AGUNABU SETS A NEW PACE FOR ALL RESPONSIBLE PARENTS TO COUNSEL THEIR OWN ADOLESCENTS
PROFESSOR J. K. DANMBAEZUE HAS REDUCED THE PRACTICUM
IN POSTGRADUATE CLINICAL PRACTICES SO THAT RESPONSIBLE PARENTS CAN BE
THE FAMILY COUNSELLORS OF THEIR CHILDREN BY MASTERING THESE BASIC LECTURES BY
OUR MASTER
F A M I L Y
I banged into a stranger as he passed by,
'Oh excuse me please' was my response.'
He said, 'Please excuse me too;
I couldn't see you coming.'
We were very polite, this stranger and I.
We said goodbye and went on our way .
But at home a different story unfolds,
How we treat our loved ones, young and old.
Later that day, cooking the evening meal,
My son stood beside me very still.
When I turned, I nearly knocked him down.
'Move out of the way,' I said with a frown., a little harshly.
He walked away, his little heart broken.
I didn't realize how harshly I'd spoken.
While I lay resting in bed,
God's small voice came to me and said,
'While dealing with a stranger,
common courtesy you use,
but the family you love, you seem to abuse.
Go and look on the kitchen floor, You'll find some flowers there
by the door.
Those are the flowers he brought for you.
He picked them himself: pink, yellow and blue.
He stood very quietly not to spoil the surprise, you never saw the
tears that filled his little eyes.'
By this time, I felt very small,
And now my tears began to fall.
I quietly went and knelt by his bed; Wake up, little one, wake up,'
I said.
Are these the flowers you picked for me?'
He smiled, 'I found them, out by the tree.. I picked them because
they're pretty like you.
I knew you'd like them, especially the blue.'
I said, 'Son, I'm very sorry for the way I acted today;
I shouldn't have yelled at you that way.'
He said, 'Oh, Mom, that's okay.
I love you anyway.'
I said, 'Son, I love you too, and I do like the flowers,
especially the blue.'
FAMILY
Are you aware that if we died tomorrow, the company that we are
working for could easily replace us in a matter of days.
But the family we left behind will feel the loss for the rest of
their lives.
And come to think of it, we pour ourselves more into work than
into our own family, an unwise investment indeed, don't you think?
So what is the lesson behind the story?
Do you know what the word FAMILY means?
FAMILY = (F)ATHER (A)ND (M)OTHER (I) (L)OVE (Y)OU
....... Pass this message to your friends and
FAMILY........
( BY AN ANONYMOUS EXPATIENT
OF MINE IN THE 1990s )
RESPONSIBLE PARENTS CAN BE THE FAMILY COUNSELLORS OF THEIR CHILDREN BY MASTERING THESE BASIC LECTURES BY DANMBAEZUE
PSYCHOMETRIC LECTURE TO POSTGRADUATE STUDENTS
TWO DECADES AGO AT THE UNIVERSITY OF NIGERIA
Your video for understanding this lecture is
live at:
DR KENEZ LECTURES TO STUDENTS OF GUIDANCE &
COUNSELLING IN TERTIARY INSTITUTIONS
Saturday, June 27, 2015
PSYCHOMETRIC FAMILY COUNSELLING IN PRACTICE, THE
CONCEPTUALISATION, DEVELOPMENT, STANDARDISATION OD PSYCHOLOGICAL TESTS
PSYCHOMETRICS PROPER IN KENEZIAN HUMAN MEDICINE
/ FAMILY RESEARCH PROGRAMMES
PSYCHOLOGY IS UBIQUITOUS
AND SO IS MEASUREMENT
AN INTRODUCTION TO PRODUCTION OF STANDARDISED TESTS FOR ALL PROFESSIONS
RELATED TO THE OPTIMUM PROGRESS OF HEALTHY, SUCCESSFUL AND HAPPY FAMILIES
Dr Jideofo Kenechukwu Danmbaezue here shows new students what it takes
to start using standardised tests using this site;
https://targetjobs.co.uk/careers-advice/psychometric-tests/275677-psychometric-tests-what-they-are-and-why-graduates-need-to-know
PSYCHOMETRIC TESTS: WHAT
THEY ARE AND WHY GRADUATES NEED TO KNOW
Psychometric tests: when they are used | ability tests | aptitude tests | critical thinking and situational judgement tests | personality tests | 3D simulations | free practice tests | exercise your mind | tips for test days
Many graduate employers use psychometric tests
as part of the selection process for their graduate schemes. Use our quick
guide to find out what to expect, and have a go at some practice tests.
If you apply for a place on a graduate scheme with a big
graduate employer, chances are you’ll be asked to take psychometric tests. They
are often used as a filtering mechanism at an early stage in the recruitment
process.
As with any kind of test, you can improve your
performance by knowing what to expect and by practising. As long as you’ve done
some preparation beforehand, you can approach psychometric tests confident in
the knowledge that you’re as well placed to succeed as anyone else.
Pychometric tests are impersonal, standardised
and objective, and practice tests are readily available. The psychometric test
is a level playing field: employers value them because they are a fair way of
comparing different candidates’ strengths regardless of educational background.
This article will explain what to expect from
the different kinds of tests and which tests are used by some of the most
popular graduate employers. We’ll also give you links to free psychometric
tests from some of the key organisations that devise these assessments for
graduate recruiters, plus tips for preparation and for doing your best on the
day.
When you could be tested in
the recruitment process
Psychometric tests may be used at different
stages of the graduate selection process:
After
you submit your online application form.·
Alongside
a first interview.·
At
a later stage, possibly with a second interview or as part of an assessment
centre. You may be re-tested at this point to confirm the results of earlier
tests.·
Types of test; ability,
aptitude and personality
Ability tests measure either general or particular skills,
capability and acumen. This category of test can include:
·Numerical tests: assess how well you interpret data, graphs, charts or
statistics. Can test basic arithmetic.
·Verbal reasoning tests: assess how you well you understand written information
and evaluate arguments and statements.
·Non-verbal reasoning tests: assess how well you follow diagrammatic information or
spot patterns. Can check spatial awareness. Diagrammatic or abstract reasoning
tests are sometimes described as inductive
reasoning tests.
·Logical reasoning tests: assess how well you follow through to a conclusion
given basic information, or using your current knowledge or experience. These
include deductive
reasoning tests, in which you are given information or rules to
apply in order to arrive at an answer.
You are particularly likely to come up
against inductive
reasoning tests when applying for engineering, science and
IT roles, including software development jobs and positions that involve
technical design. They tend to consist of multiple choice questions that you
have to complete against the clock. Each question might consist of a series of
simple pictures, each one of which is slightly different. You might then be
asked to choose another picture from a number of options to complete the
series. Try to find out in advance if you are likely to be set an inductive
reasoning test as part of an assessment centre, as this will give you the
chance to seek out examples and practise. Don't panic if you can't complete all
the questions on the day; the test may have been devised so that it is almost
impossible to finish before time is up.
Deductive reasoning tests assess a different type of logical problem solving.
Broadly speaking, inductive reasoning moves from observation of specific
instances to forming a theory that can be used to make predictions. Deductive
reasoning starts with a number of rules and applies them in order to work out
what happens in specific cases. Inductive reasoning can arrive at new solutions
rather than using what is already known to solve a problem, so you can see why
employers who focus on technological innovation are interested in it.
Employers may also run tests to assess your
problem-solving skills or ability to identify mistakes accurately: eg
proof-reading or basic spelling and grammar tests.
Aptitude tests examine your potential to learn a new skill that is
needed to do the job you have applied for. If you are considering careers in IT
you may be asked to complete a programming aptitude test (this could take the
form of a diagrammatic, abstract reasoning or inductive reasoning test). For
other career areas, such as finance, you may find that numerical and verbal
reasoning tests are focused on the kind of information you would come across in
your daily work.
Ability and aptitude tests are usually
conducted under timed, exam conditions. Most involve multiple-choice or
true/false answers. They can be done on paper but increasingly employers use
computer-based programs.
The results compare your ability levels to a
‘normal’ expectation for a demographic group chosen by the employer or test
provider (this could be the results of a group of previously successful
applicants, people typical of your level of education, or the general public).
