PSYCHOMETRIC FAMILY COUNSELLING
A Kenezian Lecturer’s Overview of Psychometrics as a Science
My dear students, please always click on each orange or blue word to get more encyclopaedic information.
Psychometrics is the field of study concerned with the theory and technique of psychological measurement, which includes the measurement of knowledge, abilities, attitudes, personality traits, and educational measurement. The field is primarily concerned with the construction and validation of measurement instruments such as questionnaires, tests, and personality assessments.
It involves two major research tasks, namely: (i) the construction of instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement. Those who practice psychometrics are known as psychometricians. All psychometricians possess a specific psychometric qualification, and while many are clinical psychologists, others work as human resources or learning and development professionals.
THE FOLLOWING IS JUST AN ELEMENTARY INTRODUCTION TO THE SUBJECT
FOR NEOPHYTE STUDENTS BY
Dr Jideofo Kenechukwu Danmbaezue, D.Sc.
CONTENTS AND
SUBHEADINGS
- 1 19th century foundation
- 2 Definition of measurement in
the social sciences
- 3 Instruments and procedures
- 4 Theoretical approaches
- 5 Standards of quality
- 6 Non-human psychometrics:
animals and machines
- 7 See also
- 8 References
- 9 Further reading
- 10 External links
19TH CENTURY FOUNDATION
Psychological testing has come from two streams of thought: one, from
Darwin, Galton, and Cattell on the measurement of individual differences, and
the second, from Herbart, Weber, Fechner, and Wundt and their psychophysical
measurements of a similar construct. The second set of individuals and their
research is what has led to the development of experimental psychology, and
standardized testing.[1]
Victorian stream
Charles
Darwin was the inspiration behind Sir Francis Galton who led to the creation of psychometrics.
In 1859, Charles Darwin published his book "The Origin of Species", which pertained
to individual differences in animals. This book discussed how individual
members in a species differ and how they possess characteristics that are more
adaptive and successful or less adaptive and less successful. Those who are
adaptive and successful are the ones that survive and give way to the next
generation, who would be just as or more adaptive and successful. This idea,
studied previously in animals, led to Galton's interest and study of human
beings and how they differ one from another, and more importantly, how to
measure those differences.Galton wrote a book entitled "Hereditary Genius" about different characteristics that people possess and how those characteristics make them more "fit" than others. Today these differences, such as sensory and motor functioning (reaction time, visual acuity, and physical strength) are important domains of scientific psychology. Much of the early theoretical and applied work in psychometrics was undertaken in an attempt to measure intelligence. Francis Galton, often referred to as "the father of psychometrics," devised and included mental tests among his anthropometric measures. James McKeen Cattell, who is considered a pioneer of psychometrics went on to extend Galton's work. Cattell also coined the term mental test, and is responsible for the research and knowledge which ultimately led to the development of modern tests. (Kaplan & Saccuzzo, 2010)
German stream
The origin of psychometrics also has connections to the related field of psychophysics.
Around the same time that Following Herbart, E.H. Weber built upon Herbart's work and tried to prove the existence of a psychological threshold saying that a minimum stimulus was necessary to activate a sensory system. After Weber, G.T. Fechner expanded upon the knowledge he gleaned from Herbart and Weber, to devise the law that the strength of a sensation grows as the logarithm of the stimulus intensity. A follower of Weber and Fechner, Wilhelm Wundt is credited with founding the science of psychology. It is Wundt's influence that paved the way for others to develop psychological testing.[1]
20th century
The psychometrician L. L. Thurstone, founder and first president of the
Psychometric Society in 1936, developed and applied a theoretical approach to
measurement referred to as the law of comparative judgment, an
approach that has close connections to the psychophysical theory of Ernst Heinrich Weber and Gustav
Fechner. In addition, Spearman and Thurstone both made important
contributions to the theory and application of factor
analysis, a statistical method developed and used extensively in
psychometrics.[citation needed] In the late
1950s, Leopold Szondi made an historical and
epistemological assessment of the impact of statistical thinking onto
psychology during previous few decades: "in the last decades, the
specifically psychological thinking has been almost completely suppressed and
removed, and replaced by a statistical thinking. Precisely here we see the
cancer of testology and testomania of today."[2]More recently, psychometric theory has been applied in the measurement of personality, attitudes, and beliefs, and academic achievement. Measurement of these unobservable phenomena is difficult, and much of the research and accumulated science in this discipline has been developed in an attempt to properly define and quantify such phenomena. Critics, including practitioners in the physical sciences and social activists, have argued that such definition and quantification is impossibly difficult, and that such measurements are often misused, such as with psychometric personality tests used in employment procedures:
"For example, an
employer wanting someone for a role requiring consistent attention to
repetitive detail will probably not want to give that job to someone who is
very creative and gets bored easily."[3]
Figures who made significant contributions to psychometrics include Karl
Pearson, Henry F. Kaiser, Carl
Brigham, L. L. Thurstone, Georg Rasch,
Eugene
Galanter, Johnson O'Connor, Frederic
M. Lord, Ledyard R Tucker, Arthur
Jensen, and David Andrich.
