Psychological Assessment in South Africa , livre ebook

There is no question that this book will make a significant contribution to the field of psychological testing and assessment in South Africa. Such a book is long overdue and it should serve the field of psychology well into the future. I suspect that this will become a classic text in the field and will be used as a reference for graduate students and psychologists for many years to come.
Juvia P. Heuchert, Professor of Psychology, Allegheny College
Psychological Assessment in South Africa provides a good balance between conceptual and applied dimensions in psychological assessment, with specific emphasis on core considerations and principles derived from and applicable to the multicultural and multilingual context of South Africa. By virtue of their scope, foci, scholarly merit and contextual relevance, the themes addressed will appeal to a wide range of readers, including but not limited to students, academics and practitioners. The utility, cultural sensitivity and relevance of the assessment tools and techniques is central to the theory and practice of psychological assessment and this book offers a significant contribution to the extension and the advancement of knowledge in this domain.
Associate Professor Maria Damianova, Monash South Africa, a campus of Monash University Australia; Counselling and Educational Psychologist
Psychological Assessment
IN SOUTH AFRICA
Research and Applications
Edited by Sumaya Laher and Kate Cockcroft
Wits University Press
1 Jan Smuts Avenue
Johannesburg
South Africa
www.witspress.co.za
Published edition copyright © Wits University Press 2013
Compilation copyright © Edition editors 2013
Chapter copyright © Individual contributors 2013
First published 2013
ISBN 978-1-86814-578-2 (print)
ISBN 978-1-86814-579-9 (digital)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publisher, except in accordance with the provisions of the Copyright Act, Act 98 of 1978.
Edited by Karen Press
Cover design by Fly Creative
Layout and design by Baseline Publishing Services
Printed and bound by Paarl Media
Contents
Tables and figures
Acknowledgements
Acronyms and abbreviations
1 Contextualising psychological assessment in South Africa
S. Laher and K. Cockcroft
Section One: Cognitive tests: conceptual and practical applications
2 WAIS-III test performance in the South African context: extension of a prior cross-cultural normative database
A. B. Shuttleworth-Edwards, E. K. Gaylard and S. E. Radloff
3 WISC-IV test performance in the South African context: a collation of cross-cultural norms
A. B. Shuttleworth-Edwards, A. S. van der Merwe, P. van Tonder and S. E. Radloff
4 The Senior South African Individual Scales – Revised: a review
K. Cockcroft
5 Assessing school readiness using the Junior South African Individual Scales: a pathway to resilience
L. C. Theron
6 School readiness assessment in South Africa
Z. Amod and D. Heafield
7 The Kaufman Assessment Battery in South Africa
K. Greenop, J. Rice and D. de Sousa
8 The Das-Naglieri Cognitive Assessment System
Z. Amod
9 Dynamic assessment in South Africa
Z. Amod and J. Seabi
10 The Learning Potential Computerised Adaptive Test in South Africa
M. de Beer
11 APIL and TRAM learning potential assessment instruments
T. Taylor
12 The Griffiths Mental Development Scales: an overview and a consideration of their relevance for South Africa
L. Jacklin and K. Cockcroft
13 Neuropsychological assessment in South Africa
M. Lucas
Section Two: Personality and projective tests: conceptual and practical applications
14 The Sixteen Personality Factor Questionnaire in South Africa
R. van Eeden, N. Taylor and C. H. Prinsloo
15 Using the Fifteen Factor Questionnaire Plus in South Africa
N. Tredoux
16 The Basic Traits Inventory
N. Taylor and G. P. de Bruin
17 The Myers-Briggs Type Indicator® in South Africa
K. Knott, N. Taylor, Y. Oosthuizen and F. Bhabha
18 The NEO-PI-R in South Africa
S. Laher
19 Using the Occupational Personality Profile in South Africa
N. Tredoux
20 The Occupational Personality Questionnaire
T Joubert and N. Venter
21 The Millon Inventories in South Africa
R. Patel and S. Laher
22 Assessment and monitoring of symptoms in the treatment of psychological problems
C. Young and D. Edwards
23 Assessment in routine clinical and counselling settings
D. Edwards and C. Young
24 Projective assessment of adults and children in South Africa
K. Bain, Z. Amod and R. Gericke
25 The use of the Children’s Apperception Test and Thematic Apperception Test in South Africa
R. Gericke, K. Bain and Z. Amod
26 Projective assessment using the Draw-A-Person Test and Kinetic Family Drawing in South Africa
Z. Amod, R. Gericke and K. Bain
27 The Rorschach in South Africa
