table of specifications for psychologists · table of specifications for psychologists imelda v. g....
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Table of Specifications for Psychologists
Imelda V. G. Villar, Ph.D.
Board Member, Psychology
Professional Regulations Commission
Foundation
• Outcomes-based Education – focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve a desired level of competence upon graduation.
Rationale
• Mutual Recognition Agreement (MRA)
• Philippine Qualifications Framework
• Asean Qualifications Reference Framework
Qualifications Descriptors Level
6 (Baccalaureate Degree)
Knowledge, Skills and Values Have broad and coherent knowledge and skills for professional work and lifelong learning
Application Application in professional work in a broad range of discipline and/or for further study
Degree of Independence Independent and/or in teams of related field
Qualifications Descriptors Level 7 (Post-Baccalaureate )
Knowledge, Skills and Values
Have advanced knowledge and skills in a specialized or multi-disciplinary field of study for professional practice, self-directed research and/or lifelong learning
Application
Applied in professional work that requires leadership and management in a specialized or multi-disciplinary professional work and/or research and/or for further study
Degree of Independence Independent and/or in multidisciplinary teams
Advanced Abnormal Psychology
OUTCOME WEIGHT NO. OF ITEMS
1. Make clinical diagnosis from a clinical profile,
and/or assessment findings using the Diagnostic
Statistical Manual of Mental Disorders (DSM IV-TR
and DSM V) and International Classification of
Disorders (ICD 10).
30%
39
2. Explain abnormal behaviors using the major
theories (e.g. psychodynamics).
30%
39
3. Apply the various bio-socio-cultural perspectives,
models and approaches in explaining the origin
and development of psychopathology.
20%
26
4. Contextualize diagnosis/identification of abnormal
behavior in different settings: school, court,
hospital, church, community.
10%
13
5. Apply ethical principles in diagnostic/ research
processes concerning pathology and the
management of clinical cases.
10%
13
100% 130
Counseling and Psychotherapy
OUTCOME WEIGHT NO. OF ITEMS
1. Apply the various psychological theories and approaches (Psychodynamic, Cognitive-Behavioral, Constructivist, Humanistic, Existential, Systemic) in dealing with concerns and common dysfunctions.
20%
26
2. Identify the most appropriate treatment approach to dealing with common dysfunctions presented in case briefs.
20%
26
3. Apply the appropriate steps of counseling and psychotherapy across different schools of thought.
20%
26
4. Evaluate the culture fit of different psychotherapy approaches and processes in the context of different settings.
15%
19
5. Identify problems and solutions to dealing with Person (therapist/counselor) related- issues (e.g. countertransference, compassion, fatigue, etc.) and other related issues (e.g. client-variables; situational /problem factors) that can enhance or compromise the effectiveness of counseling or psychotherapy work.
15%
19
6. Apply appropriate ethical principles and standards in the practice of counseling and psychotherapy.
10%
14
100%
130
Advance Theories of Personality
OUTCOME WEIGHT NO. OF ITEMS
1. Apply the psychodynamic, behavioral, traits,
humanistic and biological theories, and
evolutionary psychology perspectives in
understanding personality.
50%
50
2. Identify the strengths and limitations of major
theories of personality. 20%
20
3. Apply the indigenous concepts (i.e. Sikolohiyang
Pilipino) in understanding Filipino personality. 15%
15
4. Analyze the use the various theories of personality
in different settings: school, family, industry,
community.
15%
15
100%
100
Advanced Psychological Assessment
OUTCOME WEIGHT NO. OF ITEMS
1. Apply advanced knowledge of the key principles, technical
concepts (and psychometric properties), theories and tools
of psychometrics in psychological assessment.
30%
45
2. Apply basic knowledge in test construction and
development, item writing, and analysis.