Definition of measurement in the social
sciences
The definition of measurement in the social sciences has a long history. A
currently widespread definition, proposed by Stanley Smith Stevens (1946), is that
measurement is "the assignment of numerals to objects or events according
to some rule." This definition was introduced in the paper in which
Stevens proposed four levels of measurement. Although widely
adopted, this definition differs in important respects from the more classical
definition of measurement adopted in the physical sciences, which is that measurement
is the numerical estimation and expression of the magnitude of one quantity
relative to another (Michell, 1997).Indeed, Stevens's definition of measurement was put forward in response to the British Ferguson Committee, whose chair, A. Ferguson, was a physicist. The committee was appointed in 1932 by the British Association for the Advancement of Science to investigate the possibility of quantitatively estimating sensory events. Although its chair and other members were physicists, the committee also included several psychologists. The committee's report highlighted the importance of the definition of measurement. While Stevens's response was to propose a new definition, which has had considerable influence in the field, this was by no means the only response to the report. Another, notably different, response was to accept the classical definition, as reflected in the following statement:
Measurement in
psychology and physics are in no sense different. Physicists can measure when
they can find the operations by which they may meet the necessary criteria;
psychologists have but to do the same. They need not worry about the mysterious
differences between the meaning of measurement in the two sciences. (Reese,
1943, p. 49)
These divergent responses are reflected in alternative approaches to
measurement. For example, methods based on covariance
matrices are typically employed on the premise that numbers, such as raw
scores derived from assessments, are measurements. Such approaches implicitly
entail Stevens's definition of measurement, which requires only that numbers
are assigned according to some rule. The main research task, then, is
generally considered to be the discovery of associations between scores, and of
factors posited to underlie such associations.On the other hand, when measurement models such as the Rasch model are employed, numbers are not assigned based on a rule. Instead, in keeping with Reese's statement above, specific criteria for measurement are stated, and the goal is to construct procedures or operations that provide data that meet the relevant criteria. Measurements are estimated based on the models, and tests are conducted to ascertain whether the relevant criteria have been met.
INSTRUMENTS AND PROCEDURES
The first psychometric instruments were designed to measure the concept of intelligence. The best known historical
approach involved the Stanford-Binet IQ test, developed originally
by the French psychologist Alfred Binet. Intelligence tests are useful tools for
various purposes. An alternative conception of intelligence is that cognitive
capacities within individuals are a manifestation of a general component, or general intelligence factor, as well as
cognitive capacity specific to a given domain.Psychometrics is applied widely in educational assessment to measure abilities in domains such as reading, writing, and mathematics. The main approaches in applying tests in these domains have been Classical Test Theory and the more recent Item Response Theory and Rasch measurement models. These latter approaches permit joint scaling of persons and assessment items, which provides a basis for mapping of developmental continua by allowing descriptions of the skills displayed at various points along a continuum. Such approaches provide powerful information regarding the nature of developmental growth within various domains.
Another major focus in psychometrics has been on personality testing. There have been a range of theoretical approaches to conceptualizing and measuring personality. Some of the better known instruments include the Minnesota Multiphasic Personality Inventory, the Five-Factor Model (or "Big 5") and tools such as Personality and Preference Inventory and the Myers-Briggs Type Indicator.
