Summarize Youngstrom’s (2013) recommendations for linking assessment  directly to clinical decision making in evidence-based medicine.

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Ethical and Professional Issues in Psychology Testing

Prior to beginning work on this assignment, please read the required textbook chapters and articles for this week.

Create a PowerPoint presentation with 16 to 20 slides (not including the title and reference slides) entitled Ethical and Professional Issues in Psychological Testing.  Your presentation must provide 2 to 3 slides for each of the required  topics and include appropriate citations of your referenced sources.  Separate reference slides, which follow APA formatting guidelines for a  References page, must be included at the end of the presentation. You  must create your own template and organize your presentation in the  sequence provided. Do not use a font smaller than 20 pt. You are  encouraged to insert relevant figures and graphics. Make sure to  appropriately cite any images you use. If you include a table or figure  from a journal article, cite it according to APA guidelines. The notes  section of each slide must include the text for oral comments you would  make while presentating the materials to a live audience.

References must be cited according to APA guidelines as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. For assistance with creating a visually engaging and readable presentation, you may review Garr Reynolds’s tips for creating presentations (Links to an external site.)Links to an external site..

The presentation must cover each of the following topics in the order presented below.

The Ethical and Social Implications of Testing

  • Provide an overview and brief evaluation of the ethical and social implications of psychological assessment.

Professional Responsibilities

  • Describe the responsibilities of both test publishers and test users.

Testing Individuals Representing Cultural and Linguistic Diversity

  • Analyze and describe issues related to the testing of cultural and linguistic minorities.

Reliability

  • Explain the common sources of measurement error and how measurement error can impact reliability.

Validity  

  • Create a diagram or figure to compare the types of validity discussed in the textbook.
  • Describe the extravalidity concerns related to testing.
  • Review the articles by Fergus (2013), Kosson, et al. (2013) and  Mathieu, Hare, Jones, Babiak, & Neumann (2013). Analyze the  information presented in these articles on factor analysis and describe  how it is used to validate the constructs of the instruments.

Clinical Versus Statistical Prediction

  • Compare clinical and statistical prediction of mental health  decisions based on the work of Ægisdóttir, et al. (2006) and Grove &  Lloyd (2006).

Application One: An Ethical and Professional Quandry

Application Two: Evidence-Based Medicine

  • Summarize Youngstrom’s (2013) recommendations for linking assessment  directly to clinical decision making in evidence-based medicine.
  • Elaborate on each of Youngstrom’s recommendations by providing  practical examples that illustrate the relevance of the recommendations  in a clinical setting.

Application Three: Selecting Valid Instruments

  • Create a research hypothesis or brief clinical case scenario in  which you must select an instrument to measure intolerance for  uncertainty.
  • Use the information in the Fergus (2013) article to support which measure to use.

The presentation

  • Title of presentation
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
  • Must use the assigned chapters in the course text, Standard 9 from  the American Psychological Association’s Ethical Principles of  Psychologists and Code of Conduct, and the 3 required peer-reviewed  articles assigned for Week One.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include separate reference slides formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

Explain under what conditions they may not be acceptable and under what conditions, if any, they may be appropriate.

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Is the Measure of Consistency a State of Mind?

In your unit readings from the Psychological Testing and Assessment text, you read about three sources of error variance that occur in testing and assessment. These include test construction, test administration, and test scoring and interpretation. Additionally, other sources of error may be suspect. You were also introduced to reliability coefficients, which provide information about these sources of error variance on a test (see Table 5-4).

The following reliability coefficients were obtained from studies on a new test, THING, purporting to measure a new construct (that is, Something). Alternate forms of the test were also developed and examined in subsequent studies published in the peer-reviewed journals. The alternate test forms were titled THING 1 and THING 2. (Remember to refer back to your Psychological Testing and Assessment text for information about using and interpreting a coefficient of reliability.)

