Efficacy

EVALUATING THE EFFICACY OF THE ONLINE DELIVERY OF THE CONFLICT ANALYSIS BATTERY 

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Results from the outcome query, completed by clients at the end of the intervention, indicate that the online version of the Conflict Analysis Battery is didactic, diagnostic and therapeutic

The query survey below documents the impressions generated by the online delivery of the assessment to a group of 33 test takers. Accordingly the assessment process is validated as educational, diagnostic and therapeutic without the intervention of a therapist. The test takers recommend practically unanimously its delivery for high school students and for clinical evaluations. The consensus on the pricing of the testing at high dollar value, around $60.00 is an indication of its meaningful service to the recipients. 

The instrument is didactic: the test taker learns about the unconscious and the relational modalities as a scientific conflict resolving mechanism.

The instrument is diagnostic: The test taker finds about one’s relational or wellness diagnosis and becomes self-aware of the way s/he resolves conflicts; one also finds out the psychic tension or clinical symptoms level through the personality inventory. The relational modality diagnosis from the inventory is confirmed and also illustrated in its psychodynamic manifestation through the metaphor testing. Through the manifestation of one’s emotions along the testing we recognize that distressed dominant individuals experience anxiety and that submissive become hostile.

The instrument is therapeutic: The clients first has a cathartic emotional experience completing the testing. S/he evolves insights and identifies through one’s metaphors the type of conflict resolution changes needed to improve one’s wellbeing, emotional and social adjustment. Individuals report relief of emotional tension upon completion of the testingScreen shot 2014-09-23 at 7.05.43 PM.png.

Attaining these functions the self-assessment represents a concise program of emotional education fulfilling the objectives of education: the integration of the humanities and the rigorous sciences, self-knowledge and clarity on moral values, while also attaining the objectives of therapy: emotional healing and social adjustment.

The extraordinary approval of the assessment validates the underlying science. The creative process is demonstrated to be a measurable entity following the three formal operations. The measurement of the operations by the inventory is diagnostic of the relational modality. 

The assessment is therapeutic because it reconstructs the dialectic process of the mental oscillation’s six emotions as the syndromal unfolding of emotions and behaviors present upon the integration of metaphors into the syndromal entity portrayed in the six-role template.  

Thus the two types of tests, the inventory and the projectives, validate the thesis of the natural science moral unconscious: it is a conflict resolution process guided by three formal operations that unfolds along a six role state emotional dialectic. This direction of thinking reflects the unconscious as not only being a natural science entity but also as having an adjustive or moral and therapeutic function.

Once the test-taker becomes conscious of the unconscious as relational choices self-awareness predictably seeks to modify ineffectiveness along the three principles of conflict resolution: mastery, cooperation and mutual respect.

From the query responses we may conclude that the ‘Wizard’ self-assessment is educational: it helps the test taker to learn about behavior; it is diagnostic; one identifies her relational modality; also it is therapeutic; it leads the test-taker to identify changes and to be motivated to pursue them.

It is very significant that the assessment conveys information, generates insights and facilitates corrective changes without a therapist or educator’s services. 

Once the test-taker becomes conscious of the unconscious as relational choices self-awareness predictably seeks to modify ineffectiveness along the three principles of conflict resolution: mastery, cooperation and mutual respect.

From the query responses we may conclude that the self-assessment is educational: it helps the test taker to learn about behavior; it is diagnostic; one identifies her relational modality; also it is therapeutic; it leads the test-taker to identify changes and to be motivated to pursue them.

It is very significant that the assessment conveys information, generates insights and facilitates corrective changes without a therapist or educator’s services.