Critical thinking and situational judgement
tests assess candidates’ natural responses to
given situations. They are used in two ways:
To
give graduates the chance to evaluate themselves. Several employers host tests
in a quiz or game format on their websites to enable graduates to see if they
would be a good fit. These tests are usually designed to be fun and appealing,
but can be a wake-up call if you are less well suited to working for that
particular organisation than you think.·
As
part of the recruitment process, to gauge how a candidate operates. The test
results may also help the recruiter decide which area of the business the
candidate would suit best.·
The best approach is to answer as honestly and
calmly as possible. Candidates should make sure they understand the scenario
properly and only use the information given. Situational judgement and critical
thinking assessments measure suitability rather than ability, so applicants who
don't get through to the next stage of the recruitment process have not failed;
rather, they have succeeded in avoiding a job and employer that would not have
been a good match.
Personality tests assess your typical behaviour when presented with
different situations and your preferred way of going about things. They examine
how likely you are to fit into the role and company culture. Assessors may
match your responses with those of a sample of successful managers or graduate
recruits. Employers look for people with certain characteristics for particular
jobs. For a sales role they may want someone who is very forward, sociable, and
persuasive.
Don't try to second guess what you think the
employer wants to see – personality questionnaires assess consistency in
responses. If you’re right for the job and the employer is right for you,
you’ll do fine. If the job and employer isn’t looking for people with your
personality, you’ll make a lucky escape.
Graduate Talent Simulations were recently introduced by SHL. These are 3D graphics
which visually demonstrate a situation, rather than simply telling you about
it. They are very similar to the video simulations used by other companies. The
difference is that they can be customised and branded to suit a company, so you
may come across them more than once in your graduate job hunt. Talking 3D
people can be a little off-putting at first, so if you think you’re going to be
taking one of these tests, be prepared to listen to what the characters are
saying.
Our employer
hubs include in-depth reports on individual graduate employers
that provide information about how to get hired and give insights about what to
expect from the recruitment process.
Free practice tests online
The best way to approach graduate psychometric
tests is to practise so that you become familiar with the typical formats they
take and the way questions are asked. It will also help you to improve on speed
and accuracy and identify areas in your ability tests that need work. Just make
sure you don’t get over-confident. Doing practice tests can improve your
performance to some degree, but each employer’s tests will be slightly different.
Follow these links for free practice psychometric
tests (not hosted by targetjobs.co.uk):
·Psychometric
tests from SHL includes verbal, numerical, inductive reasoning,
accuracy and motivation tests.
·Preparation guides for aptitude tests from Saville
Consulting. Various guides including verbal and numerical reasoning and comprehension,
and diagrammatic and spatial reasoning.
Exercise your mind: do word
and number puzzles
If you have verbal and numerical reasoning
tests coming up it’s good to increase your mental agility and get yourself into
the habit of recognising word and number patterns through some simple
activities.
·Get back to the basics of
maths: Numerical tests don't require advanced
algebra: revising some GCSE-level maths should provide what you need. Revise
how to read information presented graphically and brush up on percentages,
ratios and probability.
·Do number puzzles: Number puzzles like Sudoku are good for helping you
recognise number patterns.
·Add, subtract, multiply and
divide… in your head: When you're at
the shops try adding up a few items in your head. Or at least try to get a good
estimate of what your trolley-load will cost.
·Think about meaning: When you read news stories, think about what
statements really mean, and how they could be interpreted.
·Do word puzzles: Never has there been a better excuse for frittering
away time on the Saturday morning crossword.
·Be aware of commonly
misspelt words: Most English grammar books and websites
have lists of commonly misspelt or 'confusable' words, eg 'its' and 'it's', or
'complement' and 'compliment'. Check you are also aware of the English spellings
of words such as liaise, favourite and organise.
Tips for psychometric tests
at assessment centres
Pack everything you might need: glasses or contacts, a hearing aid or an inhaler. You
may be given a calculator and writing tools to complete the test but it doesn't
hurt to take your own kit.
Get a good night’s sleep and leave plenty of time to get to the test centre.
Wear a watch so you can keep track of the time if there is no clock
in the room.
If you have a disability that may affect your
performance, contact the recruitment team before the test day. Giving the recruiters sufficient notice will enable
them to make appropriate arrangements for you.
Listen to instructions and follow them carefully.
If you are given practice examples, make the
most of them. You may be given a couple of practice
questions to complete before the test starts. If you don't understand how the
test works, or anything still doesn't make sense, this is your last chance to
ask.
Make sure you know the number of questions and how
much time is allowed.
Time left at the end? Use any remaining time to check your answers, but
don't be surprised or downhearted if you don't finish everything. Psychometric
tests are meant to be challenging.
Don’t let the test throw you, and try not to take
any notice of what other candidates say about it. Stay focused, upbeat and ready for the rest of the
day.
MY DEAR STUDENT, RELAX AT THIS WEBSITE ALBUM THEN CONTINUE THE
LECTURE
://wwwhttps.google.com.ng/search?q=DANMBAEZUE&sa=N&biw=1024&bih=470&tbm=isch&tbo=u&source=univ&ved=0ahUKEwiC-52S6qPRAhUrCsAKHReADEgQsAQINg
PSYCHOMETRIC
FAMILY COUNSELLING NOW FOR AND RESPONSIBLE PARENTS LECTURERS IN ALL
UNIVERSITIES
· 160 views
PSYCHOMETRIC FAMILY COUNSELLING TUTORIALS FOR ALL INTERESTED
LECTURERS, FATHERS & MOTHERS.
A Kenezian Lecturer’s Overview
of Psychometrics as a Science
My dear students, please always click on each blue word to get
more encyclopaedic information.
GENERAL OVERVIEW
Psychometrics is the field of study
concerned with the theory and technique of psychological measurement,
which includes the measurement of knowledge, abilities, attitudes, personality traits,
and educational measurement. The field is primarily
concerned with the construction and validation of measurement instruments such
as questionnaires, tests, and personality assessments.
It involves two major research tasks, namely: (i) the
construction of instruments and procedures for measurement; and (ii) the
development and refinement of theoretical approaches to measurement. Those who
practice psychometrics are known as psychometricians. All psychometricians
possess a specific psychometric qualification, and while many are clinical
psychologists, others work as human
resources or learning and development professionals.
THE FOLLOWING IS JUST AN ELEMENTARY INTRODUCTION TO THE SUBJECT
FOR NEOPHYTE STUDENTS BY
Dr Jideofo Kenechukwu Danmbaezue, D.Sc.
CONTENTS AND SUBHEADINGS
19TH CENTURY FOUNDATION
Psychological testing has come from two streams of thought: one,
from Darwin, Galton, and Cattell on the measurement of individual differences,
and the second, from Herbart, Weber, Fechner, and Wundt and their
psychophysical measurements of a similar construct. The second set of
individuals and their research is what has led to the development of
experimental psychology, and standardized testing.[1]
Victorian stream
Charles Darwin was the inspiration behind Sir
Francis Galton who led to the creation of psychometrics. In
1859, Charles Darwin published his book "The Origin of Species", which pertained to
individual differences in animals. This book discussed how individual members
in a species differ and how they possess characteristics that are more adaptive
and successful or less adaptive and less successful. Those who are adaptive and
successful are the ones that survive and give way to the next generation, who
would be just as or more adaptive and successful. This idea, studied previously
in animals, led to Galton's interest and study of human beings and how they
differ one from another, and more importantly, how to measure those
differences.
Galton wrote a book entitled "Hereditary Genius" about
different characteristics that people possess and how those characteristics
make them more "fit" than others. Today these differences, such as
sensory and motor functioning (reaction time, visual acuity, and physical
strength) are important domains of scientific psychology. Much of the early
theoretical and applied work in psychometrics was undertaken in an attempt to
measure intelligence. Francis
Galton, often referred to as "the father of
psychometrics," devised and included mental tests among his anthropometric measures.