Attitudes have also been studied extensively using psychometric approaches. A common method in the measurement of attitudes is the use of the Likert scale. An alternative method involves the application of unfolding measurement models, the most general being the Hyperbolic Cosine Model (Andrich & Luo, 1993).
THEORETICAL APPROACHES
Psychometricians have developed a number of different measurement theories.
These include classical test theory (CTT) and item response theory (IRT).[4][5] An
approach which seems mathematically to be similar to IRT but also quite
distinctive, in terms of its origins and features, is represented by the Rasch model
for measurement. The development of the Rasch model, and the broader class of
models to which it belongs, was explicitly founded on requirements of
measurement in the physical sciences.[6]Psychometricians have also developed methods for working with large matrices of correlations and covariances. Techniques in this general tradition include: factor analysis,[7] a method of determining the underlying dimensions of data; multidimensional scaling,[8] a method for finding a simple representation for data with a large number of latent dimensions; and data clustering, an approach to finding objects that are like each other. All these multivariate descriptive methods try to distill large amounts of data into simpler structures. More recently, structural equation modeling[9] and path analysis represent more sophisticated approaches to working with large covariance matrices. These methods allow statistically sophisticated models to be fitted to data and tested to determine if they are adequate fits.
One of the main deficiencies in various factor analyses is a lack of consensus in cutting points for determining the number of latent factors. A usual procedure is to stop factoring when eigenvalues drop below one because the original sphere shrinks. The lack of the cutting points concerns other multivariate methods, also.[citation needed]
Key concepts
Key concepts in classical test theory are reliability and validity. A reliable measure is one that
measures a construct consistently across time, individuals, and situations. A
valid measure is one that measures what it is intended to measure. Reliability
is necessary, but not sufficient, for validity.Both reliability and validity can be assessed statistically. Consistency over repeated measures of the same test can be assessed with the Pearson correlation coefficient, and is often called test-retest reliability.[10] Similarly, the equivalence of different versions of the same measure can be indexed by a Pearson correlation, and is called equivalent forms reliability or a similar term.[10]
Internal consistency, which addresses the homogeneity of a single test form, may be assessed by correlating performance on two halves of a test, which is termed split-half reliability; the value of this Pearson product-moment correlation coefficient for two half-tests is adjusted with the Spearman–Brown prediction formula to correspond to the correlation between two full-length tests.[10] Perhaps the most commonly used index of reliability is Cronbach's α, which is equivalent to the mean of all possible split-half coefficients. Other approaches include the intra-class correlation, which is the ratio of variance of measurements of a given target to the variance of all targets.
There are a number of different forms of validity. Criterion-related validity can be assessed by correlating a measure with a criterion measure known to be valid. When the criterion measure is collected at the same time as the measure being validated the goal is to establish concurrent validity; when the criterion is collected later the goal is to establish predictive validity. A measure has construct validity if it is related to measures of other constructs as required by theory. Content validity is a demonstration that the items of a test are drawn from the domain being measured. In a personnel selection example, test content is based on a defined statement or set of statements of knowledge, skill, ability, or other characteristics obtained from a job analysis.
Item response theory models the relationship between latent traits and responses to test items. Among other advantages, IRT provides a basis for obtaining an estimate of the location of a test-taker on a given latent trait as well as the standard error of measurement of that location. For example, a university student's knowledge of history can be deduced from his or her score on a university test and then be compared reliably with a high school student's knowledge deduced from a less difficult test. Scores derived by classical test theory do not have this characteristic, and assessment of actual ability (rather than ability relative to other test-takers) must be assessed by comparing scores to those of a "norm group" randomly selected from the population. In fact, all measures derived from classical test theory are dependent on the sample tested, while, in principle, those derived from item response theory are not.
Standards of quality
The considerations of validity and reliability typically are viewed as
essential elements for determining the quality of any test. However, professional and
practitioner associations frequently have placed these concerns within broader
contexts when developing standards and making overall judgments about
the quality of any test as a whole within a given context. A consideration of
concern in many applied research settings is whether or not the metric of a
given psychological inventory is meaningful or arbitrary.[11]
Testing standards
In this field, the Standards for
Educational and Psychological Testing[12]
place standards about validity and reliability, along with errors
of measurement and related considerations under the general topic of test
construction, evaluation and documentation. The second major topic covers
standards related to fairness in testing, including fairness in
testing and test use, the rights and responsibilities of test takers, testing
individuals of diverse linguistic
backgrounds, and testing individuals with disabilities.