20%
30
3. Apply advanced knowledge in putting together test
batteries for human resources, OD, psychopathology,
educational, and personality assessment. 20%
30
4. Demonstrate competence in test administration, scoring
and interpretation (including deviations from standard
practice) of commonly used intelligence and personality
tests (objective and projective).
20%
30
5. Evaluate/analyse the ethical principles and standards in
psychological assessment.
10%
15
100% 150
Licensure Board Examination for Psychologists
Specific Weights of the Board Exam Subjects
Subjects Weight No. of Items
Counseling and Psychotherapy 25% 130
Advanced Psychological Assessment 30% 150
Advanced Theories of Personality 20% 100
Advanced Abnormal Psychology 25% 130
Abnormal Psychology
OUTCOME WEIGHT NO. OF ITEMS
1. Distinguish between pathological and non-
pathological manifestations of behavior.
20%
20
2. Recognize common psychological disorders given
specific symptoms.
20%
20
3. Use major psychological theories, particularly the
commonly recognized ones, in explaining how
psychological problems are caused and how they
develop.
30%
30
4. Identify the socio-cultural factors that may impact
on problem-identification and diagnosis of
abnormal behavior. 15%
15
5. Apply appropriate ethical principles and standards
in diagnosing cases of abnormal behavior
.
15%
15
100% 100
Industrial Psychology
OUTCOME WEIGHT NO. OF ITEMS
1. Discuss the major considerations and principles
employee selection. 20%
20
2. Describe the process and principles in employee
training and development. 20%
20
3. Apply the major principles in performance
management and evaluation.
15%
15
4. Apply the major theories of motivation in designing
and administering rewards.
15%
15
5. Apply basic theories in team dynamics.
10%
10
6. Differentiate the various functions involved in
Human Resource Management.
10%
10
7. Recognize issues of work life balance and well-being
in the workplace.
10%
10
100% 100
Theories of Personality
OUTCOME WEIGHT NO. OF ITEMS
1. Recognize and differentiate basic theories and
perspectives of Personality.
80%
80
2. Identify the socio-cultural and environmental
factors that may impact personality.
10% 10
3. Identify relevant Filipino/indigenous concepts in
understanding Personality.
10% 10
100% 100
Psychological Assessment
OUTCOME WEIGHT NO. OF ITEMS
1. Apply technical concepts, basic principles and
tools of measurement of psychological processes. 20% 29
1. Describe the process, research methods and
statistics used in test development and
standardization.
20%
29
1. Identify the importance, benefits and limitations
of psychological assessment. 10% 19
1. Identify, assess and evaluate the methods and
tools of psychological assessment relative to the
specific purpose and context: school, hospital,
industry and community.
20%
29
1. Evaluate the administration and scoring
procedures of intelligence and objective
personality tests and other alternative forms of
tests.
15%
22
1. Apply ethical considerations and standards in the
various dimensions of psychological assessment. 15 % 22
100% 150
Licensure Board Examination for Psychometricians
Specific Weights of the Board Exam Subjects
Psychometricians Weight No. of Items
Psychological Assessment 40% 150
Theories of Personality 20% 100
Abnormal Psychology 20% 100
Industrial Psychology 20% 100
New Taxonomy
Level
Operation General form of Objectives
Level 1: Retrieval Recognizing
Able to validate correct statements about features of information, but not necessarily understand structure of knowledge or differentiate critical and noncritical components
Level 1: Retrieval Recalling Able to produce features of information, but not necessarily understand structure of knowledge or differentiate critical and noncritical components
Level 1: Retrieval Executing Able to perform procedure without significant error, but not necessarily understand how and why procedure works
New Taxonomy Level
Operation General Form of objectives
Level 2 Comprehension
Integrating Able to identify basic structure of information, mental or psychomotor procedure, and the critical as opposed to the noncritical characteristics
Level 2: Comprehension
Symbolizing Able to construct an accurate symbolic representation of information, mental or psychomotor procedure, differentiating critical to noncritical characteristics
New Taxonomy Level
Operation General Form of Objectives