James McKeen Cattell, who is considered a pioneer of psychometrics went on to
extend Galton's work. Cattell also coined the term mental test, and is
responsible for the research and knowledge which ultimately led to the development
of modern tests. (Kaplan & Saccuzzo, 2010)
German stream
The origin of psychometrics also has connections to the related
field of psychophysics. Around the same time that Darwin
Following Herbart, E.H.
Weber built upon Herbart's work and tried to prove the existence
of a psychological threshold saying that a minimum stimulus was necessary to
activate a sensory system. After Weber, G.T. Fechner expanded upon the
knowledge he gleaned from Herbart and Weber, to devise the law that the
strength of a sensation grows as the logarithm of the stimulus intensity. A
follower of Weber and Fechner, Wilhelm Wundt is credited with founding the
science of psychology. It is Wundt's influence that paved the way for others to
develop psychological testing.[1]
20th century
The psychometrician L.
L. Thurstone, founder and first president of the Psychometric
Society in 1936, developed and applied a theoretical approach to measurement
referred to as the law of comparative judgment, an approach that has close
connections to the psychophysical theory of Ernst Heinrich Weber and Gustav
Fechner. In addition, Spearman and Thurstone both made important
contributions to the theory and application of factor
analysis, a statistical method developed and used extensively in
psychometrics.[citation needed] In the late 1950s, Leopold
Szondi made an historical and epistemological assessment of the
impact of statistical thinking onto psychology during previous few decades:
"in the last decades, the specifically psychological thinking has been
almost completely suppressed and removed, and replaced by a statistical
thinking. Precisely here we see the cancer of testology and testomania of
today."[2]
More recently, psychometric theory has been applied in the
measurement of personality, attitudes, and beliefs, and academic achievement. Measurement of these unobservable
phenomena is difficult, and much of the research and accumulated science in
this discipline has been developed in an attempt to properly define and
quantify such phenomena. Critics, including practitioners in the physical
sciences and social activists, have argued that such definition
and quantification is impossibly difficult, and that such measurements are
often misused, such as with psychometric personality tests used in employment
procedures:
"For example, an employer wanting someone for a role
requiring consistent attention to repetitive detail will probably not want to
give that job to someone who is very creative and gets bored easily."[3]
Figures who made significant contributions to psychometrics
include Karl Pearson, Henry F. Kaiser, Carl
Brigham, L. L. Thurstone, Georg
Rasch, Eugene Galanter, Johnson
O'Connor, Frederic
M. Lord, Ledyard R Tucker, Arthur
Jensen, and David Andrich.
Definition of measurement in the social
sciences
The definition of measurement in the social sciences has a long
history. A currently widespread definition, proposed by Stanley Smith Stevens (1946), is that measurement
is "the assignment of numerals to objects or events according to some
rule." This definition was introduced in the paper in which Stevens
proposed four levels of measurement. Although widely adopted, this
definition differs in important respects from the more classical definition of
measurement adopted in the physical sciences, which is that measurement is the numerical
estimation and expression of the magnitude of one quantity relative to another (Michell,
1997).
Indeed, Stevens's definition of measurement was put forward in
response to the British Ferguson Committee, whose chair, A. Ferguson, was a
physicist. The committee was appointed in 1932 by the British Association for
the Advancement of Science to investigate the possibility of quantitatively
estimating sensory events. Although its chair and other members were
physicists, the committee also included several psychologists. The committee's
report highlighted the importance of the definition of measurement. While
Stevens's response was to propose a new definition, which has had considerable
influence in the field, this was by no means the only response to the report.
Another, notably different, response was to accept the classical definition, as
reflected in the following statement:
Measurement in psychology and physics are in no sense different.
Physicists can measure when they can find the operations by which they may meet
the necessary criteria; psychologists have but to do the same. They need not
worry about the mysterious differences between the meaning of measurement in
the two sciences. (Reese, 1943, p. 49)
These divergent responses are reflected in alternative
approaches to measurement. For example, methods based on covariance
matrices are typically employed on the premise that numbers,
such as raw scores derived from assessments, are measurements. Such approaches
implicitly entail Stevens's definition of measurement, which requires only that
numbers are assigned according
to some rule. The main research task, then, is generally considered to be the
discovery of associations between scores, and of factors posited to underlie
such associations.
On the other hand, when measurement models such as the Rasch
model are employed, numbers are not assigned based on a rule.
Instead, in keeping with Reese's statement above, specific criteria for
measurement are stated, and the goal is to construct procedures or operations
that provide data that meet the relevant criteria. Measurements are estimated
based on the models, and tests are conducted to ascertain whether the relevant
criteria have been met.
INSTRUMENTS AND PROCEDURES
The first psychometric instruments were designed to measure the
concept of intelligence. The best known historical approach
involved the Stanford-Binet IQ test, developed originally by the
French psychologist Alfred Binet. Intelligence tests are useful tools for
various purposes. An alternative conception of intelligence is that cognitive
capacities within individuals are a manifestation of a general component,
or general intelligence factor, as well as cognitive
capacity specific to a given domain.
Psychometrics is applied widely in educational assessment to
measure abilities in domains such as reading, writing, and mathematics. The
main approaches in applying tests in these domains have been Classical Test
Theory and the more recent Item Response Theory and Rasch measurement
models. These latter approaches permit joint scaling of persons and assessment
items, which provides a basis for mapping of developmental continua by allowing
descriptions of the skills displayed at various points along a continuum. Such
approaches provide powerful information regarding the nature of developmental
growth within various domains.
Another major focus in psychometrics has been on personality testing.
There have been a range of theoretical approaches to conceptualizing and
measuring personality. Some of the better known instruments include the Minnesota Multiphasic Personality Inventory, the Five-Factor Model (or "Big 5") and tools
such as Personality and Preference Inventory and the Myers-Briggs Type Indicator.
Attitudes have also been studied extensively using psychometric
approaches. A common method in the measurement of attitudes is the use of
the Likert scale. An alternative method involves the
application of unfolding measurement models, the most general being the
Hyperbolic Cosine Model (Andrich & Luo, 1993).
THEORETICAL APPROACHES
Psychometricians have developed a number of different
measurement theories. These include classical test theory (CTT) and item response theory (IRT).[4][5] An approach which seems mathematically to be
similar to IRT but also quite distinctive, in terms of its origins and
features, is represented by the Rasch
model for measurement. The development of the Rasch model, and
the broader class of models to which it belongs, was explicitly founded on
requirements of measurement in the physical sciences.[6]
Psychometricians have also developed methods for working with
large matrices of correlations and covariances. Techniques in this general
tradition include: factor analysis,[7] a method of determining the underlying
dimensions of data; multidimensional scaling,[8] a method for finding a simple representation
for data with a large number of latent dimensions; and data
clustering, an approach to finding objects that are like each other.
All these multivariate descriptive methods try to distill large amounts of data
into simpler structures. More recently, structural equation modeling[9] and path analysis represent more sophisticated
approaches to working with large covariance matrices. These methods allow
statistically sophisticated models to be fitted to data and tested to determine
if they are adequate fits.
One of the main deficiencies in various factor analyses is a
lack of consensus in cutting points for determining the number of latent
factors. A usual procedure is to stop factoring when eigenvalues drop below one
because the original sphere shrinks. The lack of the cutting points concerns
other multivariate methods, also.[citation needed]
Key concepts
Key concepts in classical test theory are reliability and validity. A reliable measure is one that measures a
construct consistently across time, individuals, and situations. A valid
measure is one that measures what it is intended to measure. Reliability is
necessary, but not sufficient, for validity.
Both reliability and validity can be assessed statistically.
Consistency over repeated measures of the same test can be assessed with the
Pearson correlation coefficient, and is often called test-retest reliability.[10] Similarly, the equivalence of different
versions of the same measure can be indexed by a Pearson correlation, and is
called equivalent forms reliability or
a similar term.[10]
Internal consistency, which addresses the homogeneity of a
single test form, may be assessed by correlating performance on two halves of a
test, which is termed split-half
reliability; the value of this Pearson product-moment correlation coefficient for
two half-tests is adjusted with the Spearman–Brown prediction formula to correspond to
the correlation between two full-length tests.[10] Perhaps the most commonly used index of
reliability is Cronbach's α, which is equivalent to the mean of all
possible split-half coefficients. Other approaches include the intra-class correlation, which is the ratio of variance
of measurements of a given target to the variance of all targets.
