Study Guide for

Psychometrician
Board Exam
Frequently Ask Questions
Study Guide for Psychometrician Board Exam

Frequently Ask Questions

I. THEORIES OF PERSONALITY

1. How will you define a self-actualized individual? Does being self-actualized signify
your perfect happiness?
- A self-actualized individual has the following characteristics: they have an efficient
perception of reality; they accept themselves, others, and nature, they are simple,
spontaneous and open; they tend to be problem-centered; they have a sense of
detachment and the need for privacy; they show a freshness of appreciation, they had peak experi
ences; they have “Gemeinschaftsgefühl”, a concept of social interest to
indicate the sympathy and empathy self-actualizing persons have for all humanity;
they have a profound interpersonal relations; They tend to have a democratic
character structure; they have a clear sense of right and wrong conduct and have little conflict abo
ut basic values; they tend to have a philosophical sense of humor, or a
non-hostile sense of humor, they are known to be highly creative, and they have a
resistance to enculturation, where self-actualizers are autonomous, independent, and
self-sufficient.
- Being self-actualized does not signify perfect happiness. However, there is still the
concept of happiness, the happiness mentioned in this can be either Internal (feelings, emotions e
tc.) or External happiness (material things), these happiness are achieved during each stages of t
he hierarchy, as an individual satisfy his or her lower needs had peak experiences. Peak experienc
es is the experience of happiness, the happiness felt during experience is not permanent. Maslow
notes that feelings of intense happiness associated with peak experiences would always be fleetin
g. In fact, he discouraged
people from expecting peak experiences to be anything other than temporary. He
found that not all self-actualizing people had peak experiences, but noted a higher
degree of satisfaction for those who did experience them versus those who did not
(Maslow, 1987, p. xxii).
2. Do you believe in Adler's idea that a second born child can be successful than his or
her older and younger siblings? Why?
- In our view we do not necessarily believe in Adler’s idea, that a second born child can be
successful than his or her older and younger siblings. According to him, the
second born children begins life in a better situation for developing cooperation and
social interest, and to some extent, that the personalities of the second born are shaped by their pe
rception of their older siblings. Like for example, if the older sibling is
hostile to them, vengeful, or boastful, the second child might develop a sense of
competitiveness, or might be discouraged. For us, the birth order does not directly
define the success of every child, noting that it also does not have a lasting effect on
broad personality traits. Every child might develop a different level of
competitiveness. They will gain different capabilities and skills, and their motivation
in life can lead them to success. First born and second born children, including the
younger siblings see the world differently, they have different experiences, that may
impact their motivation and likelihood of career and personal success, including their goals that t
hey want to pursue and their mindsets.
- Being a second child does not guaranteed that you will be more successful than your
older or younger siblings. We and our siblings always have different paths to take,
different roads to travel where we would meet various challenges that would help to
shape us to be who we are, and as we deal with different types of people who would
help us grow in the process and would give us sorts of realization. So as we deal with our road, o
ur siblings face different roads as Well and no one knows our fate as we go.

3. Describe how Freud's three levels of mental life relate to his concept of the provinces
of the mind.
- Sigmund Freud divided human consciousness into three levels of awareness or mental lif
e: the conscious, preconscious, and unconscious. Each of these levels corresponds
to and overlaps with Freud’s ideas of the id, ego, and superego. The conscious level
consists of all those things we are aware of, including things that we know about
ourselves and our surroundings. The preconscious consists of those things we could
pay conscious attention to if we so desired, and where many memories are stored for
easy retrieval. Freud saw the preconscious as those thoughts that are unconscious at
the particular moment in question, but that are not repressed and are therefore
available for recall and easily capable of becoming conscious (e.g., the “tip of the
tongue” effect). The unconscious consists of those things that are outside of
conscious awareness, including many memories, thoughts, and urges of which we are not aware.
- The provinces of the mind is the id, ego and superego. The id is at the core of
personality and completely unconscious is the psychical region called the id, it has no contact wit
h reality, yet it strives constantly to reduce tension by satisfying basic
desires. Because its sole function is to seek pleasure, we say that the id serves the
pleasure principle. The ego is the only region of the mind in contact with reality
becomes a person’s sole source of communication with the external world. It is
governed by the reality principle, which it tries to substitute for the pleasure principle of the id. T
he superego represents the moral and ideal aspects of personality and is
guided by the moralistic and idealistic principles as opposed to the pleasure principle of the id an
d the realistic principle of the ego. The superego has two subsystems, the
conscience and the ego-ideal.
- The ego and the superego has conscious, preconscious and unconscious elements,
while the id is completely unconscious. When all three parts of the personality are in
dynamic equilibrium, the individual is thought to be mentally healthy. However if the ego is unab
le to mediate between the id and the superego, an imbalance occurs in the
form of psychological distress. The id works along the unconscious and could cause a “slip of the
tongue” phenomenon or Freudian slip, where a certain thought is spoken
unconsciously by the person by accident in bouts of excitement or anger, which is
different from the preconscious which is tip of the tongue where the person is trying
to recall a certain thought but cannot say it directly, but they are aware of that certain
idea.