M. Brink
Section Three: Assessment approaches and methodologies
28 Ethical perspectives in assessment
N. Coetzee
29 Using computerised and internet-based testing in South Africa
N. Tredoux
30 The ImPACT neurocognitive screening test: a survey of South African research including current and projected applications
A. B. Shuttleworth-Edwards, V. J. Whitefield-Alexander and S. E. Radloff
31 A family consultation model of child assessment
Z. Amod
32 Qualitative career assessment in South Africa
M. Watson and M. McMahon
33 Psychological assessment and workplace transformation in South Africa: a review of the research literature
K. Milner, F. Donald and A. Thatcher
34 Assessment of prior learning: a South African perspective
R. Osman
35 Large-scale assessment studies in South Africa: trends in reporting results to schools
A. Kanjee
36 Current and future trends in psychological assessment in South Africa: challenges and opportunities
S. Laher and K. Cockcroft
Contributors
Index
Tables and figures
Table 2.1:
WAIS-III data for 12+ years education, stratified for race/ethnicity and quality of education
Table 2.2:
WAIS-III data for 15+ years education, stratified for race/ethnicity and quality of education
Table 3.1:
Grade 7 samples, stratified for ethnicity, language, quality of education and sex
Table 3.2:
WISC-IV performance of English, Xhosa and Afrikaans Grade 7 learners, stratified for advantaged versus disadvantaged quality of education
Table 4.1:
Description of subtests of the SSAIS-R and what they measure
Table 5.1:
Summary of global intelligence quotient scale
Table 5.2:
Test-specific opportunities for school readiness observations
Table 5.3:
JSAIS-process opportunities for school readiness observations
Table 7.1:
Choice of model (CHC or Luria) based on the contexts of administration
Table 7.2:
The KABC-II scales for each theoretical orientation
Table 7.3:
Reliability and factor analytic results in the standardisation sample for the Sequential and Simultaneous subtests of the K-ABC
Table 7.4:
Reliability of the KABC-II
Table 7.5:
Reliability results for monolingual and bilingual 9-year-old children on the K-ABC
Table 7.6:
Simultaneous and Sequential group factor structure at 5 and 10 years
Table 7.7:
Simultaneous and Sequential gender factor structure at 5 and 10 years
Table 7.8:
Means, standard deviations and paired sample t-test scores at 5 and 10 years
Table 7.9:
Boys’ and girls’ means, standard deviations and paired sample t-test scores at 5 and 10 years
Table 7.10:
Comparison of monolingual and bilingual 9-year-old children on the K-ABC
Table 7.11:
Simultaneous and Sequential subtest means and standard deviations for entire sample, English, isiZulu and Sesotho groups
Table 7.A1:
Comparison of the K-ABC and KABC-II subtests
Table 8.1:
Structure of the CAS scales and subtests (Standard Battery)
Table 9.1:
Feuerstein’s criteria for mediated learning experience
Table 10.1:
LPCAT score ranges in relation to NQF levels and educational levels
Table 10.2:
Mean LPCAT scores for groups at different educational levels
Table 10.3:
Construct validity of the LPCAT
Table 10.4:
Predictive validity results for the LPCAT at different educational levels
Table 12.1:
GMDS Infant Scales minimum difference between subquotients, and between subquotient and GQ, required for statistical significance
Table 14.1:
The primary factors, second-order factors and validity scales of the 16PF5
Table 14.2:
Psychometric and normative information for the local versions of the 16PF
Table 15.1:
Standardised effect sizes for the differences in means on 15FQ+ scales between different South African groupings
Table 16.1:
Definitions of the factors and facets of the BTI
Table 16.2:
Summary of internal consistency reliability coefficients
Table 17.1:
The four dichotomies of MBTI theory
Table 17.2:
The MBTI type table
Table 17.3:
Internal consistency reliability
Table 18.1:
NEO-PI-R domain and facet scale descriptions
Table 19.1:
Summary of the scales measured by the OPPro
Table 19.2:
Summary of correlations between the OPPro scales and various other tests, recalculated in 2010
Table 19.3:
Effect sizes for differences in mean OPPro scale scores for gender and race
Table 20.1:
OPQ32 scale descriptions
Table 20.2:
Internal consistency reliability estimates for the OPQ32r
Table 20.3:
Conceptual mappings between the FFM and the OPQ32
Table 21.1:
Structure of the MCMI-III
Table 23.1:
Kinds of information to be gathered in a clinical assessment
Table 23.2:
Case formulation, management recommendation and treatment plan
Table 23.3:
Contrasting treatment plans for three cases of women with major depressive disorder
Table 25.1:
Popular TAT cards and their abbreviated stimulus pull
Table 25.2:
Bellak’s ten