The third and final major topic covers standards related to testing applications,
including the responsibilities of test users, psychological testing and assessment, educational testing and assessment,
testing in employment
and credentialing, plus testing in program evaluation and public policy.
Evaluation standards
In the field of evaluation, and in particular educational evaluation, the Joint Committee
on Standards for Educational Evaluation[13]
has published three sets of standards for evaluations. The Personnel
Evaluation Standards[14]
was published in 1988, The Program Evaluation Standards (2nd edition)[15]
was published in 1994, and The Student Evaluation Standards[16]
was published in 2003.Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. [17]Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance.
Non-human psychometrics: animals and
machines
Psychometrics addresses human abilities, attitudes, traits and
educational evolution. Notably, the study of behavior, mental processes and
abilities of non-human animals is usually addressed by comparative psychology, or with a continuum
between non-human animals and the rest of animals by evolutionary psychology. Nonetheless there
are some advocators for a more gradual transition between the approach taken
for humans and the approach taken for (non-human) animals.[18]
[19]
[20]
[21]The evaluation of abilities, traits and learning evolution of machines has been mostly unrelated to the case of humans and non-human animals, with specific approaches in the area of artificial intelligence. A more integrated approach, under the name of universal psychometrics, has also been proposed.[22]
Bibliography
- Andrich, D. & Luo, G. (1993). "A hyperbolic
cosine model for unfolding dichotomous single-stimulus responses".
Applied Psychological Measurement 17 (3): 253–276. doi:10.1177/014662169301700307.
- Michell, J. B (1997). "Quantitative science and
the definition of measurement in psychology". British Journal of
Psychology 88 (3): 355–383. doi:10.1111/j.2044-8295.1997.tb02641.x.
- Michell, J. (1999). Measurement in Psychology.
- Rasch, G. (1960/1980). Probabilistic models for some intelligence and
attainment tests. Copenhagen, Danish Institute for Educational Research),
expanded edition (1980) with foreword and afterword by B.D. Wright.
- Reese, T.W. (1943). "The application of the
theory of physical measurement to the measurement of psychological
magnitudes, with three experimental examples". Psychological
Monographs 55: 1–89.
- Stevens, S. S. (1946). "On the theory of scales
of measurement". Science 103 (2684): 677–80. doi:10.1126/science.103.2684.677.
PMID 17750512.
- Thurstone, L.L. (1927). "A law of comparative
judgement". Psychological Review 34 (4): 278–286. doi:10.1037/h0070288.
- Thurstone, L.L. (1929). The Measurement of Psychological Value. In
T.V. Smith and W.K. Wright (Eds.), Essays in Philosophy by Seventeen
Doctors of Philosophy of the
- Thurstone, L.L. (1959). The Measurement of Values.
- http://www.services.unimelb.edu.au/careers/student/interviews/test.html
.Psychometric
- S.F.
Blinkhorn (1997). "Past imperfect, future conditional: fifty
years of test theory". Br. J. Math. Statist. Psychol 50 (2): 175–185.
doi:10.1111/j.2044-8317.1997.tb01139.x.
