Working With and Advocating for Clients With Somatic Symptom Disorders  Discussion

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Discussion1: Working With and Advocating for Clients With Somatic Symptom Disorders

Clients who exhibit somatic symptom disorders are often disregarded and not taken seriously because the physical symptoms are difficult to measure. However, these clients are in distress and they need mental health attention along with medical care. Working with clients with any of the somatic symptom disorders highlights the need for a biopsychosocial approach to social work.

For this Assignment, read the Somatic Symptom Disorders criteria in the DSM-5. Then read the articles by Dimsdale, Patel, Xin, and Kleinman, and by Kirmayer and Sartorius.

• Post and Select one of the three major Somatic Symptom Disorders (F45.1 Somatic symptom disorder, F45.21 Illness Anxiety Disorder or, 300.11 Conversion Disorder), and provide an explanation for why you as a social worker might need to take a biopsychosocial approach to social work when working with clients who have the chosen somatic symptom disorder.

• Then explain why a multidisciplinary approach is necessary when working with clients who have this somatic symptom disorder.

• Finally, explain why advocacy would be an integral part of working with these clients.

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

References (use 3 or more)

Dimsdale, J. E., Patel, V., Xin, Y., & Kleinman, A. (2007). Somatic presentations—A challenge for DSM-V. Psychosomatic Medicine, 69, 829

Kirmayer, L. J., & Sartorius, N. (2007). Cultural models and somatic syndromes. Psychosomatic Medicine, 69, 832–840.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bernstein E.M., & Putnam, F. W. (1986). Dissociative Experiences Scale (DES) [Measurement instrument]. Retrieved from http://serene.me.uk/tests/des.pdf

 

Briere, J. (2006). Dissociative symptoms and trauma exposure: Specificity, affect dysregulation, and posttraumatic stress. Journal of Nervous and Mental Disease, 194(2), 78–82.

Discussion2:

Using Power in Social Work Practice

Politics represents efforts by people in governmental and nongovernmental settings to secure their policy wishes by developing and using power resources.

—Bruce S. Jansson, Becoming an Effective Policy Advocate: From Policy Practice to Social Justice (8th ed.)

Social workers are in the business of empowering people. They are also often faced with power structures that are entrenched and difficult to navigate. Skillful policy practitioners recognize the many kinds of power resources that exist, thus expanding their options in specific situations. As a social worker, you will learn various strategies that can create and expand personal networks that might be useful in negotiating your policy practice within an agency. You want your power resources to be recognized as effective ways to get things done, not as coercion and force.

In this Discussion, you identify various kinds of power resources (including person-to-person, substantive, process, and procedural) that you can use to secure the adoption of a policy proposal.

To prepare: Review Chapter 10 in your text, focusing on Jansson’s categorization of types of power resources in the policy-enacting task.

• Post a description of how social workers use power resources in their social work practice and advocacy.

• Select a type of power resource you would use in your practice and advocacy.

• Describe the ethical issues or concerns in using the type of power resource you selected.

Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

• Chapter 10, “Developing and Using Power in the Policy-Enacting Task” (pp. 372-419)

Rocha, C., Poe, B., & Thomas, V. (2010). Political activities of social workers: Addressing perceived barriers to political participation. Social Work, 55(4), 317–325

Specific Assessments For Coaching

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PSY-613 Assessment and Facilitation

Topic 5-8 – Various Assessments

 

Directions: Complete the information below for each of the specific assessments commonly used in coaching. Complete the references in APA formatting.

 

  Time (identify, implement, score, and provide feedback) that needs to be allotted for administration. Cost to administer, with billing considerations. Certifications needed for administration. Appropriateness for specific coaching niches (Financial Planning Coach).

 Ethical considerations for administration.
MBTI – Myers-Briggs Type Inventory          
CPI – California Psychological Inventory          
Firo-B – Fundamental Interpersonal Relations Orientation          
Baron EQ/I          

 

 

References:

©2016 Grand Canyon University

Benchmark – Major Psychological Movements

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Understanding the theoretical foundations, influential theorists, and demarcation of the three major movements of psychology is essential to having a fundamental knowledge of the discipline. Psychoanalysis; behaviorism; and humanistic, transpersonal, and existential psychology (HTE) are recognized as the three primary movements of psychology.  As such, they provide a rich history of human science and form the basis for understanding human experience and the human condition as a whole. In this assignment, you will address this history, synthesize the theories, and consider applications of the theories.

