Monthly Archives: February 2017
Based on our leading personality assessment, NEO-PI-3, NEO-FFI-3 provides a briefer snapshot of personality, cutting the the self-report assessment down to a targeted 12 questions in each of the five domains.
Professionals using the FFI-3 appreciate its quick, accurate measure when time is limited and the full-length NEO-PI-3 cannot be deployed. Take a look at a sample NEO-FFI-3 UK technical report. For more on FFI-3 features and pricing, visit our NEO-FFI-3 webpage.
Also in the NEO Family:
- NEO-PI-3: Our flagship assessment is even more powerful in its newest UK edition – and now includes both international managerial and professional norm groups.
- NEO Cards: For use in assessment feedback sessions, add a powerful new dimension to your conversations with NEO Cards.
- NEO Primary Colours® Leadership report: Combines personality with leadership adbility for a powerful assessment used in selection and development.
Assessing leadership judgement and implicit bias: Hogrefe workshops at the BPS Division of Occupational Psychology Conference
Hogrefe is a long-time supporter of and participator in the British Psychological Society’s Division of Occupational Psychology Conference, this year held 4-6 January 2017 in Liverpool. We were delighted to hold accreditation sessions for two our popular assessments: LJI and Implicitly.
Leadership Judgement Indicator Workshop
Leadership Judgement Indicator (LJI) authors Michael Locke and Bob Wheeler were pleased to lead Hogrefe’s LJI accreditation workshop at the DOP, welcoming 9 newly accredited test users from universities, public sector, private business and the BPS itself.
The LJI (currently in its second edition, LJI-2) measures accuracy of judgement when dealing with leadership situations. It includes an assessment of the degree to which the leader can flex away from his or her preferred style to the most appropriate one for the particular situation.
As delegates learned, the principles upon which the LJI-2 is based lend themselves to a development technique that has proven effectiveness. The LJI-2 has strong psychometric properties with an internal consistency. Criterion-related validity is demonstrated by a positive correlation between test scores and level of management seniority, and the 16 scenarios have a high degree of face validity.
From our LJI delegates:
‘I would just like to say thank you both for the effort and expertise that you brought to the workshop. It was really informative, enjoyable and very well presented. I have learned so much from your training that will assist me in the future and I hope to use the instrument soon.’
‘Thank you so much for giving up your time to deliver the training on Friday afternoon. I found it really interesting and I’m looking forward to getting on and using the tool.’
Implicit Bias Workshop
Eloise Warrilow, Hogrefe Consultant Psychologist, and Implicitly author Dr Pete Jones were pleased to welcome 22 delegates to Hogrefe’s Implicitly workshop. Implicitly is the first commercial implicit association test to measure the risk of discriminatory behaviour.
Already full to the stated capacity of 15 delegates, additional gatecrashers were also made to feel very welcome. Given this workshop fell at the end of a busy three-day conference, the tutors were delighted with the delegates’ commitment and enthusiasm. The delegates represented the diversity of the occupational psychology world, from Fire and Rescue Service, Police, British Armed Forces, the DWP, Airlines, analytics and data management and also independent consultants.
Delegates discussed implicit bias facts, such as how we all have some level of unconscious bias which arises from our upbringing, environment and experiences and that these biases can influence how we interact with others. As they learned, once we have an awareness of our biases we can predict when our biases are likely to be triggered. When awareness is combined with a motivation to change, we are able to implement steps to moderate biases and challenge negative associations through strategies such as imagined positive contact, remembering good examples and exceptions, widening social networks and perspective taking. During the workshop, tutors also discussed the flexibility of using Implicitly and how it can be ethically used in:
- Individual development
- Team development
- Inspection and audit
Hogrefe is thrilled to have an additional 22 qualified implicitly users who are able to make a positive impact on diversity and inclusion issues within organisations.
From our delegates:
‘I took a lot from the Implicitly workshop. It was great way to finish the conference!’
‘Keep up your good work. The DOP 17 workshop exceeded my expectations.’
‘Thanks for letting me join in the Implicity workshop. I think I found it the most interesting event of the conference.’