PSYCHOMETRICS PROPER IN KENEZIAN
RESEARCH PROGRAMMES
PSYCHOLOGY IS UBIQUITOUS AND SO IS
MEASUREMENT
PRODUCTION OF
STANDARDISED TESTS FOR ALL PROFESSIONS RELATED TO THE OPTIMUM PROGRESS OF
HEALTHY, SUCCESSFUL AND HAPPY FAMILIES
2013 UPDATE ON A CONCISE CURRICULUM VITAE
OF DR J. K. DANMBAEZUE a.k.a. REV. PROF. J. J. KENEZ
PERSONAL DATA
Name:
DANMBAEZUE, JIDEOFO KENECHUKWU
Date
of Birth: 11th MARCH, 1948
Sex:
MALE, MARRIED WITH 3 CHILDREN
Nationality:
NIGERIAN (of Biafran Extraction)
Home
Address: DANIS FAMILY VILLA, P.O. BOX 139
Present Occupation: CONSULTANT
CLINICAL PSYCHOLOGIST / PSYCHOMETRICIAN
Present
Address: KENEZ HEALTH KLINIK / HAFANI RESEARCH CONSORTIUM
C 82 Federal Housing Estates,
Phone;
08039097614 or 08051764999, ENUGU
EDUCATIONAL QUALIFICATIONS
1983-1993
D. Sc. in PSYCHOMETRICS, (abbrev: D. Psych) African College of Research Scientists Addis Ababa
1979-1982
M. Sc. in CLINICAL PSYCHOLOGY / MENTAL HEALTH, from the School of Medicine University of Benin
by
a 36-month course work and research dissertation.
1972-1975
B. Sc. (Honours) in PSYCHOLOGY, 2nd Class Upper Division, University Of Lagos
1968-1970
B. A. (Honours) in PHILOSOPHY, 2nd Class Lower Division, Bigard Memorial
Seminary, Enugu Roma Urbana University Rome , Italy
ACADEMIC HONOURS
1.
FACRS Fellow & Senior Research Consultant of African College
2.
Citation of Honour as first Postgraduate Medical Student produced by the School
of Medicine, College of Medical Sciences, Ugbowo Campus, University of
Benin, Nigeria in the 1982 Convocation.
3.
Ph.D. Scholarship Award (Psychology), by Anambra State Nigeria
4.
PASS JUNIOR STAFF COLLEGE
5.
Best Thesis Award Recipient of the Department of Psychology, University of Lagos
PROFESSIONAL EXPERIENCE
1989
- date Medical Director; KENEZ HEALTH
KLINIK, an Interdisciplinary Therapeutic Clinic, and Animator International,
HAPPY
FAMILY NETWORK INTERNATIONAL, ENUGU
1990
– date Director of Programmes; HAFANI RESEARCH
CONSORTIUM, a CBO Health Outfit.
1986-1988
Sports Adviser to Military Governor/ Rangers Football Club, Govt. House, Enugu
1985-
1986 Principal Clinical Psychologist, State
Education Commission Headquarters, Enugu
1983-1985
Clinical Psychologist acting as Zonal Guidance Counsellor, S.E.C, Abakaliki
Zone.
1976-1979
Substantive FLT LT (NAF 759) rtd., NAF Hospital Kaduna
1975-1976
NYSC at Dept. of Psychiatry, U.C.H. Ibadan & at Lambo’s Aro Village Abeokuta
CREATIVE OUT-PUT / PSYCHOLOGICAL TESTS
EDUCATION
:
1. i. Teenage Health Inventory
(1983) for new entrants to Junior Secondary
Schools.
ii
Career Preference Scale (JSS. Version, 1985) for JSS. 3 Students for
SSS.
iii
Career Preference Scale (SSS. Version, 1987) for SSS. 3 Students
for JAMB.
FAMILY:
i Marriage Compatibility Scale (1991)
for Prospective Marriage
Partners.
ii
Engaged Couples Inventory (1992) for Pre-marital Counselling of
Couples.
iii
Marital Adjustment Profile (1993) for Therapeutic Services to Families.
BUSINESS:
i
Religious Fanaticism Scale (1981) for Pre-Employment Interviews in
Industries.
ii
Executive Personality Scale (1989) for Recruitment of Senior Staff
Personnel.
iii
Business Evaluation Test (1999) for Periodical Assessment of Corporate Bodies.
FAMILY THERAPEUTICS:
i
Family Needs Inventory (1995), for Diagnoses of Problems in Families
ii
Family Stability Scale (1996), for Socio-Economic and Emotional
Stress.
iii
Marital Crises Index (1997) for Micro-Diagnostic Evaluation of Couples.
+ HUMAN MEDICINE:
i
Psychoneurotic Personality Inventory (2000) for Assessment of Existential
Neuroses.
ii
HIV/AIDS Management Inventory (2001) for a Therapeutic Regimen of
PLWA.
iii
SARS Prophylactic Inventory (2003) for a Preventive fight against the new
epidemic.
