Review The Collateral Information Of Case Scenario 2.

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PSY 622 Milestone Two: Case Scenario 2 Guidelines and Rubric (Offender Risk Assessment)

Prompt: Review the collateral information of Case Scenario 2. In the Assessment Data section, review the raw data of the IORNS. Appropriately interpret the scores. Based on your review of Therapeutic Risk Typologies, provide a one- to two-page recommendations report for parole. Specifically, the following critical elements must be addressed:

II. Offender Risk Assessment (Case Scenario 2) a) Assess the extent to which the case study data set meets the Daubert standard (psychometrics). In other words, what is the known or potential

error rate? Has the data been derived using reliable methods? Is the data valid and reliable with regard to the scientific method? b) Evaluate the interview information contained in the scenario for its implications in the risk assessment and recommendations process.

Substantiate your claims with specific research. c) Evaluate the collateral information contained in the scenario for its implications in the risk assessment and recommendations process.

Substantiate your claims with specific research. d) Create a recommendations report for risk management based on the above elements. Justify your position with specific scholarly research. e) Be sure your recommendations report aligns with the ethical guidelines of a professional psychology association. Note: You do not need to

belong to an organization, but rather may view the ethical guidelines on the website of the organization of your choice. Guidelines for Submission: The recommendations report should follow these formatting guidelines: 1–2 pages, double spacing, 12-point Times New Roman font, one-inch margins, and at least three citations in APA format. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Offender Risk Assessment: Daubert

Comprehensively assesses the extent to which the case study data set meets the Daubert standard

Assesses the extent to which the case study data set meets the Daubert standard but with gaps in accuracy or detail

Does not assess the extent to which the case study data set meets the Daubert standard

18

Offender Risk Assessment:

Interview Information

Evaluates interview information appropriately for its implications in the risk assessment process and substantiates claims with specific research

Evaluates information but evaluation is not appropriate to the situation, or does not substantiate claims with research

Does not evaluate interview information

18

 

http://snhu-media.snhu.edu/files/course_repository/graduate/psy/psy622/case_scenario_two.pdf
http://snhu-media.snhu.edu/files/course_repository/graduate/psy/psy622/therapeutic_risk_typologies.pdf
http://snhu-media.snhu.edu/files/production_documentation/formatting/rubric_feedback_instructions_student.pdf

 

 

Offender Risk Assessment:

Collateral Information

Evaluates collateral information appropriately for its implications in the risk assessment and recommendations process and substantiates claims with specific research

Evaluates collateral information but evaluation is not appropriate to the situation, or does not substantiate claims with research

Does not evaluate collateral information

18

Offender Risk Assessment:

Recommendations

Proposes appropriate recommendations and justifies with research

Proposes recommendations that are not appropriate to the situation, or does not justify with research

Does not propose recommendations

18

Offender Risk Assessment: Ethical

Guidelines

Employs appropriate ethical guidelines of a professional organization in making recommendations

Employs ethical guidelines but guidelines are not appropriate to the situation or are not supported by a professional organization

Does not employ ethical guidelines

18

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, or syntax

Submission has major errors related to citations, grammar, spelling, or syntax that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, or syntax that prevent understanding of ideas

10

Earned Total 100%

Complete the University of Phoenix Material: The Practice of Clinical Psychology Worksheet.

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The Practice of Clinical Psychology Worksheet

PSY/480 Version 4

 1

University of Phoenix Material

The Practice of Clinical Psychology Worksheet

Answer the following questions. Your response to each question must be at least 150 words in length.

Provide references

1. What are at least two legal issues associated with clinical psychology? Provide an example of a situation that could be legal but unethical. Explain your response.

2. What are at least two ethical issues associated with clinical psychology? Provide an example of a situation that could be ethical but illegal. Explain your response.

3. Define professional boundaries, boundary crossings, and boundary violations. What effects do boundaries have on the therapeutic relationship?

4. What are at least two cultural limitations associated with assessment and treatment? In your response, discuss the use or misuse of assessment instruments, therapy techniques, research results, or any other facet of clinical practice that could have potentially harmful, culture-specific implications.

Discussion: Alignment And Social Change

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In this last week, you bring your skills in critically evaluating research to a final discussion of what it means for the components of a research study to be logically connected. As you recall from previous weeks, this connection refers to alignment.

You also consider the social change implications of research. Engendering positive social change is at the core of Walden University’s mission. As future researchers and scholar-practitioners in your fields, you have likely had, and will continue to have, opportunities to apply your Walden learning experiences to making a difference in the lives of others.

This week, you will revisit the interrelationship among research components to determine the criteria for evaluating alignment. You will also consider the relationship between research and social change as you reflect on your newly acquired research knowledge and skills.

In the context of research, alignment and social change will be important topics to return to as you prepare for the next courses in the research sequence and continue your development as a scholar-practitioner.

Consider, for example, what criteria are used in your discipline to evaluate alignment of research components. And in what way will your future research contribute to your identity as scholar-practitioner who is dedicated to positive social change?

For this Discussion, you will consider criteria for evaluating alignment among the various components of a research study. You will also reflect on your role as a positive social change agent through research.

With these thoughts in mind:

By Day 4

Post an explanation of the criteria you could use to evaluate alignment between data collection methods and other research components, such as the problem, purpose, research questions, and design. Then, reflecting on the course content, discuss the extent to which your newly acquired research knowledge and skills can support your role as an agent of positive social change. Be specific and provide an example(s).

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012). When to use what research design. New York,

Reflection Paper on Grief

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PSY 200: Lifespan Psychology

Observation Paper #3

Directions: The grief process is as natural as any other time in our lives, but it is one that we will face often. Grief is not just associated with death but can be suffered after the loss of a cherished relationship, item, or even experience. What makes each similar and spurs the same response is because each has to do with change, not necessarily loss. For this assignment, reflect on a time that prompted you to experience each of the five stages of grief and then answer the prompts:

Stage 1 – Denial

Stage 2 – Bargaining

Stage 3 – Anger

Stage 4 – Depression

Stage 5 – Acceptance

  1. Describe your grief experience, providing detail on the situation and explain the sentimental nature of why you felt loss. (This is a two-part prompt).

 

  1. List emotions and/or behaviors you experienced during each of the five stages. (This is a five-part prompt.)

 

  1. How has this experienced shaped how you experience the grief cycle, addressing both the positive and negative attributes. (This a two-part prompt.)

This is the person placing the order writing this: This needs to be something personal, my teacher is not worried about references of how well it is written, it just has to be as personal as possible. I am a 40 year old male that still has both my parents and grandparents. My teacher knows I still have them in my life so if you want to write about a friend that passed or a dog would work. Please make sure it is as personal as possible, it does not need to be written perfectly, in fact don’t make it sound to well written or she will know I didn’t write it. If you have any questions send me a message. Thank you