General Requirements:

  • To foster retention of foundational theories in psychology, this assignment requires the incorporation of information from this course and previous courses regarding psychological theories and their applications. Refer to PSY-802, Psychoanalysis and Psychodynamic Theory and PSY-803, Behaviorism to assist with this assignment.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least ten scholarly research sources related to this topic, and at least one in-text citation from each source be included. Scholarly works encountered in prior doctoral courses may be used in this assignment.
  • You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

Directions:

Write a paper (2,250-2,500 words) that demonstrates your understanding of the primary movements in psychology – psychoanalysis, behaviorism, and humanistic, transpersonal, and existential psychology (HTE). Your paper should provide a historical perspective for each of the movements, showcase your understanding of the key components of each, and suggest a synthesis and application of the theories. Include the following in your paper:

  1. An overall historical context of all three movements. (Benchmarks C.1.1:  Discuss the history and development of the theories of Psychoanalysis, Behaviorism, and   Humanistic/Transpersonal/Existential (HTE) Psychology)
  2. A rationale for why each movement is/was considered essential to understanding human behavior and experiences.
  3. An analysis of psychoanalysis/psychodynamic theory. What were the primary tenets and perspectives of the theories? Who were the key theorists? How did their work lead them to new ideas including Neo-Freudianism?
  4. An analysis of behaviorism. What were the theoretical underpinnings of the movement? What were the primary tenets and concepts of the movement? Why were these tenets and concepts important? Who were the key theorists?
  5. An analysis of humanistic, transpersonal, and existential psychology (HTE). From what cultural and historical contexts did the movement emerge? What were the primary tenets and concepts of the movement? Why were these tenets and concepts important? How do these tenets and concepts differ across the movement? Who were the key theorists?
  6. A synthesis of these movements. How did these movements enhance the understanding of human behavior, growth, and potential? (Benchmarks C.1.2:  Synthesize the theories of Psychoanalysis, Behaviorism, and HTE Psychology)
  7. An evaluation of the applications of the theories that were the basis for each of these movements. To what extent has the application of these theories enhanced treatments in mental health and the helping professions? (Benchmarks C.1.3:  Evaluate the common applications of Psychoanalysis, Behaviorism, and HTE Psychology)
  8. A statement of next steps. What comes next in the development of psychological approaches to understanding human behavior and experience

Review And Selection Of A Standardized Test

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Read All Instructions for this assignment! Do not copy from other sites for answers this must be original Work. Chart is attached The test I want to write about in the bottom half of this work is Autism Spectrum Disorder. you will have to find two other test for the chart to fill in the other spaces. If you have questions ask me before doing work

 

Compare and contrast three standardized tests related to your specialization based on Elements 1–4 of the Code of Fair Testing Practices in Education. Record findings, references, and a robust rationale on a worksheet. Select one test for further analysis in Assessments 2–4.

Note: Synthesizing the evaluation of test materials and procedures requires specific steps that must be carried out in a certain order. Therefore, you must complete the assessments in this course in the order in which they are presented.

 

Review the Required readings from your Standards text before beginning this assessment.

Instructions

  1. Use the List of Tests by Type PDF in the Required Resources to select three tests from one or two categories. Select a test category that is relevant to your professional training and goals.
  2. Use the Assessment 1 Template: Review and Selection of a Standardized Test worksheet in the Required Resources to complete this assessment.

For this assessment, assume the role of a professional in a setting related to your specialization.

Scenario

Your supervisor has assigned you the responsibility of reviewing and selecting a standardized test to be used in your setting. Knowing that you will be expected to provide an evidence-based rationale for your selection, construct a compare and contrast worksheet for your notes and prepare a summary of your analysis with academic references.

Record all information on the Assessment 1 Template: Review and Selection of a Standardized Test worksheet. There are three sections. The Scoring Guide criteria are italicized.

Section One: Test Review Table

Describe how the three selected tests and category are related to one’s area of specialization and career goal.

  • Identify a professional setting (specialization) and the three tests you researched and reviewed.
  • Select the three tests from a single category* using the List of Tests by Type document. The List of Tests by Type document identifies the 10 categories you may choose from. They include (1) intelligence/cognitive abilities, (2) achievement/aptitude, (3) personality, (4) behavior, (5) adaptive behavior, (6) neuropsychological, (7) career/business/organization, (8) autism, (9) depression, and (10) preschool.

*You may select a test from two categories, if it aligns with your professional goals.

Findings: Compare and contrast these three tests according to the Code’s first four (1–4) elements. Use the element title as a subheading under Findings.

Define the purpose for testing, the content and skills to be tested, and the intended test-takers for the three tests.

  • Element 1. “Define the purpose for testing, the content and skills to be tested, and the intended test takers” (Joint Committee on Testing Practices, 2004, p. 6, See #1). Describe your findings for all three tests, citing references. Use this section to introduce each test and report on each of the three elements: purpose, content and skills, and intended test-takers.

Describe the appropriateness of test content, skills tests, and content coverage for the intended purpose of testing for the three tests.