(+
These are on-going research projects with colleagues at College of Medicine Enugu
BOOKS:
i
The Triads of Life, Existential Treatise on Igbo World-View, B. Phil Thesis, Rome
ii
The Search for Sanity in Igbo land, a Bachelor’s degree thesis, University of Lagos
iii
Personal Adjustment and Religion, a Master’s dissertation, University of Benin
iv
Psychometrics in Family Therapeutics, a Doctoral dissertation, Addis Ababa
v
Am I Qualified For Marriage, Volume I , HAFANI Lectures on marriage for the
youth, (1995)
vi
Family Counselling –a Psychometric Approach, a scientific manual for
professionals
(1995)
vii
Angelic Verses: Vol. 1 -The Genesis of Human Frailty, a theosophical analysis
(2006)
viii
Angelic Verses: Vol. 2 -The Aetiology of Ethnocentrism, a critique of racism
(in press)
JOURNAL ARTICLES:
a.
10 Theosophical Treatises of Existentialism in International
Magazines.
b.
12 Career/Guidance Counselling Lectures delivered at National Conferences.
c.
15 Scientific Research Papers in Psychotherapy and Community Medicine.
REFEREES:
i
Onowu Dr. C. A. Ezike, Chief Medical Consultant of HAFANI,
chrisezike@yahoo.com
ii
Prof A. C. J. Ezeoke, Emeritus Professor of Chemical Pathology,
alexius@yahoo.com
iii
Professor A.C Mundy-Castle, H.O.D, University of Lagos,
acmundycastle@yahoo.com
KENEZIAN PHILOSOPHY OF LIFE
“A well-known speaker started off his seminar by holding up a
$20 bill. In the room of 200, he asked, "Who would like this $20
bill?" Hands started going up. He said, "I am going to give this $20
to one of you but first, let me do this”. He proceeded to crumple the dollar
bill up. He then asked, "Who still wants it?" Still the hands were up
in the air. "Well," he replied, "what if I do this?" And he
dropped it on the ground and started to grind it into the floor with his shoe.
He picked it up, now all crumpled and dirty. "Now who still wants
it?" Still the hands went into the air. "My friends, you have all
learned a very valuable lesson. No matter what I did to the money, you still
wanted it because it did not decrease in value. It was still worth $20. Many
times in our lives, we are dropped, crumpled and grounded into the dirt by the
decisions we make and the circumstances that come our way. We feel as though we
are worthless. But no matter what has happened or what will happen, you will
never lose your value in God's eyes. To Him, dirty or clean, crumpled or finely
creased, you are still priceless to Him.” That is ISM or KENEZIANISM in
practice! I hope you cherish these words of wisdom of an
Unknown Author! You are welcome to “Let us reason together” as Isaiah, the
prophet invited his kinsmen many centuries ago or sit on the fence and die
unenlightened by genuine Aristotelian-Kantian combine of deductive and
inductive logic, aided by current fund of science knowledge and enquiry to
unravel the fables and legends that are now labelled as theology! There is nothing
theological about an accumulation of guesswork done by primitive men! They are
simply a collection of puerile belief in man-made doctrines, dogmas and rituals
that is steadily pushing the humane race to annihilation. Here, I rest my
objective of penning this protracted but comprehensive diatribe. Call it
heresy, if you like. I do not care a dime. Truth is supreme! Truth is Life, my
people declare!
Revolutionary Professor Jude Jideofo Kenez, (D. Sc. In
Psychometrics),
The Humble Vessel of the Holy Spirit of the Creator of the
Entire Universe.
Phone: 08039097614, 08051764999 or
08096765365
THE ORIGINS OF KENEZ PSYCHOLOGICAL RESEARCH FOUNDATION
Abbreviated; KPRF is the engine room of the parent organization
Kenez International Humanitarian Organizations Linkage; KIHOL,
was conceptualised as an answer to the dearth of indigenous psychological tests
in the African continent. It is the brainchild of an ambitious undergraduate on
the end of session vacation job in 1973/74 at the government-owned Neuro-psychiatric Hospital Aba I. Q” in the Reader’s Digest,
a popular magazine he found in the OPD Waiting Room. He was familiar with the
British publication since his higher school years, 1966-1967, at Christ the King College Onitsha
He refuted the validity of the assessment tool noting its
ethnocentric bias in both the cultural artefacts used in its construction and
the peculiar anglicised phraseology used in its verbal and non-verbal test
items. He went home determined to rectify the identified anomalies
by modifying those areas he saw as skewed assessment items. He christened his
indigenous revision; “A Cultural Adaptation of I.Q. Tests”.