4. What's the general idea behind humanistic theory, and how is it a reaction against
Freud's theory?
- The psychodynamic theory of Freud and the Humanistic theory have different views
and both are unique within the field of psychology and having made great
contribution in the field.
- The general idea of Humanistic psychology is that it emphasizes in looking at the
whole individual and stresses concepts such as free will, self-efficacy, and
self-actualization. While Psychodynamics believed that behavior was deeply
influenced by unconscious thoughts, impulses, and desires, especially concerning sex and aggress
ion. Rather than concentrating on dysfunction, humanistic psychology
strives to help people fulfill their potential and maximize their well-being. The main
differences between the psychodynamic view and humanistic view are the goals and
development. Humanistic Theory of Maslow is all about understanding the self and
human needs it is the study of Human behavior. For example in Maslow of hierarchy of needs the
person cannot be self-actualize if the person will not go through the
lower stages of hierarchy of needs and when the lower level needs are satisfied,
people proceed to next level of hierarchy of needs. While psychodynamic theory of
Freud it is the product of environment. For example in psychosexual development
which is the Oral stage, anal, phallic, genital and latency stage. Each stages has a
fixation/pleasure for example in oral stage, During the oral stage, the infant's primary
source of interaction occurs through the mouth, so the rooting and sucking according
to Freud a person who fixated at the Oral stage may be seek Oral Stimulation through smoking an
d drinking. It means that your childhood as a big impact to your adulthood.

5. Personality triggers behavior to change just like the way we react to people or things
to the environment based on it. Whose theory or what theory can we apply?
- We can apply Albert Bandura’s Social Cognitive Theory. Social Cognitive Theory
views behavior as influenced by the interaction between persons and the social
context. The people and the social context are two important factors that greatly
influences and shape our lives, thus create differences among our personalities which may lead th
e changes in behavior given that we are exposed in different kinds of
community and culture. We view things differently, thus we react to things differently.
6. Analogize and give example about Jung's archetypes.

Let us first define what is archetype. Archetypes are ancient or archaic images that derive
from the collective unconscious. It may appear in dreams, fantasies, and delusions.

1. Persona - the personality that people show to the world.

- mask that we wear and the public face that we show to all the people .

Ex: A politician must show a face to society that can win the confidence and votes of the people.

2. Shadow - archetype of darkness and repression

- personality that we hide from ourselves and others.

Ex: Jung reported a dream that took place at the time of his break from Freud. In this dream, a
brown- skinned savage, killed the hero, a man named sigfried, who represented the German
people. Jung interpreted the dream to mean that he no longer needed Sig Freud.

3. Anima- feminine archetype of men

- represents irrational moods and feelings

- this is the result of man's early experiences with women- mothers, sisters, and lovers.

Ex: A man who can be seen crying or who ensures cleanliness in his surrounding even the
smallest dirt can irritate him.

4. Animus - masculine archetype of women

- symbolic of thinking and reasoning

Ex: A woman who punch her enemy or a woman who does the activity or works of a man like
getting firewoods, lifting heavy objects or even joining in boxing ang martial arts.

5. Great Mother - an archetype of a mother with two opposing forces - fertility and nourishment
; power and destruction)

Ex: A mother is capable of producing and sustaining life (fertility and nourishment) but she may
also devour or neglect her offspring (destruction).
6. Wise Old Man - archetype of wisdom and meaning

- symbolizes human's preexisting knowledge of tge mysteries of life.

Ex: Philosophers like Plato and Socrates who emphasizes the meaning of life or religious
prophets who give widom and impart all their knowledge to people about God's words.

7. Hero - the archetypes of a powerful person

Ex: God who fights against great odds to conquer or vanquish evil in the form of dragons,
monsters, serpents, or demons.

8. Self - archetype of archetypes

- combination of persona, shadow, animus, and anima which unites in the process of self -
realization.

- it is an inherited tendency to move toward growth, perfection, and completion.

