Maxine Spalding PYC4807
Student Number: 57708754 Unique Number: 158463
Name: Maxine Spalding
Student Number: 57708754
Module: PYC4807
Unique Number: 158463
1
,Maxine Spalding PYC4807
Student Number: 57708754 Unique Number: 158463
Table of Contents
Section 1: Psychological Assessment in Real-Life Contexts............................................................................ 3
Section 2: Case Study 1 .................................................................................................................................... 5
Section 3: Questions on Theoretical and Applied Knowledge ....................................................................... 11
Question 1: ................................................................................................................................................. 11
Question 2: ................................................................................................................................................. 12
Question 3: ................................................................................................................................................. 13
Question 4: ................................................................................................................................................. 14
Question 5a: ............................................................................................................................................... 15
Section 4: ........................................................................................................................................................ 16
References: ................................................................................................................................................. 16
Honesty Declaration For The Department Of Psychology .......................................................................... 17
2
, Maxine Spalding PYC4807
Student Number: 57708754 Unique Number: 158463
Section 1: Psychological Assessment in Real-Life Contexts
1. I chose ‘developmental’ due to this being in line with my career. I am a special needs teacher
at a government school where most parents are unable to afford assessments but are desperate
to receive a diagnosis in order for professionals to be able to assist the child where necessary.
This context highlighted exactly what is the day-to-day problem we as teachers face and how
there is little to no support for the parents and children involved. Gathering information was
rather straightforward due to my exposure with this context and the ease of access to
information from relevant individuals as they are my colleagues – my school has employed
psychologists and educational psychologists.
2. The process typically begins with parents or teachers showing concern regarding the progress
or lack of progress a child has made throughout a period of time. Teachers will then meet with
parents to discuss a plan forward of which assessment is often mentioned. Parents are often
hesitant to have an assessment but once this hurdle has been overcome, teachers then direct
the parents to an educational psychologist to conduct an assessment. As team members within
a school context, teachers and therapists of the child will each compile a report based on their
findings. The reports used vary from school/practice but are usually screening or diagnostic
in nature. Once these have been acquired, the parent and child will visit an educational
psychologist who will compile a full psycho-educational report based on observation of the
child and the reports given by team members. From here, a child will be referred to a paediatric
neurologist who will make a diagnosis on the learning disability present and advise on a
strategy forward.
3. Assessing and testing in this context is quite simple. The sooner a child is assessed and
learning difficulties are identified, the sooner strategies and intervention can be put in place
and the sooner a child can be assisted. This means that by assessing and being able to identify
these areas of difficulties, relevant team members such as therapists and teachers can be put
in place to assist a child in learning. However, in a South African context where many are
disadvantaged and are unable to afford assessments, the goal for testing would be to acquire
information in order to facilitate a child’s developmental and functional abilities to live within
the family and community.
4. It is vital to test children as early as possible as the majority of growth and development
happens in the early years and has a significant impact on later years and development.
Children, ideally an infant or pre-school child, are tested individually.
5. Test-materials and results are stored according to their requirements of administration, scoring
and interpretation of results. These results are confidential and will only be shared with
relevant members of the child’s team with the consent of the parents. However, in a situation
3
Student Number: 57708754 Unique Number: 158463
Name: Maxine Spalding
Student Number: 57708754
Module: PYC4807
Unique Number: 158463
1
,Maxine Spalding PYC4807
Student Number: 57708754 Unique Number: 158463
Table of Contents
Section 1: Psychological Assessment in Real-Life Contexts............................................................................ 3
Section 2: Case Study 1 .................................................................................................................................... 5
Section 3: Questions on Theoretical and Applied Knowledge ....................................................................... 11
Question 1: ................................................................................................................................................. 11
Question 2: ................................................................................................................................................. 12
Question 3: ................................................................................................................................................. 13
Question 4: ................................................................................................................................................. 14
Question 5a: ............................................................................................................................................... 15
Section 4: ........................................................................................................................................................ 16
References: ................................................................................................................................................. 16
Honesty Declaration For The Department Of Psychology .......................................................................... 17
2
, Maxine Spalding PYC4807
Student Number: 57708754 Unique Number: 158463
Section 1: Psychological Assessment in Real-Life Contexts
1. I chose ‘developmental’ due to this being in line with my career. I am a special needs teacher
at a government school where most parents are unable to afford assessments but are desperate
to receive a diagnosis in order for professionals to be able to assist the child where necessary.
This context highlighted exactly what is the day-to-day problem we as teachers face and how
there is little to no support for the parents and children involved. Gathering information was
rather straightforward due to my exposure with this context and the ease of access to
information from relevant individuals as they are my colleagues – my school has employed
psychologists and educational psychologists.
2. The process typically begins with parents or teachers showing concern regarding the progress
or lack of progress a child has made throughout a period of time. Teachers will then meet with
parents to discuss a plan forward of which assessment is often mentioned. Parents are often
hesitant to have an assessment but once this hurdle has been overcome, teachers then direct
the parents to an educational psychologist to conduct an assessment. As team members within
a school context, teachers and therapists of the child will each compile a report based on their
findings. The reports used vary from school/practice but are usually screening or diagnostic
in nature. Once these have been acquired, the parent and child will visit an educational
psychologist who will compile a full psycho-educational report based on observation of the
child and the reports given by team members. From here, a child will be referred to a paediatric
neurologist who will make a diagnosis on the learning disability present and advise on a
strategy forward.
3. Assessing and testing in this context is quite simple. The sooner a child is assessed and
learning difficulties are identified, the sooner strategies and intervention can be put in place
and the sooner a child can be assisted. This means that by assessing and being able to identify
these areas of difficulties, relevant team members such as therapists and teachers can be put
in place to assist a child in learning. However, in a South African context where many are
disadvantaged and are unable to afford assessments, the goal for testing would be to acquire
information in order to facilitate a child’s developmental and functional abilities to live within
the family and community.
4. It is vital to test children as early as possible as the majority of growth and development
happens in the early years and has a significant impact on later years and development.
Children, ideally an infant or pre-school child, are tested individually.
5. Test-materials and results are stored according to their requirements of administration, scoring
and interpretation of results. These results are confidential and will only be shared with
relevant members of the child’s team with the consent of the parents. However, in a situation
3