This revolutionary impetus lasted another academic session as
the young man asked so many questions on the issue and demanded veritable
answers from his lecturers at the Department of Psychology, University of Lagos Lagos , Nigeria I. Q” in the Reader’s Digest.
One of his lecturers; Dr Delores E. Mack an American Clinical Psychologist;
fell in love with him for this feat! This acted as the motivation the lad
needed to forage into the theories and practices of psychological testing. He
spent hours at the university library.
The developmental skill suffered a setback as examinations that
were more serious faced the young researcher during his final year. He however
picked up and dusted his notebook on the topic during his National Youth
Service Corps year at the Department of Psychiatry, University College Hospital Ibadan Kano Kaduna
After earning a Master’s degree in Clinical Psychology in 1982
and a Doctorate degree in Psychometrics in 1993, he intensified creative
research into how to increase the production of scales, inventories and tests
to arrest the dearth of indigenous assessment tools for educational,
counselling and medical purposes in Africa. Today after half a century, the
same research enthusiast can boast of fifteen well developed, truly validated
and internationally standardised psychological tests covering areas in teenage
guidance & career counselling, psychological medicine, educational
psychology and family counselling/therapy.
THE LIST RUNS THUS:
1. A Cultural
Adaptation of I.Q. Tests, 1974 – 1978.
2. Religious
Fanaticism Scale, 1979 – 1982.
3. Teenage Health
Questionnaire, 1982 –1985.
4. Career Preference
Scale, JSS Version, 1985 –1987.
5. Career Preference
Scale, SSS Version, 1987 – 1989.
6. Marriage
Compatibility Scale, Kenez-Macos, 1984 – 1991.
7. Engaged Couples
Inventory, Kenez-Encoven, 1990 – 1992.
8. Marital Adjustment
Profile, Kenez-Mapro, 1984 – 1993.
9. Executive
Personality Scale, Kenez-Expers, 1991 – 1995.
10. Business Evaluation Tests,
Kenez-Buset, 1991 –1995.
11. Family Needs Inventory,
Kenez-Faneeven, 1993 – 1995.
12. Family Stability Scale,
Kenez-Fastabs, 1993 – 1996.
13. Marital Crises Index,
Kenez-Macridex, 1993 – 1997.
14. HIV/AIDS Management Inventory,
Hiv-Manaven, 2001 – 2003.
15. Child Health Assessment Inventory,
Dioona-Chaven, 2006 - ?
BOOKS AWAITING SPONSORSHIP FOR PUBLICATION
1. THE TRIADS OF LIFE,
Existential Treatise on Igbo World-View, B. Phil Thesis, Rome
2. THE SEARCH FOR
SANITY IN IGBOLAND, Bachelor’s Thesis, University of Lagos
3. PERSONAL ADJUSTMENT
AND RELIGION, Master’s dissertation, University of Benin
4. PSYCHOMETRICS IN
FAMILY THERAPEUTICS, Doctoral dissertation, Addis Ababa
5. EXISTENTIAL
NEUROSES IN CHRISTENDOM, Evident Depersonalisation Syndromes (1995)
6. ANGELIC VERSES 1,
The Genesis of Human Frailty, Theosophical Treatiseon Creation (1997)
7. ANGELIC VERSES 2,
The Aetiology of Ethnocentrism, Psychoanalytic View of Racism (1999)
8. ANGELIC VERSES 3,
Obedience to Natural Laws, Existential Therapy for Fanaticism (2001)
9. HIV-AIDS MANAGEMENT
INVENTORY, A Psychometric Alternative for Elisa Test (2003)
10. BEWARE OF PROSPERITY GOSPEL
PREACHERS, A Critique of Greedy Evangelists (2003)
11. HAFANI’s ALTERNATIVE MANAGEMENT
STRATEGIES, A Medical Handbook (2005)
12. ETHICS IN REPRODUCTIVE MEDICINE,
Advocacy for Curtailing Voluntary Abortions (2006)
13. RESPONSIBLE PARENTHOOD, The Roles
and Duties of Couples in the Computer Age (2007)
14. PSYCHOMETRIC FAMILY COUNSELLING, The
Global Village Modality for Mate Selection (2007)
15. CONCISE HISTORY OF THE DEVELOPMENT
OF RELIGION, A survey of Man-made Rituals
16. EVERY RELIGION IS SUPERSTITUTION
APPROVED BY A COMMUNITY, The Truth is Life Series
SOME OF THE CURRENT SCIENTIFIC/THEOSOPHICAL POWER POINT
PRESENTATIONS •
A.
