Psychological Test Report
Name: Age: Sex: Referred by: Reason for Referral: Date Referred:
Princess Angela A. Su 6 years and 7 months old Female Dina Ang, MIC, ICA, Directress To evaluate mental capacity February 7, 2014
Test Administered:
Date Given:
Bender Visual Motor Gestalt Test House-Tree-Person Test Children Apperception Test Stanford-Binet Intelligence Scale for Children
February 15, 2014 February 15, 2014 February 15, 2014 February 15, 2014
Behavioral Observation: The child came along with her mother, wearing a pink dress with white polka dots and pink sandals. The physical appearance was generally neat and well-groomed. Her mood was appropriate but she kept silent and stared around the surrounding blankly. She was oriented with the time. She called the examiner, “teacher”. She knows that the purpose of the examinations is for her to study in Immaculate Concepcion Academy. She talked in a soft voice and can express freely in Tagalog. She was hesitant and slow in responding to questions. She was not quick and accurate when giving answers and her limited vocabulary hinders her to respond well. She pays attention and carries out tasks. Her hand coordination, appropriate bodily movements and social skill are adequate. She has an average attention span and became cooperative in the latter part of the session. She needs to be motivated before she responds, although no separation anxiety was noted.
Intellectual Evaluation: From the Stanford-Binet Intelligence Scale for Children, she obtained an IQ of 113, which falls under the above average level. Her chronological age is 6 years old and 7 months, while her mental age is 7 to 9 years of age. Her ability to learn and understand more of what is taught to her in school was evident in her IQ performance. She has good memory skills when she quickly and easily recalls concepts and important details. She has a good thought process as she was able to understand principles and and new concepts quickly. She has exceptional logical thinking skills for she was able to pull together facts and figures and she can classify and differentiate objects. Her arithmetic ability is average as she was able to grasp mathematical concepts like addition and subtraction. Her ability to relate and answer the questions in the stories presented shows that she has an adequate overall performance.
Personality Evaluation: Bender Visual Motor Gestalt Test
The child’s drawing mostly indicates sh yness in interpersonal relationship and communication as seen in figure A. Left to right placement of figures shows unresolved need for sustaining interpersonal relations. Small figures indicate lack of spontaneity in communicating and in doing social activities. Orderly sequence indicates good adjustment. Decreased angle in figure 2 is interpreted as low in motivational level and rotation of design 7 is an attempt to control affective stimuli. Reduction of curve amplitude of number of curves in figure 6 also shows possible isolation. Her ability to draw and reproduce complex design from memory fits her developmental skill for a seven year old. House-Tree-Person Test
The child’s drawing of house-tree-person shows lack of socialization with other children. She drew the person inside the house and far away from the tree which indicate that she is inaccessibility in socializing. She also drew a small door, showing that she has to satisfy her emotional needs. No window means coldness when relating with people. The tree trunk was thin, indicating inadequacy. . Children Apperception Test The child’s responses on the children apperception test narrate her usual daily routine and activities like eating, playing and sleeping. Some of her stories were left a bit hanging. Her stories show that she has a good relationship with her family, no fighting or any conflict among family members. One of her stories indicates that she and her family lacks enough quality time. To fill in the need for parental care when her parents are away, she is left with the care of her nanny, this led her to feel that she is alone and sad.
General Overall Findings: Shyness Limited vocabulary Low motivational level Loneliness
Summary of Findings: Shyness Shy children refrain from social interactions because of underlying social wariness that inhibits their desires to approach others. Princess’ shyness is characterized by self -consciousness. She feels uncomfortable meeting people and talking to other children because she is worried on what
they will say to her. This can be traced by her family environment, where she experiences emotional neglect that resulted from lack of attention and affection from her parents. Limited Vocabulary Speech is a tool for communication and is essential to social situation. Children like Princess cannot communicate with others well because of limited vocabulary. This can have an impact on her as she may experience social maladjustment in socializing with other children because she cannot fully express her thoughts verbally. Low Motivational Level Low motivation is often a disguise for another type, a learning difficulty. Lack of attention and sustained effort can also be the cause of low motivation of the child. She feels unappreciated because she does not earn praise and approval from people around her and make her lose interest in activities because she feels unimportant. Loneliness This stage where the child is in is popularly known as the chatterbox age which she is expected to speak with ease, but because of limited vocabulary and poor comprehension and lack of spontaneity in voicing out what she wants to say, it is difficult for her to interact and have interpersonal relations with other children; this is one of the important tasks that a child has to acquire as a preliminary training and experience in a larger group of peers in the later stage.
Recommendation: Princess was not exposed to children with the same age as hers that is why she failed to develop her social skill. The parents should let their child play and expose her to other people in social gatherings and activities to develop her social confidence. Praise for an accomplishment is also appropriate to increase her motivational level, but be sure that the child is doing a task because she is interested so that she will be eager to learn new things. Classroom and sports activities which emphasize group interaction are also well-suited for a shy child to boost her self-esteem.
Thank you for referring,
Serafina P. Maxino, PhD. (cand.) Registered Psychologist
Polytechnic University of the Philippines Sta. Mesa, Manila College of Social Sciences and Development Department of Psychology
Psychological Test Report (Child Protocol)
Submitted to: Prof. Serafina Maxino
Submitted by: Bernardo, Claire L. BSCP 4-1
