Table of Specifications for Psychologists · PDF filePilipino) in understanding Filipino personality. 15% 15 4. Analyze the use the various theories of personality in different settings:

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


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


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


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

Table of Specifications for Psychometricians

Abnormal Psychology


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


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


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


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


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


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


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


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


Process Monitoring

Able to monitor progress toward the accomplishment of a specific goal relative to the information, mental procedure, or psychomotor procedure


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


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


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


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

Documents

Table of Specifications for Psychologists · PDF filePilipino) in understanding Filipino personality. 15% 15 4. Analyze the use the various theories of personality in different settings: