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Revised Tasks of Emotional Developme...

Miller, Caroline D.

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Revised Tasks of Emotional Development (TED) test: A qualitative examination of the revised Latina adolescent cards.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Revised Tasks of Emotional Development (TED) test: A qualitative examination of the revised Latina adolescent cards./
作者:	Miller, Caroline D.
面頁冊數:	128 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6560.
Contained By:	Dissertation Abstracts International70-10B.
標題:	Clinical psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3382641
ISBN:	9781109440874

Revised Tasks of Emotional Development (TED) test: A qualitative examination of the revised Latina adolescent cards.
Miller, Caroline D.

Revised Tasks of Emotional Development (TED) test: A qualitative examination of the revised Latina adolescent cards. - 128 p.

Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6560.

Thesis (Psy.D.)--Massachusetts School of Professional Psychology, 2009.

Culturally competent assessment practices require appropriate assessment measures be used with culturally diverse populations. The purpose of this study was to examine the effect of the Latina adolescent cards of the revised Tasks of Emotional Development (TED) test. A brief history of projective techniques is presented to provide a context for a discussion of the revised TED test. Additionally, literature pertaining to race, culture, and ethnicity, as well as culturally competent assessment practices is reviewed.

ISBN: 9781109440874

LCCN: AAI3382641Subjects--Topical Terms:

524863
Clinical psychology.

Revised Tasks of Emotional Development (TED) test: A qualitative examination of the revised Latina adolescent cards.
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500 $a Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6560.
500 $a Adviser: Samuel Moncata.
502 $a Thesis (Psy.D.)--Massachusetts School of Professional Psychology, 2009.
520 $a Culturally competent assessment practices require appropriate assessment measures be used with culturally diverse populations. The purpose of this study was to examine the effect of the Latina adolescent cards of the revised Tasks of Emotional Development (TED) test. A brief history of projective techniques is presented to provide a context for a discussion of the revised TED test. Additionally, literature pertaining to race, culture, and ethnicity, as well as culturally competent assessment practices is reviewed.
520 $a This qualitative study was divided into a standard administration phase and a structured interview phase. All participants completed both phases. During the first phase, participants were administered two original female adolescent cards and two revised Latina adolescent cards. The effect of participant similarity on the production of projective material was examined by comparing stories to the revised and original cards with regard to word count, number of affective words, and character detail. Task recognition was also examined. During the structured interview phase, participants were administered an open-ended questionnaire focusing on card preference, color preference, degree of identification, and desired changes to cards. The results of the study indicated that although participants tended to identify more with the revised cards, they did not prefer telling stories to them. Additionally, stories told to revised cards appeared to be related to increased word count and character detail but not number of affect words. For seven of the 12 developmental tasks, all participants who told a story to the revised and original cards recognized the task theme.
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650 4 $a Hispanic American studies. $3 2122745
650 4 $a Quantitative psychology. $3 2144748
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710 2 $a Massachusetts School of Professional Psychology. $3 1019240
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