With our next ADI-R Administration and Coding course coming up in April, we took the opportunity to sit down with the course trainer, Patricia Rios, to hear more about her years of experience working with those with Autism Spectrum Disorders, and find out what delegates can expect from the upcoming course. You can read the interview in full here below:
Tell us a little about your day-to-day work as a Consultant Clinical Psychologist.
Working within a multidisciplinary team is hugely important to me. Having access to colleagues from different disciplines allows us all to think about a child’s / young person / adult’s presentation from different perspectives. Similarly, understanding and assessing our patients’ strengths and difficulties in several areas of functioning allows us to make an informed decision with regards to diagnosis.
As a consultant clinical psychologist I must ensure that every day clinical practice is informed by the latest research findings. Evidence-based practice within a MDT is the responsible and most effective way to help our patients in the process of ameliorating their difficulties.
Have you always had an interest in Autism Spectrum Disorders?
Yes, I have always been curious about ASD and its effects on the person presenting with it as well as their family. When I joined Professor Rutter’s research team at the Institute of Psychiatry in 1984 I felt so proud. I joined a team of scientists to investigate the genetics of autism. We carried out a collaborative research project based in the UK, USA and Canada and systematically began to investigate this complex behavioural presentation called autism.
I see that you were involved in the development of the ADI. How did that come about and how was that experience?
The family genetic study of autism involved several aims, one of them being to design and develop a systematic way of gathering developmental information about a child presenting with developmental delay and deviance. We set out to define the questions that needed to be asked of the parents for us – scientists and clinicians – to be able to decide if the behaviours described were congruent with a diagnosis of autism. This involved doing some very specific and innovative statistical analyses that identified those questions that were most helpful at targeting and identifying these behaviours.
What sort of information does the ADI-R provide?
The ADI is a standardised clinician based instrument/ interview that assist with helping the parent in recalling the child’s early history. It sets the scene for the parents and then systematically goes about asking questions that allow the clinician/scientist to make a judgment as to the quality of the behaviour described by the parent.
What can people expect from the upcoming ADI-R training courses you are running? What can delegates expect to take away from the course?
Delegates will be introduced to a standardised and systematic way of asking questions to elicit behaviours in children. They will learn about the importance of adhering to the probes in the ADI-R booklet without making assumptions, rather asking the parent to provide examples of behaviours that will in turn allow the delegate to rate. The beauty of the ADI-R is that it provides a space for the parent to recollect information about her child; with careful and patient guidance parents do remember their child’s development. Asking for examples is crucial as they provide the evidence the clinician requires to distinguish a normally developing trajectory in a child’s development or a deviance from it.
You can find more information and book onto the upcoming ADI-R course here.
Hogrefe was thrilled to welcome training delegates to the first Griffiths III new user course being hosted at Hogrefe House from 31 January – 1 February. Delegates, a mix of psychologists and paediatricians, enjoyed three days of training to enable them to use the child development assessment within their day-to-day practice.
Led by experienced trainers Dr Paula McAlinden and Dr Fiona Corr of ARICD, the course began by allowing delegates to familiarise themselves with the kit’s equipment, manuals and forms – before going through each of the test items that make up the five Griffiths III subscales.
A highlight of the course was a series of live administration sessions with local children. With assistance from the course leaders, these sessions provided trainees with practical, hands-on experience of administering and scoring the test. The children were a variety of ages ranging from just 12 months to almost 6 years – allowing the full range of test items to be utilised, and thus illustrating the breadth of the assessment. The children themselves were clearly motivated by the assessment tasks, and appeared at ease and relaxed by equipment that was engaging but also often felt familiar to them.
In all, we hope that delegates had an enjoyable training experience at Hogrefe House. Together with ARICD, we would like to extend our thanks to parents and their children for their important contribution. We look forward to welcoming our next group of Griffiths III new user trainees to the course in April. If you would like to join us on an upcoming training session, either in Oxford or in other locations across the country, please email email@example.com.
If you would like to train in the Griffiths III and have not used the Griffiths Scales before, you can get started now! Managed by ARICD, new user training is in two stages. First, there is an e-module to complete, information for which can be found here. This is then followed by a three-day training course. Dates and locations can be found on the ARICD website, with more to be added for 2017. If you have any questions about the training or how to book onto a course you can contact ARICD at firstname.lastname@example.org.