Friday, June 26, 2015

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.

GENERAL OVERVIEW
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

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 Darwin, Galton, and Cattell were making their discoveries, J.E. Herbart was also interested in "unlocking the mysteries of human consciousness" through the scientific method. (Kaplan & Saccuzzo, 2010) Herbart was responsible for creating mathematical models of the mind, which were influential in educational practices in years to come.
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. Cambridge: Cambridge University Press.
  • 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. Chicago: The University of Chicago Press.
  • 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 University of Chicago. Chicago: Open Court.
  • Thurstone, L.L. (1959). The Measurement of Values. Chicago: The University of Chicago Press.
  • http://www.services.unimelb.edu.au/careers/student/interviews/test.html .Psychometric Assessments University of Melbourne.
  • 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,   UMUEZEAWALA, IHIALA

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, by the development and standardisation of seven new psychological tests.

1979-1982     M. Sc. in CLINICAL PSYCHOLOGY / MENTAL HEALTH, from the School of Medicine, Ugbowo Campus, 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,  An affiliate of Roma Urbana University, Rome, Italy.
 ACADEMIC HONOURS

1.           FACRS    Fellow & Senior Research Consultant of African College of Research Scientists, 1995.

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 Government of Nigeria, February, 1976

4.          PASS JUNIOR STAFF COLLEGE, abbrev. pjsc & Best Officer Award in Public Speech and Drills, Nigerian Air Force Base, Kaduna, 1977.

5.          Best Thesis Award Recipient of the Department of Psychology, University of Lagos, June 1975.


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, Kano & NAF GTG, Kawo, Kaduna.

1975-1976        NYSC at Dept. of Psychiatry, U.C.H. Ibadan & at Lambo’s Aro Village System, 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, UNTH. Enugu.) 

BOOKS: 

 i The Triads of Life, Existential Treatise on Igbo World-View, B. Phil Thesis, Rome, (1970)                   
ii The Search for Sanity in Igbo land, a Bachelor’s degree thesis, University of Lagos (1975)                 
iii Personal Adjustment and Religion, a Master’s dissertation, University of Benin (1982)                 
 iv  Psychometrics in Family Therapeutics, a Doctoral dissertation, Addis Ababa (1993)    
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. During his leisure hours at the hospital, he read a scientific review of “Self Assessment of 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 had from then adopted it as a suitable academic companion. The fascinating puzzle evaluated his scores and placed him within the range of 120 plus or minus15.

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, Yaba, in Lagos, Nigeria. He eventually produced an Africanised version of that same “Self Assessment of 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, 1975 – 1976. He continued to experiment with the idea throughout his three years as a Nigerian Air Force Officer in Kano and later at Kaduna, 1976 –1979.

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, (1970)
2.        THE SEARCH FOR SANITY IN IGBOLAND, Bachelor’s Thesis, University of Lagos (1975)
3.        PERSONAL ADJUSTMENT AND RELIGION, Master’s dissertation, University of Benin (1982) 
4.        PSYCHOMETRICS IN FAMILY THERAPEUTICS, Doctoral dissertation, Addis Ababa (1993)
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
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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 the aggressor defeat us the victims of their cruel and premeditated pogroms? Of what use were the prayers to a god that never answered us? Or did our leaders commit unpardonable war crimes or indulge in sacrilegious absurdities?  Is the Muslim religion more authentic and reliable than Christianity? If yes, then let us join them and go on pilgrimages to Mecca!” Finding answers to these existential questions drove the young war veteran crazy. He could not comprehend how an unjust war ended in favour of the aggressors. For him it meant that we wasted all our time and youthfulness in the war fronts praying to the God of Christians! He truly deserved veritable explanations! He withdrew from all religious engagement for a period of ten consecutive years, from 1970 to 1980. That gave him enough time to reflect on some existential questions about all he had learnt from the Christian missionaries that moulded his early life in the junior and senior seminaries. There arose the need for him to re-evaluate his belief system, moderate his scrupulous orientation to social life and thereafter, formulate a realistic code of conduct that could guarantee his survival in the conflicting world of the Nigerian society he found himself trapped in! He lived as a war captive for the next 30 years! Within this period, he fully practised the introverted meditative lifestyle of Viktor Frankl or that detached life of a research scientist reminiscent of the great Austrian monk geneticist, MacGregor Mendel. He earned a total of four university degrees that spanned a period of 15 years, with breaks here and there to assist his eight younger brothers and sisters, siblings of the same humble family of a school teacher/catechist! To achieve this, he again joined the armed forces of the nation he lived as an exile, the fallout of which was that he neatly sandwiched a military diploma, pjsc, from the Nigerian Air Force in between the four degrees!

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.
03 July 2012 13:52 HRS GMT Revised & Updated on 03/12/2013 15:20:05 HRS GMT


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