Discuss how you think the idea/evidence would be related to you. Be sure to be as specific as possible when relating the text to your life, i.e., specify how the text idea is related to particular instances in your life; the more concrete the better.

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The essay is positioned to investigate your understanding of the material you have researched and studied throughout the term. As instructed in your introduction to this class, the goal is to push you to think about ideas in the text and to read with the intention of understanding, evaluating, and using the ideas presented.

Reading this passage passively, with the intention to learn what is written, would allow you to answer some types of questions about it. For example, if I asked you what the slithy toves did when it was brillig, you would be able to tell me that they gyred and gimbled. Where did they gyre and gimble? In the wabe. Note that it is possible to memorize this whole passage without understanding it; that is, without gaining the ability to answer questions such as: Why did the slithy toves gyre and gimble? What is the difference between gyring and a gimbling? What does mimsy mean?

In other words, to think is to question. Thus, you should generate many questions about the text while reading it thoughtfully. Your consistent application of critical thinking and note taking will bode well for you as you prepare your essay. For example, you might ask questions like:

  • What _____ is more convincing to me?
  • Do I agree/disagree with ____?
  • How is _____ related to my experiences/beliefs?
  • How could ____ be applied or useful in the “real world”?
  • What is the relationship between ____ and ____?
  • Does _____ predict how I would behave/feel/think?

After completing each chapter, read over your questions. When it comes time to write your essay, review your questions and select three questions that seem most interesting to you (and which you will be able to answer according to the questions below).

Spend time to find the ‘best fit’ between your questions and the themes provided.

You will elaborate on your questions in the form of an essay. Please familiarize yourself with the marking rubric provided below.  Following APA style and formatting, please use headers to clearly distinguish between each question.

  1. Questioning the material—disagreement or generalizability. Ask a question concerning whether you agree or disagree with a point the text authors have made or a question concerning how a specific finding discussed in the text might generalize to other people/situations/cultures, etc.
    • Ask your question
    • Succinctly describe the idea/evidence you are questioning
    • Indicate why you disagree with it
    • Indicate whether or not you think the idea/evidence would generalize to different situations, people, cultures, etc. If you are challenging a point, be sure to indicate why you disagree. What kinds of evidence, experiences, or thoughts lead you to disagree? If you are questioning the generalizability of the idea/evidence, be sure to indicate why you think it would or would not generalize.
  2. Questioning the relationship between the material and your life. Ask a question concerning how an idea discussed in the text is related to your own experiences, feelings, thoughts, and/or behaviours.
    • Ask your question
    • Succinctly describe the idea/evidence relevant to your question
    • Discuss how you think the idea/evidence would be related to you. Be sure to be as specific as possible when relating the text to your life, i.e., specify how the text idea is related to particular instances in your life; the more concrete the better.
  3. Questioning how the material could be applied to your everyday life. Ask a question concerning how you could use an idea discussed in the text to enhance/improve your everyday life.
    • Ask your question
    • Succinctly describe the idea/evidence relevant to your question
    • Discuss how you could use the idea/evidence in your own life,
for example, you might ask, “How could I use this idea in order to study more efficiently? How could I use this idea in order to feel more optimistic about my future?” Be sure to be as specific as possible when discussing how you could apply an idea to your life.

Submission Requirements: Follow the APA style and formatting document submission guidelines.

Format: Title Page/Body/Reference List

Introduction and Conclusion tying three questions together

Font: Times New Roman, 12-point, double-spaced

Headings: Appropriate use of levels of headings and page numbers

Length: 2500 words (plus or minus 100 words)

Resources: In addition to the text, you must also use a minimum of six (6) peer-reviewed articles from scholarly journals (i.e., two articles per essay question)

The essay will be properly edited and proofread

. Why do you think this is happening to you? What do you think are the causes of your [PROBLEM]? 

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MUST COMPLETE PDF ATTACHED

Read “Topic 2: Vargas Case Study.” Select one of the Vargas family members and complete a Cultural Formulation Interview based on the “Cultural Formulation” section in the DSM-5 and based on the new information learned in session two of the Vargas case study. Refer to the attached CFI form for guidance and complete the CFI template.

APA style is not required, but solid academic writing is expected.