Ex: A person who see himself or herself as perfect and unified self or having the vision of the
goddess of beauty just like Krishna.
II. PSYCHOLOGICAL ASSESSMENT

1. There was a college student who was a consistent honor student from elementary up to
college but when she did her internship training in PMHA, her IQ score is only 70 is
considered a low score and therefore correspond to a low IQ. Does a person’s result in her
IQ test really represents her intelligence?

A person’s intelligence is not based by his/her IQ test score because intelligence is not
constant, everyday we’ve got to learn something new and our perception to things may be different
to what it was. And also there are certain factors that may affect the person in taking the the test:
a.) time pressure, in taking IQ test there is a given time limit, so the person gets more attention to
the time not to the test. b.) environment, where the client took his/her exam, what if the client’s
chair is imbalance, the room is too cold or or too hot. c.) emotionally unstable and d.) physically
ill when taking the exam.

2. Validity and reliability are two concepts mention in this topic. In relation to question
number one, is there a need to question the test’s reliability and validity? Explain.

Psychologists conduct research using the measure to confirm that the scores make sense
based on their understanding of the construct being measured. Psychologists do not simply assume
that their measures work. Instead they collect data to demonstrate that they work. If the research
does not demonstrate that a measure works, they stop using it. The reliability and validity of a
measure is not established by any single study but by the pattern of results across. Multiple studies
and is on going process by doing test-retest reliability which requires using the measure on a group
of people at one time, using it again on the same group of people at a later time, and then looking
at test-retest correlation between the two set of scores.

3. What are the importance of testing and how is it applied in different settings with specific
purpose?
 Psychologists use test and assessment tools to measure and observe a client’s behavior to
arrive at a diagnosis and guide treatment. Psychological tests and assessment allow a psychologists
to understands the nature of the problem and to figure out the best way to go about addressing it.

School: test are administered early in school life to help identify children with special needs.

Clinical: testing and assessment helps to screen or diagnose behavior problems of the client.

Counseling: testing and assessment helps to gather counselors the information they need to form
a holistic view of their clients.

In many ways, psychological testing and assessment are similar to medical tests. If a patient has
physical symptoms, a primary care provider may order X-rays or blood tests to understand what’s
causing those symptoms. The results of the test will help inform develop a treatment plan.
Psychological evaluations serve the same purpose. Psychologists use tests and other assessments
tools to measure and observe a clients behavior to arrive at a diagnosis and guide treatment.

4. Confidentiality is part in the code of ethics, what are its limitations?

The right of an individual to keep his or her information private is the right of
confidentiality. Clients have the absolute right of confidentiality in their assessment and therapy.
There are also certain situations in which a psychologist is required by law or ethics to break
confidentiality. First is If there is a reason to believe that the client is at serious and imminent risk
of physically harming his or herself or another person. Second If there is a reason to believe that
the child is suffering from abuse or neglect. Third is the client has been sexually abused by another
health professional. In the first case the psychologists must call the attention of the parents in order
for them to know what's going on to their child and call local authorities such as the nearest is the
barangay or PNP to stop from harming others. In the second and third case, The psychologists
must communicate to DSWD or GWAVE to save and protect the child or client from the abuse.

Lastly is when the court has subpoenaed the clients records. There are times when psychologists
are called to court to give testimonies. The psychologists must ensure that the subpoenaed is valid
and the conditions for disclosing confidential information. The professional must inform the client
with the use of informed consent and when the client agrees to release information requested. The
client cannot specify the limit of information is released so all the information of the client are
given to the court. Having the records of the client in the court may help strengthen the given case.

5. In psychological testing and assessment, test scores are an important fact of life for most
people but when makes those numbers so significant and meaningful?

Test scores weigh heavily in many admission decision. These high-stakes decisions
include, but are not limited to, student promotion to the next level or eligibility to get a certain job.
The result show that its possible to predict the percentages of people who will score proficient or
above on some standardized tests.

6. Do you believe that testing can be conducted in a fair and unbiased manner?

Tests not measured or interpreted in as “fair” and “unbiased” a manner as possible are
worthless to the assessor, psychologist, and client. The fact that psychological measuring tools are
relied upon to measure important aspects of human psychology demands that the utmost care and
attention be given to their fairness.
Many sources of possible bias exist, both within the test and outside of the actual test. Cultural,
language, age, sex, social and economic status, physical condition, test situation, test purpose, and
a buffet of other factors not taken into consideration during test development, serve to diminish
the usefulness of test data in making sound interpretations of a client’s mental condition. “Some
potential problems related to test fairness are more political than psychometric in nature” (Cohen
& Swerdlik, 2002, p. 20). Many assessments in social programs that may require ethnic or cultural
information are surrounded with stigma. With a realization of the different backgrounds test takers
may come from and the different purposes for the assessment, one can reflect on the possible
sources of error, and in good faith, try to limit, to the extent possible, deviation in scores due to
these influences.
A person’s true score is a hypothetical error-free value that characterizes an examinee at
the time of testing (Joint Committee on Standards for Educational and Psychological Testing,
1999). Because this true score cannot exist in actuality, estimates of deviation from the examinee’s
actual score on a given assessment are assigned as measurement errors. Identification of
measurement errors serve to strengthen the interpretation of scores by the psychologist.

