaborative learning.

1. Imitative Learning- Where one person tries to imitate or copy another.
2. Instructive Learning- Which involves remembering the instructions of the teacher and then using these instructions to self regulate.
3. Collaborative learning:  which involves a group of peers who strive to understand each other and work together to learn a specific skill.

Learning occurs best at the zone of proximal development (ZPD).

What is Zone of proximal development ?




 The Zone of Proximal Development (ZPD) is the distance between a students ability to perform a task under adult guidance and or with peer collaboration; with the students ability of solving the problem independently. Vygotsky believed that learning occurred in this zone.
 For this to be a success the ZPD must contain two features
     1. Subjectivity- describes the process of two individuals begin a task with different understanding and eventually arrive at a shared understanding.
     2. Scaffolding- Refers to a change in the social support over the course of a teaching session. If it is successful, a  child's mastery level of performance can change, which means that it can increase a child's performance on a particular task. (implications for assessments with learning or behavior problems).


What is imitative learning ?

Imitative learning is defined by Tomasello et al. (1993) as a situation when the learner internalizes something of the model's goals and behavioural strategies. But sometimes individual learns by emulation. Emulation is a form of observational learning, different from imitation, which focuses on the action's environmental results instead of a model's action. Emulative learning is defined by Heine (2012) as a type of learning focused on the environmental events that are involved.