Philippine Psychometricians Licensure Exam Reviewer : 2023

Rescheduling The Psychologists And Psychometricians Licensure Examinations To August 01-02, 2023, And Fixing A New Application Period

Posted on 02 May, 2023 by PRC

The Professional Regulation Commission (PRC) informs the public that the Licensure Examination for Psychologists and Psychometricians (LEPP)have been rescheduled to August 01-02, 2023 while the period of filing of applications is set from May 2, 2023 until July 3, 2023.

In addition, the target date of release of examination results is on August 9, 2023.

For queries and concerns, please email Licensure Office at licensure.office@prc.gov.ph and the concerned PRC regional office which can be found in this link: https://www.prc.gov.ph/regional-offices-contact-information.

For updates on LEPP, you may check the PRC website at www.prc.gov.ph and follow PRC official social media accounts at https://www.facebook.com/professionalregulationcommission and https://twitter.com/PRC_main

Source - https://www.prc.gov.ph/article/rescheduling-psychologists-and-psychometricians-licensure-examinations-august-01-02-2023-and

Research Methods in Developmental Psychology

A. Cross-sectional research

B. Longitudinal research

C. Sequential research

D. Other Methods - Neuroimaging Techniques, Experimental and Observational Studies, Qualitative Research, Mixed Methods

E. Ethical considerations in developmental research

Developmental psychology is a field of study that seeks to understand human development throughout the lifespan. The study examines how people develop and change from infancy to old age. Several research methods are used to understand human development's complexities.

The cross-sectional design is a popular research method in developmental psychology. Researchers use this approach to collect data from participants of various ages at a single point in time. Developmental trends and changes across the lifespan can be inferred by comparing the performance or characteristics of these different age groups (Baltes, Reese, & Nesselroade, 1977).

Image source - https://www.questionpro.com/blog/cross-sectional-study-vs-longitudinal-study/

An example of cross-sectional study; could look at the memory abilities of 20-year-olds, 40-year-olds, and 60-year-olds to determine how memory changes with age. This research method is considered useful and efficient. Still, it has limitations like the failure to determine causal relationships and the potential influence of cohort effects (i.e., differences due to generational, social, economic, cultural, and historical factors, among others).

In the longitudinal study, researchers follow the same group of people for an extended period, collecting data at multiple points (Schaie, 1965). The study shows how individuals change over time. An example would be investigating a group of children from preschool to adolescence, assessing their language abilities at various points along the way to track their development. This research can be time-consuming, costly, and prone to participant attrition or loss of participants over time.

Another example of longitudinal study is the Harvard Study of Adult Development considered one of the world's longest studies of adult life that have followed hundreds of men's lives for nearly 80 years (Mineo, 2017). The study examined various factors that contribute to healthy aging and happiness. According to the study, good relationships, healthy habits such as not smoking or drinking excessively, and strong social support are important factors for healthy aging.

Image source - https://www.questionpro.com/blog/cross-sectional-study-vs-longitudinal-study/

By following multiple cohorts of participants over time, sequential research combines the strengths of cross-sectional and longitudinal designs (Baltes, Reese, & Nesselroade, 1977). Sequential methods can help inform age-related changes from cohort effects and improve understanding of developmental processes by comparing the developmental trajectories of different age groups.

A sequential study, for example, may follow three groups of children (aged 5, 7, and 9) for five years, assessing their reading skills at various points. This design enables researchers to investigate age-related changes in reading skills while considering potential cohort effects. Sequential research can be complex and resource-intensive, limiting its feasibility.

Image source - http://bit.ly/3ZVFpyH

The use of neuroimaging techniques such as functional magnetic resonance imaging (fMRI) and electroencephalography (EEG) allows researchers to investigate the neural basis of developmental processes (Casey et al., 2019). Developmental psychologists can investigate how cognitive, social, and emotional functions are represented in the brain and how they change over time by noninvasively measuring brain activity.An fMRI study, for example, could look into how the brain's reward system develops during adolescence, providing insights into risk-taking behaviors and decision-making processes (Casey et al., 2019. These neuroimaging techniques have provided new insights into the complex relationship between brain development and behavior.

Developmental psychologists investigate various aspects of human development using a combination of experimental and observational studies. Observational studies involve observing and recording behaviors or characteristics without intervention. In contrast, experimental studies involve manipulating variables to determine their effects on participants (Shaffer & Kipp, 2013).

A developmental psychologist, for example, investigates the effects of various teaching strategies on children's learning outcomes. On the other hand, an observational study might look at how children's play behaviors change as they interact with their peers in a natural setting.

While quantitative research methods are frequently used in developmental psychology, qualitative methods are becoming more popular and utilized greatly in expanding our understanding of human development. For example, interviews, focus groups, and ethnography provide rich, detailed insights into people's experiences, perceptions, and cultural contexts (Denzin & Lincoln, 2000). For example, the study might involve interviewing parents about their experiences raising children on the autism spectrum or conducting an ethnographic study of a community to learn about the "coming of age" cultural factors and traditions on adolescent development.

Mixed-methods research combines quantitative and qualitative data to provide a more comprehensive understanding of human development. Researchers can better understand the complex processes and mechanisms that underpin human growth and change by combining the strengths of both approaches.

Ethics

Being vigilant regarding ethical considerations when conducting developmental psychology research is important. Researchers must ensure their studies are designed to minimize risks and protect participants' well-being, especially when working with vulnerable populations such as children or older people (Sieber, 1992). Obtaining informed consent, maintaining confidentiality, and using age-appropriate procedures and assessments are all examples of what this entails.

The Psychological Association of the Philippines Committee on Ethics and Professional Standards (2022) issued the "CODE OF ETHICS FOR PHILIPPINE PSYCHOLOGISTS AND PSYCHOMETRICIANS." The code of ethics establishes the ethical principles and standards that Filipino psychologists and psychometricians must adhere to in their professional practice. Confidentiality, informed consent, competence, and professional conduct are all covered in the code. It also includes guidelines for research and evaluation practices. The code emphasizes the importance of upholding ethical standards to protect clients' and the public's welfare.

References

Baltes, P. B., Reese, H. W., & Nesselroade, J. R. (1977). Life-span developmental psychology: Introduction to research methods. Monterey, CA: Brooks/Cole.

Casey, B. J., Galván, A., & Somerville, L. H. (2019). Beyond simple models of adolescence to an integrated circuit-based account: A commentary. Developmental Cognitive Neuroscience, 39, 100681.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research. Thousand Oaks, CA: Sage Publications.

Mineo, L. (2017, April 11). Harvard study, almost 80 years old, has proved that embracing community helps us live longer, and be happier. Harvard Gazette. https://news.harvard.edu/gazette/story/2017/04/over-nearly-80-years-harvard-study-has-been-showing-how-to-live-a-healthy-and-happy-life/

Psychological Association of the Philippines Committee on Ethics and Professional Standards. (2022). Code of ethics for Philippine psychologists and psychometricians. Retrieved from https://www.pap.org.ph/code-of-ethics-for-philippine-psychologists-and-psychometricians/

Schaie, K W. (1965). A general model for the study of developmental problems. Psychological Bulletin, 64(2), 92-107.

Shaffer, D. R., & Kipp, K. (2013). Developmental psychology: Childhood and adolescence. Belmont, CA: Wadsworth Cengage Learning.

Sieber, J. E. (1992). Planning ethically responsible research: A guide for students and internal review boards. Newbury Park, CA: Sage Publications.

Image source

https://www.questionpro.com/blog/cross-sectional-study-vs-longitudinal-study/

https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/developmental-research-designs/