This assignment uses a scoring guide. Please review the scoring guide prior to beginning the assignment to become familiar with the expectations for successful completion.

Attached PDF questions:

 

The APA is offering the Cultural Formulation Interview (including the Informant Version) and the Supplementary Modules to the Core Cultural Formulation Interview for further research and clinical evaluation. They should be used in research and clinical settings as potentially useful tools to enhance clinical understanding and decision-making and not as the sole basis for making a clinical diagnosis. Additional information can be found in DSM-5 in the Section III chapter “Cultural Formulation.” The APA requests that clinicians and researchers provide further data on the usefulness of these cultural formulation interviews at http://www.dsm5.org/Pages/Feedback-Form.aspx.

Measure: Cultural Formulation Interview (CFI)

Rights granted: This material can be reproduced without permission by researchers and by clinicians for use with their patients.

Rights holder: American Psychiatric Association

To request permission for any other use beyond what is stipulated above, contact: http://www.appi.org/CustomerService/Pages/Permissions.aspx Page 1 of 3 Copyright © 2013 American Psychiatric Association. All Rights Reserved. This material can be reproduced without permission by researchers and by clinicians for use with their patients.

Cultural Formulation Interview (CFI)

 

Supplementary modules used to expand each CFI subtopic are noted in parentheses. GUIDE TO INTERVIEWER

INSTRUCTIONS TO THE INTERVIEWER ARE ITALICIZED.

 

The following questions aim to clarify key aspects of the presenting clinical problem from the point of view of the individual and other members of the individual’s social network (i.e., family, friends, or others involved in current problem). This includes the problem’s meaning, potential sources of help, and expectations for services.

INTRODUCTION FOR THE INDIVIDUAL:

I would like to understand the problems that bring you here so that I can help you more effectively. I want to know about your experience and ideas. I will ask some questions about what is going on and how you are dealing with it. Please remember there are no right or wrong an-swers.

 

CULTURAL DEFINITION OF THE PROBLEM

 

CULTURAL DEFINITION OF THE PROBLEM

(Explanatory Model, Level of Functioning)

 

Elicit the individual’s view of core problems and key concerns.

Focus on the individual’s own way of understanding the problem.

Use the term, expression, or brief description elicited in question 1 to identify the problem in subsequent questions (e.g., “your conflict with your son”).

1. What brings you here today?

IF INDIVIDUAL GIVES FEW DETAILS OR ONLY MENTIONS SYMPTOMS OR A MEDICAL DIAGNOSIS, PROBE:

People often understand their problems in their own way, which may be similar to or different from how doctors describe the problem. How would you describe your problem?

 

Ask how individual frames the problem for members of the social network.

2. Sometimes people have different ways of describing their problem to their family, friends, or others in their community. How would you describe your problem to them?

 

Focus on the aspects of the problem that matter most to the individual.

3. What troubles you most about your problem?

 

CULTURAL PERCEPTIONS OF CAUSE, CONTEXT, AND SUPPORT

 

CAUSES

(Explanatory Model, Social Network, Older Adults)

 

This question indicates the meaning of the condition for the individual, which may be relevant for clinical care.

4. Why do you think this is happening to you? What do you think are the causes of your [PROBLEM]?

 

Note that individuals may identify multiple causes, de-pending on the facet of the problem they are consid-ering.

PROMPT FURTHER IF REQUIRED:

Some people may explain their problem as the result of bad things that happen in their life, problems with others, a physical illness, a spiritual reason, or many other causes.

 

Focus on the views of members of the individual’s social network. These may be diverse and vary from the indi-vidual’s.

5. What do others in your family, your friends, or others in your com-munity think is causing your [PROBLEM]?

Reflect on what you have learned about the history of assessment. How might Keith’s decisions differ today compared to the beginnings of psychological assessment?

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Our psychologist, Keith, has been asked to conduct a psychoeducational evaluation on 8-year old Melanie. Melanie’s teacher and parents are concerned because she is having significant difficulty reading and comprehending information. She also has a hard time paying attention and is always talking out in class. She is a sweet girl and gets along well with others, but her challenges are negatively impacting her grades and interrupting the learning of those around her.

As Keith plans his assessment of Melanie’s difficulties, what issues does he need to consider in order to increase the validity of the assessment?

 

  • Remember to consider Melanie’s age and testing with students who might have special needs.