There are a number of different forms of validity.
Criterion-related validity can be assessed by correlating a measure with a
criterion measure known to be valid. When the criterion measure is collected at
the same time as the measure being validated the goal is to establish concurrent validity; when the criterion is
collected later the goal is to establish predictive validity. A measure
has construct
validity if it is related to measures of other
constructs as required by theory. Content
validity is a demonstration that the items of a
test are drawn from the domain being measured. In a personnel selection
example, test content is based on a defined statement or set of statements of
knowledge, skill, ability, or other characteristics obtained from a job
analysis.
Item response theory models the relationship
between latent traits and responses to test items. Among
other advantages, IRT provides a basis for obtaining an estimate of the
location of a test-taker on a given latent trait as well as the standard error
of measurement of that location. For example, a university student's knowledge
of history can be deduced from his or her score on a university test and then
be compared reliably with a high school student's knowledge deduced from a less
difficult test. Scores derived by classical test theory do not have this
characteristic, and assessment of actual ability (rather than ability relative
to other test-takers) must be assessed by comparing scores to those of a
"norm group" randomly selected from the population. In fact, all measures
derived from classical test theory are dependent on the sample tested, while,
in principle, those derived from item response theory are not.
Standards of quality
The considerations of validity and reliability typically are viewed as essential
elements for determining the quality of any test. However, professional and
practitioner associations frequently have placed these concerns within broader
contexts when developing standards and making overall judgments about the
quality of any test as a whole within a given context. A consideration of
concern in many applied research settings is whether or not the metric of a
given psychological inventory is meaningful or arbitrary.[11]
Testing standards
In this field, the Standards for Educational and Psychological Testing[12] place standards about validity and
reliability, along with errors of measurement and related considerations
under the general topic of test construction, evaluation and documentation. The
second major topic covers standards related to fairness in testing,
including fairness in testing and test use, the rights and responsibilities of test takers, testing
individuals of diverse linguistic
backgrounds, and testing individuals with disabilities.
The third and final major topic covers standards related to testing
applications, including the responsibilities of test users, psychological testing and assessment, educational testing and assessment, testing in employment and credentialing, plus testing in program
evaluation and public policy.
Evaluation standards
In the field of evaluation,
and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation[13] has published three sets of standards for
evaluations. The
Personnel Evaluation Standards[14] was published in 1988, The Program Evaluation
Standards (2nd edition)[15] was published in 1994, and The Student Evaluation
Standards[16] was published in 2003.
Each publication presents and elaborates a set of standards for
use in a variety of educational settings. The standards provide guidelines for
designing, implementing, assessing and improving the identified form of
evaluation. [17]Each of the standards has been placed in one of
four fundamental categories to promote educational evaluations that are proper,
useful, feasible, and accurate. In these sets of standards, validity and reliability
considerations are covered under the accuracy topic. For example, the student
accuracy standards help ensure that student evaluations will provide sound,
accurate, and credible information about student learning and performance.
Non-human psychometrics: animals and machines
Psychometrics addresses human abilities,
attitudes, traits and educational evolution. Notably, the study of behavior,
mental processes and abilities of non-human animals is usually addressed by comparative psychology, or with a continuum between
non-human animals and the rest of animals by evolutionary psychology. Nonetheless there are some advocators
for a more gradual transition between the approach taken for humans and the
approach taken for (non-human) animals.[18] [19] [20] [21]
The evaluation of abilities, traits and learning evolution
of machines has
been mostly unrelated to the case of humans and non-human animals, with
specific approaches in the area of artificial intelligence. A more integrated approach,
under the name of universal psychometrics, has also been proposed.[22]
Bibliography
· Andrich, D. & Luo, G. (1993).
"A hyperbolic cosine model for unfolding dichotomous single-stimulus
responses". Applied Psychological Measurement 17 (3): 253–276. doi:10.1177/014662169301700307.
· Michell, J. B (1997).
"Quantitative science and the definition of measurement in
psychology". British Journal of Psychology 88 (3): 355–383. doi:10.1111/j.2044-8295.1997.tb02641.x.
· Michell, J. (1999). Measurement
in Psychology. Cambridge Cambridge University
· Rasch, G. (1960/1980).
Probabilistic models for some intelligence and attainment tests. Copenhagen,
Danish Institute for Educational Research), expanded edition (1980) with
foreword and afterword by B.D. Wright. Chicago University of Chicago
· Reese, T.W. (1943). "The
application of the theory of physical measurement to the measurement of
psychological magnitudes, with three experimental examples". Psychological
Monographs 55: 1–89.
· Stevens, S. S. (1946). "On
the theory of scales of measurement". Science 103 (2684): 677–80. doi:10.1126/science.103.2684.677. PMID 17750512.
· Thurstone, L.L. (1927). "A
law of comparative judgement". Psychological Review 34 (4): 278–286. doi:10.1037/h0070288.
· Thurstone, L.L. (1929). The
Measurement of Psychological Value. In T.V. Smith and W.K. Wright (Eds.),
Essays in Philosophy by Seventeen Doctors of Philosophy of the University of Chicago Chicago Open
Court
· Thurstone, L.L. (1959). The
Measurement of Values. Chicago University of Chicago
· http://www.services.unimelb.edu.au/careers/student/interviews/test.html .Psychometric Assessments University Melbourne
· S.F.
Blinkhorn (1997). "Past imperfect,
future conditional: fifty years of test theory". Br. J. Math. Statist.
Psychol 50 (2): 175–185. doi:10.1111/j.2044-8317.1997.tb01139.x.
Written on 26/06/2013 23:08:59HOURS GM Sunday,
January 01, 2017T ……….. BUT UPDATED
1/1/2017 5:11:54 PM PSYCHOMETRIC FAMILY COUNSELLING NOW FOR LECTURERS IN ALL
UNIVERSITIES
· 160 views
· 0 Likes
PSYCHOMETRIC FAMILY COUNSELLING TUTORIALS FOR ALL INTERESTED
LECTURERS, FATHERS & MOTHERS.
A Kenezian Lecturer’s Overview
of Psychometrics as a Science
My dear students, please always click on each blue word to get
more encyclopaedic information.
GENERAL OVERVIEW
Psychometrics is the field of study
concerned with the theory and technique of psychological measurement,
which includes the measurement of knowledge, abilities, attitudes, personality traits,
and educational measurement. The field is primarily
concerned with the construction and validation of measurement instruments such
as questionnaires, tests, and personality assessments.
It involves two major research tasks, namely: (i) the
construction of instruments and procedures for measurement; and (ii) the
development and refinement of theoretical approaches to measurement. Those who
practice psychometrics are known as psychometricians. All psychometricians
possess a specific psychometric qualification, and while many are clinical
psychologists, others work as human
resources or learning and development professionals.
THE FOLLOWING IS JUST AN ELEMENTARY INTRODUCTION TO THE SUBJECT
FOR NEOPHYTE STUDENTS BY
Dr Jideofo Kenechukwu Danmbaezue, D.Sc.
CONTENTS AND SUBHEADINGS
19TH CENTURY FOUNDATION
Psychological testing has come from two streams of thought: one,
from Darwin, Galton, and Cattell on the measurement of individual differences,
and the second, from Herbart, Weber, Fechner, and Wundt and their
psychophysical measurements of a similar construct. The second set of
individuals and their research is what has led to the development of
experimental psychology, and standardized testing.[1]
Victorian stream
Charles Darwin was the inspiration behind Sir
Francis Galton who led to the creation of psychometrics. In
1859, Charles Darwin published his book "The Origin of Species", which pertained to
individual differences in animals. This book discussed how individual members
in a species differ and how they possess characteristics that are more adaptive
and successful or less adaptive and less successful. Those who are adaptive and
successful are the ones that survive and give way to the next generation, who
would be just as or more adaptive and successful. This idea, studied previously
in animals, led to Galton's interest and study of human beings and how they
differ one from another, and more importantly, how to measure those
differences.