  • Element 2. Describe “the appropriateness of test content, skills tested, and content coverage for the intended purpose of testing” (Joint Committee on Testing Practices, 2004, p. 6, See #2). Describe your findings for each test, citing references. Use this section to report on unique comments or research that evaluate any aspects of the appropriateness of each test. There may be a wide range of facets considering appropriateness that may be unique to each particular test under consideration.

Describe materials provided by test developers and whether the information provided is clear, accurate, and complete for the three tests.

  • Element 3. Describe “materials provided by test developers and select tests for which clear, accurate, and complete information is provided” (Joint Committee on Testing Practices, 2004, p. 6. See #3). Describe your findings for each test, citing references. Use this section to describe either reviews or your evaluation of the materials described in the sources you locate for each test under consideration.

Analyze the level of professional knowledge, skills, and training required to administer and interpret the three tests.

  • Element 4. “Select tests through a process that includes persons with appropriate knowledge, skills, and training” (Joint Committee on Testing Practices, 2004, p. 6. See #4). Include specific publisher information about test-user qualification (for example, Level A, B, or C; or other classification). Describe your findings for each test.
Section Two: Test Selection and Rationale

Compare and contrast the three tests based on Elements 1–4 in the code of Fair Testing Practices in Education.

  • Compare and contrast the three tests based on these four elements (i.e., 1–4).

Recommend one test for further analysis, based on analysis of Elements 1–4 of the Code of Fair Testing in Education.

  • Select one of the three tests which is most applicable to your current professional setting or to a setting you may choose in the future. Provide a rationale for test selection.
Section Three: References
  • Add references to support your analysis and rationale.

Additional Requirements

Write clearly and logically, with correct use of spelling, grammar. punctuation, mechanics, and APA format and style.

  • References: A minimum of nine references are required for this assessment.
    • Three Mental Measurements Yearbook test reviews from (one for each test).
    • Three test publisher websites (one for each test).
    • Three peer-reviewed journal articles (one for each test).
  • Current APA format and style is required throughout. Be sure to use correct format and style for each respective type of reference, for example, website versus journal).
  • Times New Roman font, 12 pt.
  • Double-spaced.
Reference

Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf

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Psychology Research Worksheet

Name

Institution

PSY7610 – Research Worksheet

Assessment 1: Review and Selection of a Standardized Test

Section One: Test Review Table

Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about the three tests under consideration.

Identify the professional setting:

 

 Test 1 Test 2 Test 3
Test Name Autism Spectrum Disorder (ASD) Wechsler Intelligence Scale for Children (WISC) The third edition of Woodcock-Johnson Measures of Cognitive Abilities (WJIII: COG)
Publisher Psychology Tools SagePub Journals SpringerLink
Publication Date 2017 2017 2016
Types of Scores Obtained FISQ IQ test scores in enjoying the sport, speaking by 2 years, ability to dress herself and Picture communication FISQ IQ test results based on basic communication, image recognition, and letter and number recognition (Canivez et al., 2017). Students’ ability to address spatial, visualization and other derived elements (Cucina & Howardson, 2017).
Intended Population Children aged between 1 to 5 years Kids aged 1 year and 8 years Kids aged between 5-19 years
Element 1:

Purpose, Content, and Skills Tested

 Purpose; to measure and report the level of Autism Spectrum Disorder in children aged between 1 and 5.

Content; 2 test types and level

1 working memory test

2 complementary subtest to identify the naming speed as well as symbol translation (Gray et al., 2017)

 

 The purpose is to develop a standard format for assessment of IQ for early age pupils.

Content includes testing the specific ability of the kid as well as the general abilities (Canivez et al., 2017).

Tested skills include visual memory, cognitive level, verbal and non-verbal understanding and vocabulary comprehension (Park & Demakis, 2017).

 The objectives of the test to evaluate the communication skills as well as the intelligence of international students whom English is the second or tertiary language (Cucina & Howardson, 2017).

Statum II capabilities including writing samples, fluency in writing and handwriting (Schrank & Wendling, 2018).
Element 2:

Appropriateness of Purpose, Content, and Skills

 The relevance was achieved by evaluating the ability of children aged 1-5 to speak. Appropriateness of the purpose was achieved by integration of modern theories like Cattel-Horn-Carroll (Park & Demakis, 2017). There is objectivity of the purpose in evaluating communication level for the foreign student includes assessing of personal skills, academic language proficiency, and scoring system (Schrank & Wendling, 2018).
Element 3:

Review Test Materials

 Applied test materials include board, marker, pencils, laser pointer, smartphone, and paper. Applied test materials include sheets, paper, Phone, laser pointer, projector screen or laptops Utilized Test materials include sheets, paper, Phone, laser pointer, projector screen or laptops
Element 4:

Test User Qualifications for professional administration of test (Letter A, B, C or number)*

 

 The test qualification for those administering the test includes two primary basis

1 MBA in social work, occupational therapy, early childhood education, and psychology.

2 Certification for practices by relevant bodies

3. Formal training in children assessment, speech, and occupational therapy

 The test qualification for those administering the test includes two primary basis