Testing involves the use of formal test and questionnaires or checklist. In fairness to their clients,
under no circumstances should psychologist report the test result considering the purpose of
assessment and other factors such as clients taking abilities, characteristics, situational, personal
and cultural differences. In order to avoid biases we also considered some ethical consideration in
conducting and interpreting the test results. Test have been standardized so that test takers are
evaluated in a similar way, no matter where they live or who administer the test.
III. ABNORMAL PSYCHOLOGY

1. Do you think that there are people who claim to have kleptomania as an excuse for
stealing? If so, is there a way to figure out if they really have it or not?

Yes, there are some people who claim to have kleptomania as an excuses for stealing. But
we all know that stealing is illegal. So, if the person committed a robbery he or she will face the
negative consequences just like, they will be arrested and send them to jail even if he or she claim
to be kleptomaniac. Kleptomania is a recurrent failure to resist the urge to steal. In most cases of
kleptomania, the person steals things that they don’t need. The items stolen are often of little to
no value, and they could often easily afford the item if they had decided to pay. This is unlike most
cases of criminal theft, where items are stolen either out of need or because they’re
very expensive or valuable. There are characteristics of kleptomania, which are recurring failure
to resist urges to steal unneeded items, feeling tense just before stealing, followed by feelings of
pleasure or relief when committing the theft and comorbidity with mood disorders and, to a lesser
degree with substance abuse/dependence. Patients with kleptomania often report having no
memory (amnesia) about the act of shoplifting. The only way in order to help or find out if the
person have a condition like this, is to undergo a medical treatment which is the psychotherapy. A
form of psychotherapy called cognitive behavioral therapy helps identify unhealthy, negative
beliefs and behaviors and replace them with healthy and positive ones. Also with this type of
treatment, therapists will help them learn to stop detrimental behavior and address the cognition
that causes them. So, there are techniques that are helpful in controlling kleptomania urges: covert
sensitization, in which they imagine themselves stealing and then facing negative consequences
such as being caught. Aversion therapy, in which they practice mildly painful techniques, such as
holding their breath until they become uncomfortable. Systematic desensitization, in which they
practice relaxation techniques to learn to control the urges to steal.
2. Is there such thing as adult ADHD? Is there a difference between childhood ADHD and
adult ADHD? Explain.

Yes, there is such thing as adult ADHD. They differ from these 3 components that make
up ADHD: Hyperactivity, Inattention, and Impulsiveness.
Hyperactivity in children is as if the child is in constant motion. They may be running, climbing
on things, often find it difficult to sit still, squirming in the classroom or at church, and constantly
fidgeting. This constant motion is above and beyond normal childhood behavior, and despite the
child’s best efforts, does not seem to be within their self-control. In adults, hyperactivity is
experienced more as a general restlessness, with difficulty sitting still for long periods of time
(such as in class, at the movies, or at work), and becoming more easily bored with tasks once
mastered. They may also feel fidgety, and often have an internal feeling of restless inside them.
An adult with hyperactivity is always on the go, and generally doesn’t
respond well to frustrating situations.
Inattention the difference in inattention symptoms between children and adults isn’t usually as
noticeable. A person with inattention whether child or adult, can make careless mistakes, doesn’t
finish what they start, and may not pay attention to details. In children, this comes through most
clearly in schoolwork, but can also manifest itself in chores or projects. Both children and adults
may lose or misplace things, especially important things like a paper needed for school or work,
keys or their phone. In adults, these symptoms manifest more around work and daily activities of
living. For instance, at work, an adult may try to switch from task to task (“multi-tasking”), but
never complete any of them and therefore their overall work performance suffers.
Impulsiveness in children comes out more in school as blurting out an answer before being called
on, skipping lines and not waiting their turn, or acting without taking into account any
consequences of their actions (like jumping off a high place without looking at where they may
land, such as on someone else standing there). Adults may also blurt out an answer in a work
meeting, but their impulsivity also can come out in their spending patterns, conversation
interruptions, and engaging in risky behaviors, such as driving too fast. They may finish other
people’s sentences for them or even monopolize a conversation.
3. How will you identify a person who is experiencing PTSD?

