Yes / Research Question: To assess the feasibility of the MGSIS-5and G3L-20 in a community sample of cisgender men aged 40 years and older Research problem: Psychometric measures can aid urologic practice by prompting patients to talk about aspects of their body that are either too sensitive or a natural part of aging. Importantly, reliable and valid measures can also contribute to a an evidenced-based-practice-based-evidence cycle where they can establish the impact of changes recommended by research while using the results in turn to inform research. In this study, we examine two psychometric measures on the opposite ends of a psychological-physical continuum; the Male Genital Self-Image Scale (MGSIS-5) and the Groin and Lower Limb Lymphedema questionnaire (G3L-20) Methodology: Non-experimental psychometric design administering the questionnaires online to a community sample of cisgender men aged 40 years old and above. Validity and reliability analyses were conducted. Results: 30 men completed the study; 14 aged 40-49, 14 aged 50-59 and 2 aged 60-69. The MGSIS-5 and G3L-20 show acceptable reliability and validity with one- and three-component structures respectively. Conclusions: The MGSIS-5 and G3L-20 show sufficient feasibility to justify the resources for studies with larger community samples and for pilot studies with clinical populations.

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The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude testing. It was proposed that it is not always appropriate to use conventional aptitude tests to predict future academic success in the South African context. The study posited the belief that an alternative testing format could be facilitated by using a test-train-test procedure within a learning potential paradigm. The learning potential paradigm as formulated through Vygotskian and Feuersteinian theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in direct contrast to traditional approaches to aptitude testing. The latter approaches both implicitly and explicitly adopt a static view of ability, whereas the Newtest approach focuses on the learning potential of the testee, as well as consequent performance. However, the assessment of learning potential poses problems of its own. Modifications were introduced to ensure that the Newtest format is both appropriate and psychometrically defensible. The construction and evaluation of the Newtest Battery is described. A sample of both advantaged and disadvantaged students were tested on a battery of traditional aptitude tests. This group of students was contrasted with another sample of both advantaged and disadvantaged students who undertook the Newtest Battery in the modified dynamic testing format. The traditional measures of aptitude were found to be invalid predictors of university success. Matric results showed a relationship with academic success for both groups. The Newtest measures enhanced the prediction of academic success for both advantaged and disadvantaged students. The Deductive Reasoning dynamic measure was found to be a valid predictor of university success for the disadvantaged students. The results thus successfully extend the learning potential paradigm into the realm of group aptitude testing. The validity of traditional aptitude test measures has been brought into question by the findings of the study. The study points the way forward to a more equitable and relevant aptitude testing procedure. Finally, it was shown that the testing environment forms part of the socio-educational context. Personnel involved in the administration of aptitude tests are given guidelines \vi th the aim of equalising the test process. / Psychology of Education / D. Ed. (Psychology of Education)

The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude testing. It was proposed that it is not always appropriate to use conventional aptitude tests to predict future academic success in the South African context. The study posited the belief that an alternative testing format could be facilitated by using a test-train-test procedure within a learning potential paradigm. The learning potential paradigm as formulated through Vygotskian and Feuersteinian theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in direct contrast to traditional approaches to aptitude testing. The latter approaches both implicitly and explicitly adopt a static view of ability, whereas the Newtest approach focuses on the learning potential of the testee, as well as consequent performance. However, the assessment of learning potential poses problems of its own. Modifications were introduced to ensure that the Newtest format is both appropriate and psychometrically defensible. The construction and evaluation of the Newtest Battery is described. A sample of both advantaged and disadvantaged students were tested on a battery of traditional aptitude tests. This group of students was contrasted with another sample of both advantaged and disadvantaged students who undertook the Newtest Battery in the modified dynamic testing format. The traditional measures of aptitude were found to be invalid predictors of university success. Matric results showed a relationship with academic success for both groups. The Newtest measures enhanced the prediction of academic success for both advantaged and disadvantaged students. The Deductive Reasoning dynamic measure was found to be a valid predictor of university success for the disadvantaged students. The results thus successfully extend the learning potential paradigm into the realm of group aptitude testing. The validity of traditional aptitude test measures has been brought into question by the findings of the study. The study points the way forward to a more equitable and relevant aptitude testing procedure. Finally, it was shown that the testing environment forms part of the socio-educational context. Personnel involved in the administration of aptitude tests are given guidelines \vi th the aim of equalising the test process. / Psychology of Education / D. Ed. (Psychology of Education)

Contexte. Au cours des dernières années, l’évaluation de la violence sexuelle a connu un essor croissant. En effet, les milieux de la recherche tentent d’étudier plus largement l’ensemble des violences sexuelles, notamment en s’intéressant à la coercition sexuelle. À ce jour, il subsiste des différences quant à la définition de la notion de coercition sexuelle et une incertitude relative aux instruments de mesure à employer demeure. Objectif. L’objectif du présent mémoire est donc de construire et de mettre à l’épreuve la validé d’une échelle de mesure de la coercition sexuelle en utilisant les items du Multidimensional Inventory of Development, Sex, and Agression (MIDSA). Méthodes. L’échantillon est composé de 529 hommes, ayant commis une infraction à caractère sexuel, incarcérés dans une prison ou encore dans un centre de traitement du Massachusetts ou du Minnesota. Tous les participants ont complété le MIDSA. Le MIDSA propose 20 items mesurant 5 types de tactiques de coercition sexuelle : la manipulation, l’intoxication volontaire, l’action de prendre avantage d’une personne intoxiquée, la menace de l’utilisation de la force physique ainsi que l’utilisation de la force physique. Résultats. Les résultats indiquent que l’échelle de coercition sexuelle à 5 items possède les meilleures propriétés psychométriques. La cohérence interne de l'échelle est bonne. De plus, les analyses de théorie de réponse à l’item indiquent que la majorité des items étaient considérés comme difficiles et que tous les items possèdent un bon pouvoir discriminant. Enfin, l’échelle présente des corrélations de modérées à élevées avec la majorité des échelles associées, indiquant ainsi une bonne validité convergente et concurrente. / Background. In recent years, the assessment of sexual violence has grown steadily. In fact, the research community has been trying to examine broader forms of sexual perpetration and victimization, especially sexual coercion. There is no consistent definition in the literature for sexual coercion and uncertainty remains regarding the measuring instruments. Objective. The study aims to create a scale of sexual coercion using items from the Multidimensional Inventory of Development, Sex, and Aggression (MIDSA) and assess its validity. Methods. The sample included 529 adult males who committed a sexual offense. They completed the MIDSA while incarcerated in prisons and special commitment facilities in Massachusetts and Minnesota at the time of assessment. The MIDSA proposes a 20 item pool measuring sexual coercion based on 5 types of tactics to coerce someone into sexual activity: manipulation and bribing, offering drinks or drugs, taking advantage of someone already intoxicated by drugs or alcohol, using threats of physical force, and the use of physical force. Results. Findings from this study revealed that a 5-item version of the sexual coercion scale has the best psychometric properties. The internal consistency of the scale is good. Furthermore, the item response theory analysis shows that most items were considered difficult and serious and that all items present a good discriminant power. Finally, the sexual coercion scale presents moderate-high correlations with almost all associated scales, indicating good convergent and concurrent validity.