Galton wrote a book entitled "Hereditary Genius" about
different characteristics that people possess and how those characteristics
make them more "fit" than others. Today these differences, such as
sensory and motor functioning (reaction time, visual acuity, and physical
strength) are important domains of scientific psychology. Much of the early
theoretical and applied work in psychometrics was undertaken in an attempt to
measure intelligence. Francis
Galton, often referred to as "the father of
psychometrics," devised and included mental tests among his anthropometric measures.
James McKeen Cattell, who is considered a pioneer of psychometrics went on to
extend Galton's work. Cattell also coined the term mental test, and is
responsible for the research and knowledge which ultimately led to the
development of modern tests. (Kaplan & Saccuzzo, 2010)
German stream
The origin of psychometrics also has connections to the related
field of psychophysics. Around the same time that Darwin
Following Herbart, E.H.
Weber built upon Herbart's work and tried to prove the
existence of a psychological threshold saying that a minimum stimulus was
necessary to activate a sensory system. After Weber, G.T. Fechner expanded upon
the knowledge he gleaned from Herbart and Weber, to devise the law that the
strength of a sensation grows as the logarithm of the stimulus intensity. A
follower of Weber and Fechner, Wilhelm Wundt is credited with founding the
science of psychology. It is Wundt's influence that paved the way for others to
develop psychological testing.[1]
20th century
The psychometrician L.
L. Thurstone, founder and first president of the Psychometric
Society in 1936, developed and applied a theoretical approach to measurement
referred to as the law of comparative judgment, an approach that has close
connections to the psychophysical theory of Ernst Heinrich Weber and Gustav
Fechner. In addition, Spearman and Thurstone both made important
contributions to the theory and application of factor
analysis, a statistical method developed and used extensively in
psychometrics.[citation needed] In the late
1950s, Leopold Szondi made an historical and epistemological
assessment of the impact of statistical thinking onto psychology during
previous few decades: "in the last decades, the specifically psychological
thinking has been almost completely suppressed and removed, and replaced by a
statistical thinking. Precisely here we see the cancer of testology and
testomania of today."[2]
More recently, psychometric theory has been applied in the
measurement of personality, attitudes, and beliefs, and academic achievement. Measurement of these unobservable
phenomena is difficult, and much of the research and accumulated science in
this discipline has been developed in an attempt to properly define and
quantify such phenomena. Critics, including practitioners in the physical
sciences and social activists, have argued that such definition
and quantification is impossibly difficult, and that such measurements are
often misused, such as with psychometric personality tests used in employment
procedures:
"For example, an employer wanting someone for a role
requiring consistent attention to repetitive detail will probably not want to
give that job to someone who is very creative and gets bored easily."[3]
Figures who made significant contributions to psychometrics
include Karl Pearson, Henry F. Kaiser, Carl
Brigham, L. L. Thurstone, Georg
Rasch, Eugene Galanter, Johnson
O'Connor, Frederic
M. Lord, Ledyard R Tucker, Arthur
Jensen, and David Andrich.
Definition of measurement in the social
sciences
The definition of measurement in the social sciences has a long
history. A currently widespread definition, proposed by Stanley Smith Stevens (1946), is that measurement
is "the assignment of numerals to objects or events according to some
rule." This definition was introduced in the paper in which Stevens
proposed four levels of measurement. Although widely adopted, this
definition differs in important respects from the more classical definition of
measurement adopted in the physical sciences, which is that measurement is the numerical
estimation and expression of the magnitude of one quantity relative to another (Michell,
1997).
Indeed, Stevens's definition of measurement was put forward in response
to the British Ferguson Committee, whose chair, A. Ferguson, was a physicist.
The committee was appointed in 1932 by the British Association for the
Advancement of Science to investigate the possibility of quantitatively
estimating sensory events. Although its chair and other members were
physicists, the committee also included several psychologists. The committee's
report highlighted the importance of the definition of measurement. While
Stevens's response was to propose a new definition, which has had considerable
influence in the field, this was by no means the only response to the report.
Another, notably different, response was to accept the classical definition, as
reflected in the following statement:
Measurement in psychology and physics are in no sense different.
Physicists can measure when they can find the operations by which they may meet
the necessary criteria; psychologists have but to do the same. They need not
worry about the mysterious differences between the meaning of measurement in
the two sciences. (Reese, 1943, p. 49)
These divergent responses are reflected in alternative
approaches to measurement. For example, methods based on covariance
matrices are typically employed on the premise that numbers,
such as raw scores derived from assessments, are measurements. Such approaches
implicitly entail Stevens's definition of measurement, which requires only that
numbers are assigned according
to some rule. The main research task, then, is generally considered to be the
discovery of associations between scores, and of factors posited to underlie
such associations.
On the other hand, when measurement models such as the Rasch
model are employed, numbers are not assigned based on a rule.
Instead, in keeping with Reese's statement above, specific criteria for
measurement are stated, and the goal is to construct procedures or operations
that provide data that meet the relevant criteria. Measurements are estimated
based on the models, and tests are conducted to ascertain whether the relevant
criteria have been met.
INSTRUMENTS AND PROCEDURES
The first psychometric instruments were designed to measure the
concept of intelligence. The best known historical approach
involved the Stanford-Binet IQ test, developed originally by the
French psychologist Alfred Binet. Intelligence tests are useful tools for
various purposes. An alternative conception of intelligence is that cognitive
capacities within individuals are a manifestation of a general component,
or general intelligence factor, as well as cognitive
capacity specific to a given domain.
Psychometrics is applied widely in educational assessment to
measure abilities in domains such as reading, writing, and mathematics. The
main approaches in applying tests in these domains have been Classical Test
Theory and the more recent Item Response Theory and Rasch measurement
models. These latter approaches permit joint scaling of persons and assessment
items, which provides a basis for mapping of developmental continua by allowing
descriptions of the skills displayed at various points along a continuum. Such
approaches provide powerful information regarding the nature of developmental
growth within various domains.
Another major focus in psychometrics has been on personality testing.
There have been a range of theoretical approaches to conceptualizing and
measuring personality. Some of the better known instruments include the Minnesota Multiphasic Personality Inventory, the Five-Factor Model (or "Big 5") and tools
such as Personality and Preference Inventory and the Myers-Briggs Type Indicator.
Attitudes have also been studied extensively using psychometric
approaches. A common method in the measurement of attitudes is the use of
the Likert scale. An alternative method involves the
application of unfolding measurement models, the most general being the
Hyperbolic Cosine Model (Andrich & Luo, 1993).
THEORETICAL APPROACHES
Psychometricians have developed a number of different
measurement theories. These include classical test theory (CTT) and item response theory (IRT).[4][5] An approach which seems mathematically to be
similar to IRT but also quite distinctive, in terms of its origins and
features, is represented by the Rasch
model for measurement. The development of the Rasch model, and
the broader class of models to which it belongs, was explicitly founded on
requirements of measurement in the physical sciences.[6]
Psychometricians have also developed methods for working with
large matrices of correlations and covariances. Techniques in this general tradition
include: factor analysis,[7] a method of determining the underlying
dimensions of data; multidimensional scaling,[8] a method for finding a simple representation
for data with a large number of latent dimensions; and data
clustering, an approach to finding objects that are like each other.
All these multivariate descriptive methods try to distill large amounts of data
into simpler structures. More recently, structural equation modeling[9] and path analysis represent more sophisticated
approaches to working with large covariance matrices. These methods allow
statistically sophisticated models to be fitted to data and tested to determine
if they are adequate fits.
One of the main deficiencies in various factor analyses is a
lack of consensus in cutting points for determining the number of latent
factors. A usual procedure is to stop factoring when eigenvalues drop below one
because the original sphere shrinks. The lack of the cutting points concerns
other multivariate methods, also.[citation needed]
Key concepts
Key concepts in classical test theory are reliability and validity. A reliable measure is one that measures a
construct consistently across time, individuals, and situations. A valid
measure is one that measures what it is intended to measure. Reliability is
necessary, but not sufficient, for validity.
Both reliability and validity can be assessed statistically.