Eight of the most common cognitive and emotional indicators of PTSD include:
Sleep difficulties: problems may include falling asleep, staying asleep, or
experiencing frequent nightmares.
Anger: The person may feel irritable, and may experience frequent anger outbursts
that are difficult to control.
Numbness and Disconnection: Trauma victims may feel disconnected for others.
they may also feel numb and have difficulty accessing the loving feelings they know
they have for loved ones.
Depression: Depressed mood, hopelessness, and a loss of interest in previously
enjoyed activities are common.
Chronic anxiety: Individuals often report feeling on guard and hyper vigilant, and
have difficulty relaxing and “unwinding”.
Relieving the trauma: highly distressing thoughts and memories of the event may
Repeat in the mind, despite the individual’s attempts to avoid or stop them.
Feeling unsafe: The person may experience intense feelings of fear and impending
doom even when no danger is present. They may also feel as though it is impossible
to ever feel safe again.
Thoughts of suicide: Suicidal thoughts may be active, with an intention to plan and
commit suicide (“I will purchase a firearm to shoot myself”). Conversely, these
thoughts may be passive (“Things would be better if I just weren’t around
anymore”).

In addition, many trauma survivors exhibit significant behavioral changes after suffering a
traumatic event. Such changes in behavior may become apparent in several domains of a
person’s life, some of which include:

A. Relationships with Others: Increased conflict with others, withdrawal from

relationships, and decreased trust and intimacy are common PTSD indicators.
B. Self-Esteem/Relationship with Self: Changes may also take place in an individual’s
relationship with themselves. Self-harm behaviors, thoughts of suicide, and reduced self-care and
self-esteem can be signs of a serious post-trauma reaction.

C. Work Performance: Those suffering from PTSD often experience difficulty

concentrating, sometimes due to thoughts about the trauma, or to lack of sleep. This in
turn may compromise one’s ability to complete daily tasks or to perform well at work.
D. Lifestyle: After a trauma some individuals go to great lengths to avoid reminders of
the event. For instance, they may isolate and give up hobbies or activities they used to
enjoy. The purpose of this may be to feel safer and less vulnerable, and to reduce
reminders of the trauma. For example, a combat veteran who was bombed in a crowd
oversees may avoid concerts despite his love of music, in order to feel safe.
E. Coping: Ineffective coping strategies may be adopted after trauma. For instance, an
individual may begin drinking alcohol or using drugs to cope with their symptoms. Often,
these unhealthy ways of coping help the individual temporarily avoid reminders of the
In the first few weeks following a trauma, most people will experience at least a few
post-trauma reactions and symptoms. However, if you experience these changes for more
than one month, if they interfere with your daily life, or if you have thoughts of hurting
yourself, it is important to seek professional help as soon as possible.

4. What are the principal reasons for suicidal ideation? Identify the sociocultural and
environmental factors that may infer in this thought.

Suicidal thoughts have many causes. Most often, suicidal thoughts are the result of
feeling like you cannot cope when you're faced with what seems to be an overwhelming life
situation. Untreated depression is the number one cause for suicide. Over 90 percent of people
who die by suicide have a mental illness at the time of their death. And the most common mental
illness is depression. Since we are talking about the sociocultural and environmental factors, here
are some in sociocultural factors.
-Social support. Isolation, on the other hand, can lead to feelings of alienation and depression
that may ultimately lead to suicidal thoughts and behaviors.

-Group membership. Groups sometimes require stress-inducing obligations and high levels of
commitment; and they may lead us to adopt behavioral and attitudinal norms (rather than
thinking for ourselves). These types of groups can feel repressive and stifling and may actually
contribute to suicidal thoughts and feelings. In extreme cases, groups can even demand that
someone sacrifice him or herself for the "greater good."

-Social norms. A particular group, community, or nation promotes norms regarding a range of
attitudes and behaviors. For instance, there are norms with regard to how someone should act in
a church or synagogue. Social norms regarding suicide can influence its meaning (i.e., whether it
is stigmatized) as well as its frequency. Others portray suicide as a legitimate behavior in certain
circumstances. For instance, some Islamic groups promote suicide as a means of martyrdom in a
war against an enemy. Among Buddhist monks, self-sacrifice for religious reasons can be
viewed as an honorable act. In India, it is acceptable for a widow to burn herself on her
husband's funeral pyre. The Hindu code of conduct condones suicide for incurable diseases or as
a response to great misfortune.