1 MBA in social work, occupational therapy, early childhood education, and psychology.

2 Certification for practices by relevant bodies

3. Formal training in children assessment, speech, and occupational therapy

 The test qualification for those administering the test includes two primary basis

1 MBA in social work, occupational therapy, early childhood education, and psychology.

2 Certification for practices by relevant bodies

3. Formal training in children assessment, speech and occupational therapy (Schrank & Wendling, 2018).

Section Two: Test Selection and Rationale

Test Selection:

Autism Spectrum Disorder:

Rationale:

Explain why you selected ASD testing and how is it helpful

The selected test explained:

The rationale of Autism Spectrum Disorder is perceived to be very difficult since it does not include medical tests like a blood test to aid in the therapy. In other words, ASD is more of the expert observing the child’s behavior through their growth and development. The purpose of ASD testing is to help administrators develop a targeted intervention by applying a normative scaled measurement for kids with autism disorder. The testing scores of ASD disorder help allow professionals to educate parents and teachers on the best way they can communicate and identify the level of autism in kids under the age of 5 years (Matson et al., 2010).

Levels of ASD testing

The content of the ASD test can be broken down into two major levels; the working memory test as well as the complementary test to evaluate the level of identification of symbols or images. The two tests allow experts to categorize children according to the impact of Autism and their IQ levels. They also offer insight to other external factors that affect the child’s intelligence like psychological deposition and home or school environment (Johnsen, 2017).

The ASD scale involves various standard process scores according to the level of speech, naming speed, and identification of images, level of IQ, and the level of interaction with others. According to psychology experts, this strategy is helpful in a quantitative assessment of the test performance. Also, psychologist acknowledges that the level of speech in children below the age of 5 years old has a direct connection to IQ level. Moreover, the ability of the ASD test to measure IQ level in children is among its major advantages.

Define the purpose for all three test, the content and skills to be tested, and the intended test-takers for the three tests.

Describes how the three selected tests are related to a category, but not how they relate to their area of specialization or career goals.

Compare and contrast the three tests based on Elements 1–4 in the Code of Fair Testing Practices in Education.

Describes materials provided by test developers or whether the information provided is clear, accurate, and complete for the three tests.

Describe the appropriateness of test content, skills tested, and content coverage for the intended purpose of testing for the three tests.

In summary, the ASD Test includes identification of three major symptoms in kids; learning disorder, communication issues, and attention deficit. The current edition of the ASD test is evidence of various developmental milestones meant to improve the mode of therapy. In other words, it’s a critical turning point of the long journey and early signs and symptoms of ASD become more familiar. ASD ensures close monitoring of kids at a tender age hence empowering them to discover their potentials (Grondhuis et al., 2018).

Section Three: References

Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2017). Structural validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Confirmatory factor analyses with the 16 primary and secondary subtests. Psychological assessment, 29(4), 458.

Cucina, J. M., & Howardson, G. N. (2017). Woodcock-Johnson-III, Kaufman Adolescent and Adult Intelligence Test (KAIT), Kaufman Assessment Battery for Children (KABC), and Differential Ability Scales (DAS) support Carroll but not Cattell-Horn. Psychological assessment, 29(8), 1001.

Cucina, J. M., & Howardson, G. N. (2017). Woodcock-Johnson-III, Kaufman Adolescent and Adult Intelligence Test (KAIT), Kaufman Assessment Battery for Children (KABC), and Differential Ability Scales (DAS) support Carroll but not Cattell-Horn. Psychological assessment, 29(8), 1001.

Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young children and its relation to intelligence. Journal of Memory and Language, 92, 183-201.

Grondhuis, S. N., Lecavalier, L., Arnold, L. E., Handen, B. L., Scahill, L., McDougle, C. J., & Aman, M. G. (2018). Differences in verbal and nonverbal IQ test scores in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 49, 47-55.

Johnsen, S. K. (2017). Test of Nonverbal Intelligence: A Language-Free Measure of Cognitive Ability. In Handbook of Nonverbal Assessment (pp. 185-206). Springer, Cham.

Matson, J. L., Mahan, S., Kozlowski, A. M., & Shoemaker, M. (2010). Developmental milestones in toddlers with autistic disorder, pervasive developmental disorder—not otherwise specified and atypical development. Developmental Neurorehabilitation, 13(4), 239-247.

Park, S. E., & Demakis, G. J. (2017). Wechsler Preschool and Primary Scale of Intelligence. In Encyclopedia of Personality and Individual Differences (pp. 1-4). Springer, Cham.

Schrank, F. A., & Wendling, B. J. (2018). The Woodcock-Johnson IV Tests of Early Cognitive and Academic Development. Contemporary Intellectual Assessment: Theories, Tests, and Issues, 283.

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