Consistency over repeated measures of the same test can be assessed with the
Pearson correlation coefficient, and is often called test-retest reliability.[10] Similarly, the equivalence of different
versions of the same measure can be indexed by a Pearson correlation, and is
called equivalent forms reliability or
a similar term.[10]
Internal consistency, which addresses the homogeneity of a
single test form, may be assessed by correlating performance on two halves of a
test, which is termed split-half
reliability; the value of this Pearson product-moment correlation coefficient for
two half-tests is adjusted with the Spearman–Brown prediction formula to correspond to
the correlation between two full-length tests.[10] Perhaps the most commonly used index of
reliability is Cronbach's α, which is equivalent to the mean of all
possible split-half coefficients. Other approaches include the intra-class correlation, which is the ratio of variance
of measurements of a given target to the variance of all targets.
There are a number of different forms of validity.
Criterion-related validity can be assessed by correlating a measure with a
criterion measure known to be valid. When the criterion measure is collected at
the same time as the measure being validated the goal is to establish concurrent validity; when the criterion is
collected later the goal is to establish predictive validity. A measure
has construct
validity if it is related to measures of other
constructs as required by theory. Content
validity is a demonstration that the items of a
test are drawn from the domain being measured. In a personnel selection
example, test content is based on a defined statement or set of statements of
knowledge, skill, ability, or other characteristics obtained from a job
analysis.
Item response theory models the relationship
between latent traits and responses to test items. Among
other advantages, IRT provides a basis for obtaining an estimate of the
location of a test-taker on a given latent trait as well as the standard error
of measurement of that location. For example, a university student's knowledge
of history can be deduced from his or her score on a university test and then
be compared reliably with a high school student's knowledge deduced from a less
difficult test. Scores derived by classical test theory do not have this
characteristic, and assessment of actual ability (rather than ability relative
to other test-takers) must be assessed by comparing scores to those of a
"norm group" randomly selected from the population. In fact, all measures
derived from classical test theory are dependent on the sample tested, while,
in principle, those derived from item response theory are not.
Standards of quality
The considerations of validity and reliability typically are viewed as essential
elements for determining the quality of any test. However, professional and
practitioner associations frequently have placed these concerns within broader
contexts when developing standards and making overall judgments about the
quality of any test as a whole within a given context. A consideration of
concern in many applied research settings is whether or not the metric of a
given psychological inventory is meaningful or arbitrary.[11]
Testing standards
In this field, the Standards for Educational and Psychological Testing[12] place standards about validity and
reliability, along with errors of measurement and related considerations
under the general topic of test construction, evaluation and documentation. The
second major topic covers standards related to fairness in testing,
including fairness in testing and test use, the rights and responsibilities of test takers, testing
individuals of diverse linguistic
backgrounds, and testing individuals with disabilities.
The third and final major topic covers standards related to testing
applications, including the responsibilities of test users, psychological testing and assessment, educational testing and assessment, testing in employment and credentialing, plus testing in program
evaluation and public policy.
Evaluation standards
In the field of evaluation,
and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation[13] has published three sets of standards for
evaluations. The
Personnel Evaluation Standards[14] was published in 1988, The Program Evaluation
Standards (2nd edition)[15] was published in 1994, and The Student Evaluation
Standards[16] was published in 2003.
Each publication presents and elaborates a set of standards for
use in a variety of educational settings. The standards provide guidelines for
designing, implementing, assessing and improving the identified form of
evaluation. [17]Each of the standards has been placed in one of
four fundamental categories to promote educational evaluations that are proper,
useful, feasible, and accurate. In these sets of standards, validity and reliability
considerations are covered under the accuracy topic. For example, the student
accuracy standards help ensure that student evaluations will provide sound,
accurate, and credible information about student learning and performance.
Non-human psychometrics: animals and machines
Psychometrics addresses human abilities,
attitudes, traits and educational evolution. Notably, the study of behavior,
mental processes and abilities of non-human animals is usually addressed by comparative psychology, or with a continuum between
non-human animals and the rest of animals by evolutionary psychology. Nonetheless there are some advocators
for a more gradual transition between the approach taken for humans and the
approach taken for (non-human) animals.[18] [19] [20] [21]
The evaluation of abilities, traits and learning evolution
of machines has
been mostly unrelated to the case of humans and non-human animals, with
specific approaches in the area of artificial intelligence. A more integrated approach,
under the name of universal psychometrics, has also been proposed.[22]
Bibliography
· Andrich, D. & Luo, G.
(1993). "A hyperbolic cosine model for unfolding dichotomous
single-stimulus responses". Applied Psychological Measurement 17 (3):
253–276. doi:10.1177/014662169301700307.
· Michell, J. B (1997).
"Quantitative science and the definition of measurement in
psychology". British Journal of Psychology 88 (3): 355–383. doi:10.1111/j.2044-8295.1997.tb02641.x.
· Michell, J. (1999). Measurement
in Psychology. Cambridge Cambridge University
· Rasch, G. (1960/1980).
Probabilistic models for some intelligence and attainment tests. Copenhagen,
Danish Institute for Educational Research), expanded edition (1980) with
foreword and afterword by B.D. Wright. Chicago University of Chicago
· Reese, T.W. (1943). "The
application of the theory of physical measurement to the measurement of
psychological magnitudes, with three experimental examples". Psychological
Monographs 55: 1–89.
· Stevens, S. S. (1946). "On
the theory of scales of measurement". Science 103 (2684): 677–80. doi:10.1126/science.103.2684.677. PMID 17750512.
· Thurstone, L.L. (1927). "A
law of comparative judgement". Psychological Review 34 (4): 278–286. doi:10.1037/h0070288.
· Thurstone, L.L. (1929). The
Measurement of Psychological Value. In T.V. Smith and W.K. Wright (Eds.),
Essays in Philosophy by Seventeen Doctors of Philosophy of the University of Chicago Chicago Open
Court
· Thurstone, L.L. (1959). The
Measurement of Values. Chicago University of Chicago
· http://www.services.unimelb.edu.au/careers/student/interviews/test.html .Psychometric Assessments University Melbourne
· S.F.
Blinkhorn (1997). "Past imperfect,
future conditional: fifty years of test theory". Br. J. Math. Statist.
Psychol 50 (2): 175–185. doi:10.1111/j.2044-8317.1997.tb01139.x.
Originally Written on 26/06/2013 23:08:59HOURS GMT
But Updated on Sunday,
January 01, 2017 1/1/2017 5:15:09
PM
2013 UPDATE ON A CONCISE CURRICULUM VITAE
OF DR J. K. DANMBAEZUE a.k.a. REV. PROF. J. J. KENEZ
PERSONAL DATA
Name:
DANMBAEZUE, JIDEOFO KENECHUKWU
Date of
Birth: 11th MARCH, 1948
Sex:
MALE, MARRIED WITH 3 CHILDREN
Nationality:
NIGERIAN (of Biafran Extraction)
Home Address: DANIS FAMILY VILLA,
IHIALA
Present Occupation: CONSULTANT CLINICAL PSYCHOLOGIST, EXISTENTIAL
FAMILY THERAPIST & PSYCHOMETRICIAN
Present Address: KENEZ HEALTH KLINIK
C 82 Federal Housing Estates,
Phone;
08039097614
or 08104414689, ENUGU
EDUCATIONAL QUALIFICATIONS
1983-1993
1. D.Sc. in PSYCHOMETRICS,
(abbrev: D. Psych) AfricanCollegeof Research Scientists, Addis
Ababa
1979-1982
1. M.Sc. in CLINICAL PSYCHOLOGY / MENTAL
HEALTH, from theSchoolof Medicine, Ugbowo Campus, Universityof Benin
by a 36-month course work and research dissertation.
1972-1975
1. B.Sc. (Honours) in PSYCHOLOGY,
2nd Class Upper Division,UniversityOf Lagos.
1968-1970
1. B.A. (Honours) in PHILOSOPHY,
2nd Class Lower Division, Bigard Memorial Seminary,Enugu Rome , Italy
ACADEMIC HONOURS
1. FACRS Fellow
& Senior Research Consultant of African College
2. Citation of Honour as first
Postgraduate Medical Student produced by the School of Medicine, College
of Medical Sciences, Ugbowo Campus, University of Benin, Nigeria in the 1982
Convocation.