  • Internal consistency reliability coefficient = .92
  • Alternate forms reliability coefficient = .82
  • Test-retest reliability coefficient = .50

In your post:

  • Describe what these scores mean.
  • Interpret these results individually in terms of the information they provide on sources of error variance.
  • Synthesize all of these interpretations into a final evaluation about this test’s utility or usefulness.
  • Explain whether these data are acceptable.
  • Explain under what conditions they may not be acceptable and under what conditions, if any, they may be appropriate.

(Discussion Guidelines)

Discussion question instructions will be presented for each question as it is posted. Your discussion answers must be thorough and expansive. Be sure to answer every question substantially using excellent integrative material from course readings and research. Usually a good answer to a set of discussion questions is about 1-2 pages (three to four substantial paragraphs for a total of 500 words…..NOT including the questions or references; only your answer). It is HIGHLY encouraged to conduct a word count before submitting your discussion answer. One or two short paragraphs or one or two sentences per paragraph will not meet the rigor requirements for this class.

Discussion question instructions will be presented for each question as it is posted. Your discussion answers must be thorough and expansive. Be sure to answer every question substantially using excellent integrative material from course readings and research. Usually a good answer to a set of discussion questions is about 1-2 pages (three to four substantial paragraphs for a total of 500 words…..NOT including the questions or references; only your answer). It is HIGHLY encouraged to conduct a word count before submitting your discussion answer. One or two short paragraphs or one or two sentences per paragraph will not meet the rigor requirements for this class.

Support all work (even reflections and article reviews) with excellent integration of material. This class places a heavy emphasis on how well learners use resources to supplement and support their work. The answers to discussion questions are not to be opinion papers, but professionally presented research/course material-based work. Therefore, to be eligible for top grading of your work, each unit discussion answer requires AT LEAST TWO resources/references (one of which must be from the required Cohen, Swerdlik, & Sturman text book) listed at the end of the work. In addition, you must have SEVERAL (three or more) citations in your work that are associated with your references. Each answer to every question must have resource support

Which of the following are examples of multiple submission, also referred to as “self-plagiarism” (more than one may apply)?

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  1. Plagiarism is unethical, a form of theft, an act of fraud, and is prohibited by the ethical guidelines and standards for professional practice of both the American Psychological Association and the American Counseling Association.True
    False

10 points  

QUESTION 2

  1. If information from multiple sources (e.g., text, research article) is used in a paragraph, plagiarism can be avoided by listing all sources at the end of the paragraph.True
    False

10 points  

QUESTION 3

  1. Which of the following are examples of plagiarism and/or an academic integrity issue?A student does not read an article the student sees cited in a textbook, but cites the article as a primary source in the student’s own paper.A student read the course text, but not an article discussed in the course text.  Then cited the article and not the course text.A student reads a text written by Smith (2012), and learns about research conducted by Rodriquez (2017).  The student finds the Rodriguez article in the library and reads it, then cites the Rodriguez article in her paper.A student includes a primary source (e.g., a research article) in the “References” section at the end of his or her paper, but only read the secondary source (e.g., the course text).

10 points  

QUESTION 4

  1. Which of the following are examples of multiple submission, also referred to as “self-plagiarism” (more than one may apply)?A student re-uses paragraphs of information from an assignment the student wrote in another class, and no citation is provided.A student responds to more than one student’s discussion with an almost identical response.A student follows instructions and writes the Week 7 major paper by “reusing” portions of an annotated bibliography created in Week 5, and a first draft completed in Week 6.A student copies paragraphs from the student’s own discussion board posts and pastes them into the Week 7 paper after obtaining permission to do so from the course instructor.

10 points  

QUESTION 5

  1. I have read and understand the Keiser University student code of conduct that defines plagiarism, multiple submissions, and academic dishonesty; and that outlines potential consequences thereof. True
    False

10 points  

QUESTION 6

  1. If a student accidentally plagiarizes due to lack of knowledge or understanding of APA Style rules or University policies, the student (more than one may apply):Will never receive negative outcomes in that class (e.g., resubmit assignment, lower grade, tarnished reputation, failed class).Does not need to worry about negative consequences once the final grade for a class has been submitted.May be given an opportunity to resubmit the offending work if there is time left in the term.Should report it immediately to his or her course instructor once the student becomes aware of the accidental plagiarism.