 

  • Explain what testing accommodations Keith might need to make given Melanie’s challenges and why.

 

  • What impact could making accommodations have on standardization and, as a result, interpretation of the results?

 

  • What test format would best meet Melanie’s needs (e.g., type of test, group vs. individual, etc.)? Why?
  • Reflect on what you have learned about the history of assessment. How might Keith’s decisions differ today compared to the beginnings of psychological assessment?

 

  • Describe how the impact of assessment results has changed over time.

By the due date assigned, write your results in a 3-5 page, APA formatted paper. Remember to include a cover page and reference list. Resources can include readings from your textbook and course overviews, as well as the APA’s Ethical Principles and Code of Conduct Standard 9: Assessment.

Assignment 1 Grading Criteria   Maximum Points    Discussed issues related Melanie’s age and testing with students who might have special needs.  32    Explained what testing accommodations Keith might need to make given Melanie’s challenges and why.  36    Described the impact making accommodations have on standardization and, as a result, interpretation of the results.  32    Described the test format that would best meet Melanie’s needs (e.g., type of test, group vs. individual, etc.)  32    Explained why a particular testing format would be most appropriate for Melanie.  36    Reflected on the history of assessment and how Keith’s decisions might differ today compared to the beginnings of psychological assessment.  32    Explained how the impact of assessment results has changed over time.  36    Style (8 points): Tone, audience, and word choice
Organization (16 points): Introduction, transitions, and conclusion
Usage and Mechanics (16 points): Grammar, spelling, and sentence structure
APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style  64    Total:  300

 Describe a couple of studies by which the reliability and validity of your proposed tests might be evaluated.

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Howard Gardner proposed a radical alternative model of intelligence – quite different from the hierarchical models generally accepted by psychometricians. Known as the Theory of Multiple Intelligences, it posits the existence of 7 – 9 separate abilities, each designated an “intelligence.” The theory originally (1983) included the following abilities: linguistic, logical-mathematical, visual, musical, kinesthetic, intrapersonal, and interpersonal. Later, Gardner added naturalistic intelligence; still later, existential intelligence joined the list. The Multiple Intelligences model has become quite popular among educators, especially at the preschool and elementary levels. The theory has, however, been criticized on empirical grounds. Neither Gardner nor his followers have developed tests to measure these hypothesized abilities. Therefore, nobody has demonstrated that the abilities really exist – or, if they do, that they are distinct, as opposed to being part of a hierarchy with Spearman’s ‘g’ at the top.

You are instructed to do the following:

1.  Explain briefly (1½ – 2 pages) how Gardner identified these “intelligences.” That is, on what evidentiary basis does he postulate their existence and defend their status as distinct cognitive abilities? Note that this does not call for a list of the intelligences. What I am looking for are the standards by which he judges whether an ability counts as “an intelligence.” (10 points)

2.  Describe briefly (1½ – 2 pages) how Gardner defines and describes musical intelligence. What are its core operations, and how does it qualify as an intelligence? (10 points)

3.  Propose a set of tests that could be used to measure musical intelligence as defined by Gardner. Describe the kinds of items that might be included, any special equipment that would be required, and any special scoring or judging instructions that might need to be mastered by professionals wishing to utilize the tests. Use your imagination, but be realistic. This should come to about 1½ – 2 pages. (10 points)

4.  Describe a couple of studies by which the reliability and validity of your proposed tests might be evaluated. Your goal is to develop a case for the construct validity of your test and a basis on which educators or clinicians might use the test to evaluate children’s abilities.  Be realistic. This should come to about 2 – 2½ pages. (10 points)

Your responses should be typed. Please double-space throughout, use 1” margins all around, and use a standard font such as Times New Roman 12. The entire paper will come to about 6 – 8 pages. Remember to use your own words and work independently.

The only resources you need (besides your wonderful minds) are your class notes, textbook, and two relevant chapters from Gardner’s (1983) book. I have posted them to eLearning. Chapter 4 answers question #1; chapter 6 contains the answer to #2. The rest is up to you!

This is due on Tuesday, May 5th. Upload your work to our eLearning page.

Work hard but have fun with it!

Textbook : Psychological Testing History, Principles and Applications, Updated Edition — Books a la Carte