3. Ph.D. Scholarship Award
(Psychology), byAnambra State Nigeria
4. Pass Junior Staff College
Best Officer Award in Public Speech and Drills, Nigerian Air Force
Base, Kaduna
1. Best Thesis Award Recipient of
the Department of Psychology,University of Lagos
PROFESSIONAL EXPERIENCE
1989 - date
Medical Director; KENEZ HEALTH KLINIK, HAPPY FAMILY NETWORK
INTERNATIONAL, ENUGU
1990 – date
Director of Programmes; HAFANI RESEARCH CONSORTIUM, a CBO Health
Outfit.
1986-1988
Sports Adviser to Military Governor/ Rangers Football Club, Govt.
House, Enugu
1985- 1986
Principal Clinical Psychologist, State Education Commission
Headquarters, Enugu
1983-1985
Clinical Psychologist acting as Zonal Guidance Counsellor, S.E.C,
Abakaliki Zone.
1976-1979
Substantive FLT LT (NAF 759) rtd., NAF Hospital Kaduna
1975-1976
NYSC at Dept. of Psychiatry, U.C.H. Ibadan & at Lambo’s Aro
Village System, Abeokuta
CREATIVE OUT-PUT / PSYCHOLOGICAL TESTS
EDUCATION :
1. Teenage Health Inventory
(1983) for new entrants to Junior Secondary
Schools.
ii Career
Preference Scale (JSS. Version, 1985) for JSS. 3 Students for
SSS.
iii Career Preference
Scale (SSS. Version, 1987) for SSS. 3 Students for JAMB.
FAMILY:
i Marriage
Compatibility Scale (1991) for Prospective Marriage
Partners.
ii Engaged Couples
Inventory (1992) for Pre-marital Counselling of
Couples.
iii Marital Adjustment Profile
(1993) for Therapeutic Services to Families.
BUSINESS:
i Religious Fanaticism Scale (1981) for Pre-Employment
Interviews in
Industries.
ii Executive Personality Scale (1989) for Recruitment of Senior
Staff
Personnel.
iii Business Evaluation Test (1999) for Periodical Assessment of
Corporate Bodies.
FAMILY THERAPEUTICS:
i Family Needs Inventory (1995), for Diagnoses of Problems in
Families
ii Family Stability Scale (1996), for Socio-Economic and Emotional
Stress.
iii Marital Crises Index (1997) for Micro-Diagnostic
Evaluation of Couples.
+ HUMAN MEDICINE:
i Psychoneurotic Personality Inventory (2000) for Assessment of
Existential
Neuroses.
ii HIV/AIDS Management Inventory (2001) for a Therapeutic Regimen
of
PLWA.
iii SARS Prophylactic Inventory (2003) for a Preventive fight
against the new epidemic.
(+ These are on-going research projects with colleagues at College of Medicine Enugu
BOOKS:
i The Triads of Life, Existential Treatise on Igbo
World-View, B. Phil Thesis, Rome
ii The Search for Sanity in Igbo land, a Bachelor’s degree
thesis, University of Lagos
iii Personal Adjustment and Religion, a Master’s
dissertation, University of Benin
iv Psychometrics in Family Therapeutics, a Doctoral
dissertation, Addis Ababa
v Am I Qualified For Marriage, Volume I , HAFANI Lectures on
marriage for the youth,
(1995)
vi Family Counselling –a Psychometric Approach, a scientific
manual for professionals
(1995)
vii Angelic Verses: Vol. 1 -The Genesis of Human Frailty, a theosophical
analysis
(2006)
viii Angelic Verses: Vol. 2 -The Aetiology of Ethnocentrism,
a critique of racism (in press)
JOURNAL ARTICLES:
1. 10 Theosophical Treatises of
Existentialism in International Magazines.
2. 12 Career/Guidance Counselling
Lectures delivered at National Conferences.
3. 15 Scientific Research Papers
in Psychotherapy and Community Medicine.
REFEREES:
i Onowu Dr. C. A. Ezike, Chief Medical Consultant of HAFANI,
chrisezike@yahoo.com
ii Prof A. C. J. Ezeoke, Emeritus Professor of Chemical Pathology,
alexius@yahoo.com
iii Professor A.C Mundy-Castle, H.O.D, University of Lagos,
acmundycastle@yahoo.com
KENEZIAN PHILOSOPHY OF LIFE
“A well-known speaker started off his seminar by holding up a $20
bill. In the room of 200, he asked, "Who would like this $20 bill?"
Hands started going up. He said, "I am going to give this $20 to one of
you but first, let me do this”. He proceeded to crumple the dollar bill up. He
then asked, "Who still wants it?" Still the hands were up in the air.
"Well," he replied, "what if I do this?" And he dropped it
on the ground and started to grind it into the floor with his shoe. He picked
it up, now all crumpled and dirty. "Now who still wants it?" Still
the hands went into the air. "My friends, you have all learned a very
valuable lesson. No matter what I did to the money, you still wanted it because
it did not decrease in value. It was still worth $20. Many times in our lives,
we are dropped, crumpled and grounded into the dirt by the decisions we make
and the circumstances that come our way. We feel as though we are worthless.
But no matter what has happened or what will happen, you will never lose your
value in God's eyes. To Him, dirty or clean, crumpled or finely creased, you
are still priceless to Him.” That is ISM or KENEZIANISM in
practice! I hope you cherish these words of wisdom of an
Unknown Author! You are welcome to “Let us reason together” as Isaiah, the
prophet invited his kinsmen many centuries ago or sit on the fence and die
unenlightened by genuine Aristotelian-Kantian combine of deductive and
inductive logic, aided by current fund of science knowledge and enquiry to
unravel the fables and legends that are now labelled as theology! There is
nothing theological about an accumulation of guesswork done by primitive men!
They are simply a collection of puerile belief in man-made doctrines, dogmas
and rituals that is steadily pushing the humane race to annihilation. Here, I
rest my objective of penning this protracted but comprehensive diatribe. Call
it heresy, if you like. I do not care a dime. Truth is supreme! Truth is Life,
my people declare!
Revolutionary Professor Jude Jideofo Kenez, (D. Sc. In
Psychometrics),
The Humble Vessel of the Holy Spirit of the Creator of the Entire
Universe.
E-mail: agunabu1948@gmail.com,
or saintkenez@yahoo.co.uk
Phone: 08039097614, 08104414689
THE ORIGINS OF KENEZ PSYCHOLOGICAL RESEARCH FOUNDATION
Abbreviated; KPRF is the engine room of the parent organization
Kenez International Humanitarian Organizations Linkage; KIHOL, was
conceptualised as an answer to the dearth of indigenous psychological tests in
the African continent. It is the brainchild of an ambitious undergraduate on
the end of session vacation job in 1973/74 at the government-owned Neuro-psychiatricHospital, Aba I. Q”
in the Reader’s Digest, a popular magazine he found in the OPD Waiting Room. He
was familiar with the British publication since his higher school years,
1966-1967, at Christ the King College Onitsha
He refuted the validity of the assessment tool noting its
ethnocentric bias in both the cultural artefacts used in its construction and
the peculiar anglicised phraseology used in its verbal and non-verbal test
items. He went home determined to rectify the identified anomalies
by modifying those areas he saw as skewed assessment items. He christened his
indigenous revision; “A Cultural Adaptation of I.Q. Tests”.
This revolutionary impetus lasted another academic session as the
young man asked so many questions on the issue and demanded veritable answers
from his lecturers at the Department of Psychology, University of Lagos Lagos , Nigeria I. Q”
in the Reader’s Digest. One of his lecturers; Dr Delores E. Mack an American
Clinical Psychologist; fell in love with him for this feat! This acted as the
motivation the lad needed to forage into the theories and practices of
psychological testing. He spent hours at the university library.