-Social change. Societies that are experiencing upheaval and unrest have higher rates of suicide.
For instance, political violence can increase suicide rates- a long-standing war in Sri Lanka has
been linked to a higher rate of suicide. Social change brought about by modernization,
globalization, economic turmoil, and/or new political systems (particularly when they result in
the breakdown of a culture's traditional values and cultures) can also be accompanied by a rise in
suicide rates.

Environmental factors include some:

• mental health problems
• bullying or discrimination
• domestic abuse
 • bereavement
• the end of a relationship
• long-term physical pain or illness
• adjusting to a big change, such as retirement or redundancy
• money problems or homelessness
• isolation or loneliness
• being in prison
• feeling inadequate or a failure
• losing a loved one to suicide
• addiction or substance abuse
• pregnancy, childbirth or postnatal depression
• cultural pressure, such as forced marriage
• doubts about your sexual or gender identity
• sexual or physical abuse

5. Is there an interventions between social, psychological, and biological factors in the

development and maintenance of mood disorders?

We used the intervention to prevent harm and improve good functioning of a person’s well-
being. In this question, it is actually looking for answers if there is an interventions for social,
psychological, and biological aspects of a person’s life in order to reduce the occurrence of mood
disorder, but not in the development and maintenance of mood disorder. However, some studies
is not actually known for mood disorder interventions, but instead they are more focused on the
treatment to help people with this kind of problem which is still connected. One of the most
commonly used intervention or treatment is the psychotherapy which focused on changing the
person’s distorted views of himself or herself and the environment around him or her. It also helps
to improve interpersonal relationship skills, and identifying stressors in the environment and how
to avoid them, most specifically the CBT or cognitive behavioral therapy that is essential to help
patients develop new ways of thinking to get better with regards to the psychological difficulties
they experience. It is also a short-term, goal-oriented psychotherapy treatment that takes a hands-
on, practical approach to problem-solving. Its goal is to change patterns of thinking or behavior
that are behind people’s difficulties, and so change the way they
feel. It is used to help treat a wide range of issues in a person’s life, from sleeping difficulties or
relationship problems, to drug and alcohol abuse or anxiety and depression. CBT works by
changing people’s attitudes and their behavior by focusing on the thoughts, images, beliefs and
attitudes that are held (a person’s cognitive processes) and how these processes relate to the way
a person behaves, as a way of dealing with emotional problems. An important advantage of
cognitive behavioral therapy is that it tends to be short, taking five to ten months for most
emotional problems. Clients attend one session per week, each session lasting approximately 50
minutes. During this time, the client and therapist are work together to understand what the
problems are and develop new strategies for tackling them. CBT introduces to a set of principles
that they can apply whenever they need to, and that will last them a lifetime. IPT or Interpersonal
Therapy is also included in the social treatment or intervention of a person who experience mood
disorder. It is also a time- limited, focused, evidence-based approach to treat mood disorders. The
main goal of IPT is to improve the quality of a client’s interpersonal relationships and social
functioning to help reduce their distress. IPT provides strategies to resolve problems within four
key areas. First, it addresses interpersonal deficits, including social isolation or involvement in
unfulfilling relationships. Second, it can help patients manage unresolved grief—if the onset of
distress is linked to the death of a loved one, either recent or past. Third, IPT can help with difficult
life transitions like retirement, divorce, or moving to another city. Fourth, IPT is recommended for
dealing with interpersonal disputes that emerge from conflicting expectations between partners,
family members, close friends, or coworkers. Anyone can feel sad or depressed at times. However,
mood disorders are more intense and harder to manage than normal feelings of sadness. Children,
teens, or adults who have a parent with a mood disorder have a greater chance of also having a
mood disorder. However, life events and stress can expose or worsen feelings of sadness or
depression. This makes the feelings harder to manage. Other therapy that is useful is the
Pharmacotherapy. Biological treatment of mood disorders, focusing pharmacotherapy, a treatment
by means of drugs or a therapy using pharmaceutical drugs.
6. Give an example of a situation about specific phobias and generalized anxiety. What are
the similarities of both conditions and its differences?

Situation 1: Specific Phobia

Judy, a 16 year old, was referred to an anxiety disorder clinic after increasing episodes of
fainting. About 2 year earlier, in Judy’s first biology class, the teacher had shown a movie of a
frog dissection showing vivid images, blood tissue and muscle. About halfway through, Judy feel
a bit light heads and left the room. Occasionally, she felt slightly queasy. She began to avoid
situation in which she might see blood or injury. She has fear of seeing injections. She stopped
looking at magazine that might have gory pictures, difficult to look at raw meat or even band-
aids. Judy actually fainted when she unavoidably encountered something bloody. By the time she
was referred to a clinic, she was fainting 5 to 10 times a week. In that case, Judy may suffer from
what we call blood-injection-injury-phobia.