10 points  

QUESTION 7

  1. Accidental plagiarism does not have to be a serious matter if a student recognizes what they did wrong, learns from their actions, and makes a significant effort to not plagiarize again.True
    False

10 points  

QUESTION 8

  1. Which of the following are examples of plagiarism (more than one may apply)?A student cites a source incorrectly because she did not understand the correct method of citing the source.
    A student summarizes an article’s content in two or more sentences and provides a citation at the end of the last sentence, but the reader cannot determine whose ideas were in the first sentences.

    EXAMPLE: Higher levels of job satisfaction are correlated with lower levels of turnover.  Effective leadership skills lead to greater job satisfaction (Rodriquez, 2017).
    The author of a website is unknown, so the student does not provide an in-text citation.
    A student summarizes an article’s content in two or more sentences and provides a citation at the beginning of the first sentence, but the reader cannot determine whose ideas were in the remaining sentences.

    EXAMPLE: Rodriguez (2017) discovered effective leadership skills lead to greater job satisfaction.  Higher levels of job satisfaction are correlated with lower levels of turnover.

10 points  

QUESTION 9

  1. Learning APA Style rules will help students avoid accidental plagiarism.True
    False

10 points  

QUESTION 10

  1. If a student is not aware of plagiarism or academic integrity policies, or does not understand them, the student theoretically cannot violate these rules.True
    False

10 points  

Click Save and Submit to save and submit. Click Save All Answers to save all answers.

Explain how you, as a social worker, might apply the grieving model you selected to your work with families in a hospice environment.

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The death of a loved one is a significant event that everyone experiences. An individual’s social environment, including societal and familial cultural factors, may influence how an individual approaches death or grieves the loss of someone else who dies. You can anticipate addressing grief in your social work practice and, therefore, should develop an understanding of the grieving process.

Two models of grieving—the Kubler-Ross and Westburg models—identify stages through which an individual progresses in response to the death of a loved one. Understanding the various ways individuals cope with grief helps you to anticipate their responses and to assist them in managing their grief. Select one model of grieving—the Kubler-Ross or Westburg model—to address in this assignment.

Addressing the needs of grieving family members can diminish your personal emotional, mental, and physical resources. In addition to developing strategies to assist grieving individuals in crisis, you must develop strategies that support self-care.

In this Assignment, you apply a grieving model to work with families in a hospice environment and suggest strategies for self-care.

By Day 7

Submit a 2- to 4-page paper in which you:

  • Explain how you, as a social worker, might apply the grieving model you selected to your work with families in a hospice environment.
  • Identify components of the grieving model that you think might be difficult to apply to your social work practice. Explain why you anticipate these challenges.
  • Identify strategies you might use for your own self care as a social worker dealing with grief counseling. Explain why these strategies might be effective.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

 

Required Readings

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“The Parker Family” (pp. 6-8)

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.
Chapter 15, “Psychological Aspects of Later Adulthood” (pp. 685-714)

Newell, J. M., & MacNeil, G. A. (2010). Professional burnout, vicarious trauma, secondary traumatic stress, and compassion fatigue: A review of theoretical terms, risk factors, and preventive methods for clinicians and researchers. Best Practice in Mental Health, 6(2), 57–68.
Note: You will access this article from the Walden Library databases.

Shier, M. L., & Graham, J. R. (2011). Mindfulness, subjective well-being, and social work: Insight into their Interconnection from social work practitioners. Social Work Education, 30(1), 29–44.
Note: You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2013). Parker family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 2 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Cappeliez, P., & Robitaille, A. (2010). Coping mediates the relationships between reminiscence and psychological well-being among older adults. Aging & Mental Health, 14(7), 807–818.

Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.

Ong, A. D., Bergeman, C. S., Bisconti, T. L., & Wallace, K. A. (2006). Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91(4), 730–749.

Weiss, D., & Lang, F. R. (2009). Thinking about my generation: Adaptive effects of a dual age identity in later adulthood. Psychology and Aging, 24(3), 729–734.