Child Protocol

Psychological Test Report 

(Child Protocol) Protocol)

Miranda, Criselda C. BSCP IV-2 Prof. Serafina P. Maxino

PSYCHOLOGICAL TEST REPORT Name Age Sex Referred by Date Referred

: Kristina Cassandra O. Tan : 3 years and 9 months : Female : Sr. Dina Ang; ICA, Directress : December 5, 2011

Test Administered: Bender Visual Motor Gestalt Test House Tree Person Test Stanford-Binet Intelligence Scale Children Apperception Test

Date Given: December 10, 2011 December 10, 2011 December 10, 2011 December 10, 2011

BEHAVIORAL OBSERVATION: Kristina came along with her mother; she was wearing a light yellow blouse, a white skirt, and a pair of brown sandals. Her shoulder length hair was tied on one side. She has white complexion and a slim body. At first, she was hesitant to do task. She cried before the test start, her mother encouraged her and rapport was established. The mother acted as the tutor to make her daughter cooperate. She depends on her mother but she can understand the instruction. She speaks in a low tone of voice and can speak both English and Tagalog. Later on the last part of the CAT, she became expressive and was able to make stories accurately. Mood and Affect was appropriate.

INTELLECTUAL EVALUATION: From the Stanford-Binet Intelligence Scale, she obtained an IQ of 115 which falls on the above average level. Her mental age is 4 years and 11 months while her chronological age is 3 years and 9 months. With her mental age of 4 years and 11 months, she will be able to answer why questions, sometimes with great accuracy and at other times fashioned with great imagination. Language skills have developed to include forming whole sentences, use of the correct tense, plurals and pronouns. Pronunciation improves, and baby talk is reserved for private moments or play time. She can remember stories and repeat them in broad terms. She can understand that stories have a beginning, a middle, and an ending. At  this age, she had mastered her ABC's and makes a good attempt at writing her name and drawing rudimentary figures, usually of family or her surroundings.

PERSONALITY EVALUATION: Bender Visual Motor Gestalt Test  Fragmentation and separation of open square and curve on figure 4 was noticed on the drawing that may suggest regression. She drew the correct number of circles which suggest  security. Increase in size of circles in figure 2 suggests impulsivity. The crowding of her drawing shows that she lack empathy. A child who lacks empathy can benefit from concrete experiences where she is allowed to practice the skills necessary like listening and communication skills to be an empathetic individual. House Tree Person Test  She drew her person near the tree which shows attachment to her mother. The placement  of the house is far ay from the person which suggests inaccessibility. Lack of confidence and shyness maybe the cause why she is socially inaccessible. Large doorknob also suggests dependency on mother. Children Apperception Test  Kristina’s responses on the CAT indicate her usual daily activities like eating, going to school, quality time with her family and sleeping. She has good relationship with both of  her parents. There are times when she was being scold by her father that may be the reason why she is more attached to her mother. Also, she always relies on her mother when it comes to doing things like school works for she has great dependency on her.

OVER ALL FINDINGS: Shyness Socially inaccessible Dependency Impulsivity Lack empathy

SUMMARY OF FINDINGS: Shyness and Socially Inaccessible Kristina do not practice social skills because of her fearful attitude. Because of her lack of  practice and positive feedback from others, she became a shyer. She withdraws herself  from others because she was afraid that she might do the wrong things, gain negative criticisms and scold by her parents. Also, she is overly protected by her parents. Because of  her limited chances to be adventurous, she became quiet and passive. Her parents believe that she can’t take care of herself and needs protection from all the dangers and risks that 

might happen to her. As an outcome, she had not learned to trust herself in dealing with her environment or with others. Dependency Kristina finds it difficult to relate to peers; thus she seeks attention from her parents. In relation to siblings or other children, she may feel so inadequate that she lacks the confidence to do things on her own. As the youngest at their home, she relies everything to someone older than her, especially her mother. She thinks that they can do better than her, that they know much more than her, which is why she always depends on someone when it  comes to doings things. Impulsivity and Lack Empathy Impulsivity is one of the most difficult behaviors and causes the most problems both at  home and in the classroom. Kristina finds herself in a position where she was unable to resist the temptation of sensation seeking behaviors simply because she was bored. She tends to act out immediately without thinking what might be the consequences of her action. As she continued to become impulsive, there are times that she didn’t mind what  the people around her feels. She became unsympathetic and only minds what she wants. She ignores the idea that someone might hurt because of her impulsiveness.

RECOMMENDATIONS: Kristina’s main problem is shyness. For her parents, understand that your child is most  likely timid by nature, has always been and most likely will always be somewhat  uncomfortable in new situations. Help her to feel more comfortable by arranging low-risk  play dates or involvement in outside clubs or activities. Encourage your child to “keep things in perspective.” Timid kids have a tendency to assume that anything that is said about them by peers is either critical or negative. Gently challenge your child to try new things, but do it little by little. Many parents underestimate how powerful their children’s shy feelings can be. When doing something new, prepare your child by telling her where she is going, who will be there and what they will be doing. Help her think about what they might do or say. Children are less likely to feel shy when they know what to expect and what to do and say. Role-playing also helps prepare children for social situations. Teach your child the skills to be successful in any situation. Plan social events with familiar children so your child can have successful interactions. Thank you for referring,

Serafina P. Maxino, M.A, Ph.D (Cand)