Situation 2: Generalized Anxiety

Irene was a 20 year old college student. She came to the clinic complaining of excessive anxiety
and general difficulties in controlling her life. Although she carried a 3.7 grade point of average,
she was convinced she would flunk every test she took. As a result, she repeated to drop courses
after only several weeks of classes because she feared that she would not understand the
material. Irene did not worry only about school. She was also concerned about relationship with
her friends whenever she was with her new boyfriend, she feared making a food of herself losing
his interest. As a relationship progressed and some sexual seemed natural, Irene was worried sick
that her experiences would make her boyfriend consider her naïve and stupid. Irene was also
concerned about her health. She had minor hypertension, probably because she was somewhat
overweight. She then approach every meal as if death itself might result if she ate wrong types or
amount of food. She became reluctant to have her blood pressure checked for fear. It would be
high or weigh herself for fear she was not losing weight. Although, Irene had a seasonal panic
attack, this was not a major issue to her. As soon as the panic subsided, she focused on the next
possible catastrophe. Irene suffered from GAD, which is, in many ways, the basic syndrome that
characterizes every anxiety and related disorder.
SIMILARITIES
 Excessive anxiety and worry
 Muscle tension, being easily fatigue
 The anxiety, worry or physical
symptoms cause clinically significant distress
or impairment in social occupation and other
important areas of functioning
DIFFERENCES
 Fear of specific object or situation
(phobia) while fear of any aspect of life like
health, relationship, school, etc. (GAD)
 Actively avoided or endured with
intense fear as anxiety (phobia) while person
with GAD may take an experience before
avoiding it.
 Irritability (for GAD)
IV. IO PSYCHOLOGY

1. Describe and differentiate Role Ambiguity and Role Conflict. How can it affect the
worker?

First, role conflict arises when employees are faced with inconsistent, or even incompatible,
demands as to how they should behave to properly fulfill their role. Second, role ambiguity can
arise when employees do not have a clear idea of the boundaries of their role, or which tasks and
responsibilities are part of it. Individuals often experience both role conflict and role ambiguity at
the same time because incompatible expectations associated with role conflict can interact with
uncertainty about the precise content of the role.

Role conflict and role ambiguity are often linked to undesirable outcomes for both its individual
members and the organization at large. They can lead to dissatisfaction with the role, a distorted
reality, decreased satisfaction, decreased organizational effectiveness, anxiety, lower commitment
and lower performance. It is possible to minimize role conflict and role ambiguity by designing
unitary rigidly structured organizations in which all roles are explicitly described and all
individuals have only one superior.

2. In job recruitment process, which among the two must be selected for employment. An
applicant who has a high IQ but with a history of poor job performance because of laziness,
absenteeism, and being late or an applicant who has the skills necessary for the position but
is a drunkard and has a history of having a number of sick leaves? Explain.

Despite of what company they are going to apply for a job, first, the employer must do a
field background check of the two since both applicants’ work history are negative. After they
gathered field information from both applicants, weigh the pros and cons of the two. In this case,
if ever you choose the applicant who has a high IQ but has a history of poor job performance due
to laziness, absenteeism, and being late- its job productivity will surely be affected. Having high
IQ does not guarantee that the applicant will surely be fitted in the position. In a workplace
environment they don’t tolerate behaviors such as being lazy and has no sense of responsibility,
even if that person has a high IQ but it can still be change if they will undergo training. On the
other hand, if ever you choose the drunkard applicant with a history of having a number of sick
leaves- its job performance may also deteriorate and can affect the company. However, if you
choose to hire both, there is a span of 6 months of observation and they could undergo into
motivational training and see if who has improved the best but here is the catch on this when the
applicant was already accepted as an employee there is still the possibilities that both applicant
won’t be able to finish the training and quit and that is a “no-no” in the company not only the
company would waste their resources but also its time and effort in the whole duration of the
training. It will also affect the company’s reputation and its HR Department will be held
responsible for hiring such incompetent employees. Yes there is a possibility that both applicant
may developed both their skills and sense of responsibility during the training and may change
their attitudes towards the work but it all depends on the company if they are willing to take the
risks in hiring both despite their bad history. In my case, I would not hire both of them because I
do not see them fit to the job and there are still a lot of other applicants that are more suitable for
the job description. I would not take risks on applicants that are not effective and ready for the job.

3. What are the issues that may affect the employee's morality in the workplace? What are
the methods necessary to improve employee's morality?