Level 3: Analysis Matching Able to identify important similarities and differences relative to the information, mental procedure or psychomotor procedure
Level 3 Analysis Classifying Able to identify super ordinate and subordinate relative to the information, mental procedure or psychomotor procedure
Level 3: Analysis Analyzing Errors Able to identify errors in the presentation or use of the information, mental procedure or psychomotor procedure
Level 3: Analysis Generalizing Able to construct new generalizations or principles based on the information, mental procedure or psychomotor procedure
Level 3: Analysis Specifying Able to identify logical consequences of the information, mental procedure or psychomotor procedure
New Taxonomy Level
Operation General Form of Objectives
Level 4: Knowledge Utilization
Decision-Making Able to use the information, mental or psychomotor procedure, to make decisions in general or make decisions about the use of information, mental or psychomotor procedure
Level 4: Knowledge Utilization
Problem-Solving Able to use the information, mental or psychomotor procedure to solve problems in general or solve problems about the information, mental procedure or psychomotor procedure
Level 4: Knowledge Utilization
Experimenting Able to use the information, mental or psychomotor procedure to generate and test hypotheses in general or generate and test hypotheses about the information, mental or psychomotor procedure
Level 4. Knowledge Utilization
Investigating Able to use the information, mental procedure, or psychomotor procedure to conduct investigations in general or conduct investigations about the information, mental procedure, or psychomotor procedure
New Taxonomy Level
Operation General Form of Objectives
Level 5: Metacognition
Specifying Goals Able to establish a goal relative to the information, mental procedure, or psychomotor procedure and a plan for accomplishing that goal
Level 5: Metacognition
Process Monitoring
Able to monitor progress toward the accomplishment of a specific goal relative to the information, mental procedure, or psychomotor procedure
Level 5: Metacognition
Monitoring Clarity
Able to determine the extent to which he or she has clarity about the information, mental procedure, or psychomotor procedure
Level 5 Metacognition
Monitoring Accuracy Able to determine the extent to which he or she is accurate about the information, mental procedure , or psychomotor procedure
New Taxonomy Level
Operation General Form of Objectives
Level 6: Self-System Thinking
Examining Importance
Able to identify how important the information, mental procedure, or psychomotor procedure is to him or her and the reason underlying this perception
Level 6: Self-System Thinking
Examining Efficacy
Able to identify beliefs about his or her ability to improve competence or understanding relative to the information, mental procedure, or psychomotor procedure and the reasoning underlying the perception
Level 6:
Self-System Thinking
Examining Emotional Response
Able to identify his or her emotional responses to the information, mental procedure, or psychomotor procedure and the reasons for these responses
Level 6: Self-System Thinking
Examining Motivation
Able to identify his or her overall level of motivation to improve competence or understanding relative to information, mental procedure, or psychomotor procedure and the reasons for this level of motivation
Outcome
Knowledge skills, Values
(30%)
Application
(50%)
Degree of Independence
(20%)
Retrieval – RRE Comprehension
- IS Analysis-MC Analysis
Utilization -
AEGS
Metacognition -
GPCA
Self-system
thinking
1. To be able to apply the various
psychological theories and approaches
in dealing with concerns and common
dysfunctions
2. To be able to identify the most
appropriate treatment approach to
dealing with common dysfunctions
presented in case briefs
3. To apply the appropriate phases of
counseling and psychotherapy across
different schools of thought
4. To be able to select different processes
of psychotherapy work (including
evaluating culture-fit of therapy
approaches) in the context of different
settings
5. Identify problems and solutions to
dealing with Person (therapist/
counselor-related- issues (e.g.
countertransference, compassion,
fatigue etc) and other related issues
(e.g. client- variables; situational
/problem factors) that can enhance or
compromise effectiveness of counseling
or psychotherapy work
6. Apply appropriate ethical principles
and standards in the practice of
counseling and psychotherapy