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Psychological Test Report

Referred by:
Reason for Referral:
Date Referred:

Princess Angela A. Su
6 years and 7 months old
Dina Ang, MIC, ICA, Directress
To evaluate mental capacity
February 7, 2014

Test Administered:

Date Given:

Bender Visual Motor Gestalt Test

House-Tree-Person Test
Children Apperception Test
Stanford-Binet Intelligence Scale for Children

February 15, 2014

February 15, 2014
February 15, 2014
February 15, 2014

Behavioral Observation:
The child came along with her mother, wearing a pink dress with white polka dots and
pink sandals. The physical appearance was generally neat and well-groomed. Her mood was
appropriate but she kept silent and stared around the surrounding blankly. She was oriented with
the time. She called the examiner, teacher. She knows that the purpose of the examinations is
for her to study in Immaculate Concepcion Academy.
She talked in a soft voice and can express freely in Tagalog. She was hesitant and slow in
responding to questions. She was not quick and accurate when giving answers and her limited
vocabulary hinders her to respond well.
She pays attention and carries out tasks. Her hand coordination, appropriate bodily
movements and social skill are adequate. She has an average attention span and became
cooperative in the latter part of the session. She needs to be motivated before she responds,
although no separation anxiety was noted.

Intellectual Evaluation:
From the Stanford-Binet Intelligence Scale for Children, she obtained an IQ of 113,
which falls under the above average level. Her chronological age is 6 years old and 7 months,
while her mental age is 7 to 9 years of age. Her ability to learn and understand more of what is
taught to her in school was evident in her IQ performance. She has good memory skills when she
quickly and easily recalls concepts and important details. She has a good thought process as she
was able to understand principles and new concepts quickly. She has exceptional logical
thinking skills for she was able to pull together facts and figures and she can classify and
differentiate objects. Her arithmetic ability is average as she was able to grasp mathematical
concepts like addition and subtraction. Her ability to relate and answer the questions in the
stories presented shows that she has an adequate overall performance.

Personality Evaluation:
Bender Visual Motor Gestalt Test
The childs drawing mostly indicates shyness in interpersonal relationship and communication as
seen in figure A. Left to right placement of figures shows unresolved need for sustaining
interpersonal relations. Small figures indicate lack of spontaneity in communicating and in doing
social activities. Orderly sequence indicates good adjustment. Decreased angle in figure 2 is
interpreted as low in motivational level and rotation of design 7 is an attempt to control affective
stimuli. Reduction of curve amplitude of number of curves in figure 6 also shows possible
isolation. Her ability to draw and reproduce complex design from memory fits her developmental
skill for a seven year old.
House-Tree-Person Test
The childs drawing of house-tree-person shows lack of socialization with other children. She
drew the person inside the house and far away from the tree which indicate that she is
inaccessibility in socializing. She also drew a small door, showing that she has to satisfy her
emotional needs. No window means coldness when relating with people. The tree trunk was thin,
indicating inadequacy.
Children Apperception Test
The childs responses on the children apperception test narrate her usual daily routine and
activities like eating, playing and sleeping. Some of her stories were left a bit hanging. Her
stories show that she has a good relationship with her family, no fighting or any conflict among
family members. One of her stories indicates that she and her family lacks enough quality time.
To fill in the need for parental care when her parents are away, she is left with the care of her
nanny, this led her to feel that she is alone and sad.

General Overall Findings:

Limited vocabulary
Low motivational level

Summary of Findings:
Shy children refrain from social interactions because of underlying social wariness that inhibits
their desires to approach others. Princess shyness is characterized by self-consciousness. She
feels uncomfortable meeting people and talking to other children because she is worried on what

they will say to her. This can be traced by her family environment, where she experiences
emotional neglect that resulted from lack of attention and affection from her parents.
Limited Vocabulary
Speech is a tool for communication and is essential to social situation. Children like Princess
cannot communicate with others well because of limited vocabulary. This can have an impact on
her as she may experience social maladjustment in socializing with other children because she
cannot fully express her thoughts verbally.
Low Motivational Level
Low motivation is often a disguise for another type, a learning difficulty. Lack of attention and
sustained effort can also be the cause of low motivation of the child. She feels unappreciated
because she does not earn praise and approval from people around her and make her lose interest
in activities because she feels unimportant.
This stage where the child is in is popularly known as the chatterbox age which she is expected
to speak with ease, but because of limited vocabulary and poor comprehension and lack of
spontaneity in voicing out what she wants to say, it is difficult for her to interact and have
interpersonal relations with other children; this is one of the important tasks that a child has to
acquire as a preliminary training and experience in a larger group of peers in the later stage.

Princess was not exposed to children with the same age as hers that is why she failed to develop
her social skill. The parents should let their child play and expose her to other people in social
gatherings and activities to develop her social confidence. Praise for an accomplishment is also
appropriate to increase her motivational level, but be sure that the child is doing a task because
she is interested so that she will be eager to learn new things. Classroom and sports activities
which emphasize group interaction are also well-suited for a shy child to boost her self-esteem.

Thank you for referring,

Serafina P. Maxino, PhD. (cand.)

Registered Psychologist

Polytechnic University of the Philippines

Sta. Mesa, Manila
College of Social Sciences and Development
Department of Psychology

Psychological Test Report

(Child Protocol)

Submitted to:
Prof. Serafina Maxino

Submitted by:
Bernardo, Claire L.
BSCP 4-1