JAMES, THE APOSTLE ADDRESSES THE WEALTHY, 20 Slides of 290 KB
•
B.
2003 INITIAL RESEARCH RESULTS OF
HAFANI,
10 Sides of 343 KB
•
C.
A GLOBAL CAMPAIGN TO HALT HIV IN THE YOUTH, 12
Slides of 804 KB •
D.
A KENEZIAN MEDICAL ETHICS FOR PHYSICIANS,
21 slides of 634 KB
•
E.
THE LONGEST & MOST PEWERFUL CHAPTER in N.T., 14 Slides of
231 KB •
F.
OPPORTUNITES FOR NEUROAIDS RESEARCH,
20
Slides of 618 KB •
G.
ALTERNATIVE STRATEGIES FOR HIV IN AFRICA ,
32 Slides of 770 KB
•
H.
CAIN & ABEL SONS OF ADAM?- .NO SAYS DR KENEZ, 25 Slides of 1.06
MB •
I.
THIS IS HOW ALL OF CAME INTO THIS WORLD
12 Slides of 997 KB
•
J.
2006 RESULTS OF HAFANI RESEARCH CONSORTIUM 45 Slides of
1.01 MB •
K.
GREATEST REVELATION OF JESUS, THE
CHRST
23 Slides of 801 KB •
L.
PIONEERING RESEARCHES IN WEST AFRICA
25
Slides of 674 KB •
M.
2007 SEARCH FOR ALTERNATIVE HIV-AIDS DRUGS
21 Slides of 918 KB
•
N.
PRESENTATION BY OUR HAFANI CONSORTIUM
45 Slides of 1.30MB
•
O.
WHAT IT TAKES THE SERVE GOD, THE
CREATOR 24 Slides
of 1.09 MB •
P.
BLAZING THE TRAIL FOR MODERN RESEARCHES 62
Slides of 1.79 MB •
Q.
PHARMACOPEIA OF OUR RESEARCH CONSORTIUM 22 Slides of
2.09 MB
Rev. Prof. Jideofo J. Kenez, D. Sc., Vessel of the Holy Spirit
of the Creator of the Universe. E-mail: agunabu1948@gmail.com, Phone:
08039097614 or 08051764999
BRIEFS ON THE GENESIS OF KENEZIANISM
The theory and practice of Kenezianism started in 1970, at the
end of the civil war when its originator Major Kenechukwu Nzeogwu Mbaezue; BA/
6532, of the Degema Strike Force, 12th Commando Brigade, Biafra, returned from
the war front! He felt shattered by the outcome of the fratricidal debacle of
three years. “Why did we lose the war of survival? Should Nigeria Mecca
CURRENT STATUS IN OUR DIGITALISED GLOBAL VILLAGE;
Today I Have 19 Websites With 597 Diatribes, Scientific Papers,
Dissertations, 37 Power Points In The Internet, Covering Modern Theosophy,
Social Ethics, Human Medicine, Research Psychometrics and Existential
Psychotherapy. I Am a Humble Vessel of the Holy Spirit of the Almighty Creator
of the Entire Universe and so I Owe God My Divine and Human Achievement &
Eternal Gratitude For Surviving So Far!
Dr Jideofo Kenechukwu
Danmbaezue, D. Sc.
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