Employee morale, in human resources, is defined as the job satisfaction, outlook, and feelings of
well-being an employee has within a workplace setting. Proven to have a direct effect on
productivity, it is one of the corner stones of business. Employee morale is a key element of any
company’s culture, and should be closely monitored with employee satisfaction surveys.
Workplace morale refers to the attitudes and opinions employees have about their jobs, and is
crucial to an organization’s success. Low employee morale can hinder a business from achieving
organization-wide goals, and it can also lead to low productivity, increased employee turnover,
and loss of profitability. There are several issues that affect the employee’s morality such us; lack
of internal communication; no room for growth; overworked; under paid and underappreciated.

*Here are a few strategies that can be used to increase or improve employee morale:

Communication. Good communication and clear expectations are essential components that can
increase employee morale.
Show employees that you appreciate their needs by informing them of issues that affect the
business. Conduct monthly or quarterly meetings to ensure that you are communicating effectively
with your entire staff, as well as conduct regular management meetings. Employees will feel more
involved and perform better when they know exactly what is expected of them.

Listen. Take time to talk with your employees. If managers are not in sync with what is going on
in the workplace, they can often overlook employee morale.

Conducting regular employee satisfaction surveys can help managers identify morale issues.
Acknowledging how your employees feel can help improve morale, which in turn, will increase
productivity and profitability.

Avoid Burnout. Do not overload employees with too much work.

Job overload can lead to dissatisfaction forcing work quality and productivity to decrease.
Carefully evaluate expectations of employees to ensure they are not getting burned-out. Seek
valuable training and development opportunities to help employees transition their role or grow
into another role within the business.

Celebrate Achievements. Make your employees feel that their work is appreciated and that their
work has a higher purpose.

When your employees put in the extra effort to complete an assignment, take time to show your
appreciation. Recognizing achievements shows employees that the business cares about the efforts
of their employees, helping to boost motivation and morale.

4. There are companies that when it comes to termination of employees say it in front of their
workmates or other people. Do you consider it as an informal way of termination? Why?

Terminating an employee is a must and a tedious thing to do. This should be done in the
most ethical and professional manner possible. Terminating an employee in front of his/her
workmates or other people is informal. It must follow proper termination procedures or what is
called as due process. Due process in the context of employment termination is the right of an
employee to be notified of the reason for his/her dismissal and, in case of just causes, to be provided
the opportunity to defend himself/herself. The due process is different for both authorized and just
causes. Just cause involves a two-notice rule while authorized cause requires a 30-day notice.
Dismissals based on just causes involve the two-notice rule: a written notice, commonly referred
to as a notice to explain specifying the grounds for termination and giving the employee ample
opportunity to explain their side; a hearing or conference to allow the employee to respond to the
charge/s, present evidence, or rebut the evidence presented against them; and a notice of decision
indicating the justification for termination as well as the corresponding sanctions (i.e. written
reprimand, temporary pay cut, performance improvement plan, suspension, demotion and
termination) after due consideration of all evidences. If due process is not accorded to the employee
before termination of the employment, the employee is entitled to receive reinstatement and full
back wages. If reinstatement is no longer possible, where the dismissal was unjust, separation pay
may be granted.

5. Does organizational theory can really help in the ethical philosophy of business world? If
so, how does it help?

The organizational theory studies the effect of social relationships between the individuals
within the organization along with their actions on the organization as a whole. In addition, it
studies the effects of internal and external business environment such as political, legal, cultural,
etc. on the organization. The term organization refers to the group of individuals who come
together to perform a set of tasks with the intent to accomplish the common objectives. The
organizational theory is a help in the business world since it is based on the concept of synergy,
which means, a group can do more work than an individual working alone. The organizational
theory helps in ethical philosophy including; building integrity or being honest and doing the right
thing at all times because in order to study the relationships between the individuals working
together and their overall effect on the performance of the organization is well-explained through
the organizational theories.
6. In a group, teamwork is very important in a workplace and even in school but there are
times that criticisms exist. Given these circumstances, what are the methods or techniques
that can be apply to minimize these problem?

Criticisms are inevitable in the workplace especially in teamwork. The organization can
apply methods in minimizing and dealing with such situations. In regards with the issue of
criticisms alone, one method that is used is the feedback sandwich (PIP), which stands for Positive-
Improvement-Positive, a popular method of giving constructive criticism. It is often used in
Toastmasters and in the corporate environment. Conducting group dynamics for the effectiveness
of teamwork can also be used to minimize criticisms.
THEORIES OF
PERSONALITY
PSYCHOLOGICAL
ASSESSMENT
ABNORMAL
PSYCHOLOGY
INDUSTRIAL
PSYCHOLOGY