The developmental skill suffered a setback as examinations that
were more serious faced the young researcher during his final year. He however
picked up and dusted his notebook on the topic during his National Youth
Service Corps year at the Department of Psychiatry, University College Hospital Ibadan Kano Kaduna
After earning a Master’s degree in Clinical Psychology in 1982 and
a Doctorate degree in Psychometrics in 1993, he intensified creative research
into how to increase the production of scales, inventories and tests to arrest
the dearth of indigenous assessment tools for educational, counselling and
medical purposes in Africa. Today after half a century, the same research
enthusiast can boast of fifteen well developed, truly validated and
internationally standardised psychological tests covering areas in teenage
guidance & career counselling, psychological medicine, educational
psychology and family counselling/therapy.
THE LIST RUNS THUS:
1. A
Cultural Adaptation of I.Q. Tests, 1974 – 1978.
2. Religious
Fanaticism Scale, 1979 – 1982.
3. Teenage
Health Questionnaire, 1982 –1985.
4. Career
Preference Scale, JSS Version, 1985 –1987.
5. Career
Preference Scale, SSS Version, 1987 – 1989.
6. Marriage
Compatibility Scale, Kenez-Macos, 1984 – 1991.
7. Engaged
Couples Inventory, Kenez-Encoven, 1990 – 1992.
8. Marital
Adjustment Profile, Kenez-Mapro, 1984 – 1993.
9. Executive
Personality Scale, Kenez-Expers, 1991 – 1995.
10. Business
Evaluation Tests, Kenez-Buset, 1991 –1995.
11. Family
Needs Inventory, Kenez-Faneeven, 1993 – 1995.
12. Family
Stability Scale, Kenez-Fastabs, 1993 – 1996.
13. Marital
Crises Index, Kenez-Macridex, 1993 – 1997.
14. HIV/AIDS
Management Inventory, Hiv-Manaven, 2001 – 2003.
15. Child
Health Assessment Inventory, Dioona-Chaven, 2006 - ?
BOOKS AWAITING SPONSORSHIP FOR PUBLICATION
1. THE
TRIADS OF LIFE, Existential Treatise on Igbo World-View, B. Phil Thesis,Rome
2. THE
SEARCH FOR SANITY IN IGBOLAND, Bachelor’s Thesis,University of Lagos
3. PERSONAL
ADJUSTMENT AND RELIGION, Master’s dissertation,University of Benin
4. PSYCHOMETRICS
IN FAMILY THERAPEUTICS, Doctoral dissertation,Addis
Ababa
5. EXISTENTIAL
NEUROSES IN CHRISTENDOM, Evident Depersonalisation Syndromes (1995)
6. ANGELIC
VERSES 1, The Genesis of Human Frailty, Theosophical Treatiseon Creation (1997)
7. ANGELIC
VERSES 2, The Aetiology of Ethnocentrism, Psychoanalytic View of Racism (1999)
8. ANGELIC
VERSES 3, Obedience to Natural Laws, Existential Therapy for Fanaticism
(2001)
9. HIV-AIDS
MANAGEMENT INVENTORY, A Psychometric Alternative for Elisa Test (2003)
10. BEWARE
OF PROSPERITY GOSPEL PREACHERS, A Critique of Greedy Evangelists (2003)
11. HAFANI’s
ALTERNATIVE MANAGEMENT STRATEGIES, A Medical Handbook (2005)
12. ETHICS
IN REPRODUCTIVE MEDICINE, Advocacy for Curtailing Voluntary Abortions (2006)
13. RESPONSIBLE
PARENTHOOD, The Roles and Duties of Couples in the Computer Age (2007)
14. PSYCHOMETRIC
FAMILY COUNSELLING, The Global Village Modality for Mate Selection (2007)
15. CONCISE
HISTORY OF THE DEVELOPMENT OF RELIGION, A survey of Man-made Rituals
16. EVERY
RELIGION IS SUPERSTITUTION APPROVED BY A COMMUNITY, The Truth is Life
Series
SOME OF THE CURRENT SCIENTIFIC & THEOSOPHICAL POWERPOINT
PRESENTATIONS
1. James, addresses the
wealthy 20 slides of 290 kb
•
2. 2003 initial research results
of hafani, 10 sides of 343 kb
3. A global campaign to halt hiv
in the youth, 12 slides of 804 kb
•
4. A kenezian medical ethics for
physicians, 21
slides of 634 kb •
5. The longest & most pewerful
chapter in n.t., 14 slides of 231 kb
•
6. Opportunites for
neuroaids research,
20
slides of 618 kb •
7. Alternative strategies
for hiv in africa ,
32 slides of 770 kb
1. Cain & abel sons of adam?-
.no says dr kenez, 25 slides of 1.06 mb
•
2. This is how all of came into
this world
12 slides of 997 kb
•
3. 2006 results of hafani research
consortium 45 slides of 1.01 mb
•
4. Greatest revelation of jesus,
the
chrst
23 slides of 801 kb •
5. Pioneering researches in west
africa
25
slides of 674 kb •
6. 2007 search for alternative
hiv-aids drugs 21 slides of 918 kb
•
7. Presentation by our hafani
consortium
45 slides of 1.30mb
•
8. What it takes the serve god,
the creator 24
slides of 1.09 mb •
9. Blazing the trail for modern
researches 62 slides of 1.79 mb
•
10. Pharmacopeia of our research
consortium 22 slides of 2.09 mb
Rev. Prof. Jideofo J. Kenez, D. Sc.,
Vessel of the Holy Spirit of the Creator of the Universe.
://wwwhttps.google.com.ng/search?q=DANMBAEZUE&sa=N&biw=1024&bih=470&tbm=isch&tbo=u&source=univ&ved=0ahUKEwiC-52S6qPRAhUrCsAKHReADEgQsAQINg
BRIEFS ON THE GENESIS OF KENEZIANISM
The theory and practice of Kenezianism started
in 1970, at the end of the civil war when its originator Major Kenechukwu
Nzeogwu Mbaezue; BA/ 6532, of the Degema Strike Force, 12th Commando Brigade,
Biafra, returned from the war front! He felt shattered by the outcome of the
fratricidal debacle of three years. “Why did we lose the war of survival?
Should Nigeria Mecca
That gave him enough time to reflect on some
existential questions about all he had learnt from the Christian missionaries
that moulded his early life in the junior and senior seminaries. There arose
the need for him to re-evaluate his belief system, moderate his scrupulous
orientation to social life and thereafter, formulate a realistic code of
conduct that could guarantee his survival in the conflicting world of the
Nigerian society he found himself trapped in! He lived as a war captive for the
next 30 years! Within this period, he fully practised the introverted
meditative lifestyle of Viktor Frankl or that detached life of a research
scientist reminiscent of the great Austrian monk geneticist, MacGregor Mendel.
He earned a total of four university degrees
that spanned a period of 15 years, with breaks here and there to assist his
eight younger brothers and sisters, siblings of the same humble family of a
school teacher/catechist! To achieve this, he again joined the armed forces of
the nation he lived as an exile, the fallout of which was that he neatly
sandwiched a military diploma, pjsc, from the Nigerian Air Force in between the
four degrees!
CURRENT STATUS IN OUR DIGITALISED GLOBAL
VILLAGE;
Today I Have 29 Websites With 597
Diatribes, Scientific Papers, Dissertations, 37 Power Points In The Internet,
Covering Modern Theosophy, Social Ethics, Human Medicine, Research
Psychometrics and Existential Psychotherapy. I Am a Humble Vessel of the Holy
Spirit of the Almighty Creator of the Entire Universe and so I Owe God My
Divine and Human Achievement & Eternal Gratitude For Surviving So Far!
OR
SEE
I have always argued that many people mistakenly take health
to refer only to physical well being of the individual. This is totally wrong.
The social and mental well being is neglected without many realising that the
duo actually produce the physical symptoms that develop into perennial
ill-health that later is termed TERMINAL DISEASES. A good example is High Blood
Pressure. Just like the philosophical question; WHICH CAME FIRST, THE EGG OR
THE HEN? It is absurd that General Practitioners of Human Medicine forgot to
emphasise to their patients that there are certain human relationships that
produce physical diseases. We need to bring social and mental levels of health
in any good definition. ................. Dr Kenez (1981)
SEND ALL YOUR QUESTIONS TO;
ENSURE YOU VISIT THESE RELEVANT WEBSITES O O O
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