Create A PowerPoint Presentation Of 16-18 Slides For The Minnesota Multiphasic Personality Inventory (MMPI-2-RF).

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Create a PowerPoint presentation of 16-18 slides for the Minnesota Multiphasic Personality Inventory (MMPI-2-RF).

Address and include the following in your PowerPoint:

  • A title, introduction, and conclusion slide.
  • What is the MMPI-2-RF and what does it measure?
  • What are the legal and ethical requirements for a professional to administer, interpret, and/or report the results of an MMPI-2-RF?
  • How would information gathered from the MMPI-2-RF assist in the intake and treatment planning process?
  • Describe potential treatment strategies that would likely be incorporated into a treatment plan based on results from an MMPI-2-RF.
  • Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50 words.
  • A reference slide with a minimum of four scholarly references in addition to the textbook.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

Person Variables vs. Situation Variables

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Person Variables vs. Situation Variables

Walter Mischel argued that most traditional personality theories focus on person variables (variables that are thought to exist in a person) and do not focus on situation variables (variables that are thought to exist in a situation).

Based on your reading about Walter Mischel, answer the following:

  • Explain the proposition given by Walter Mischel on the focus of traditional personality theories on person variables instead of situation variables in your own words.

Skinner studied overt behavior and rejected studying internal processes as determinants of behavior.

Based on your reading about Skinner, answer the following:

  • Discuss why Skinner studied overt behavior and rejected studying internal processes as determinants of behavior.

***No plagerism,Cite any sources in APA format. and just need one page its just a Discussion post

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Rubric Assessment

Rubric Total Score Total Score of SUO Discussion Rubric (80 Points) – Version 1.2, / 80 * This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table. Response No Submission 0 points Emerging (F-D: 1-27) 27 points Satisfactory (C: 28-31) 31 points Proficient (B: 32-35) 35 points Exemplary (A: 36-40) 40 points Criterion Score Quality of Initial Posting

No initial posting exists to evaluate.

The information provided is inaccurate, not focused on the assignment’s topic, and/or does not answer the question(s) fully. Response demonstrates incomplete understanding of the topic and/or inadequate preparation.

The information provided is accurate, giving a basic understanding of the topic(s) covered. A basic understanding is when you are able to describe the terms and concepts covered. Despite this basic understanding, initial posting may not include complete development of all aspects of the assignment.

The information provided is accurate, displaying a good understanding of the topic(s) covered. A good understanding is when you are able to explain the terms and topics covered. Initial posting demonstrates sincere reflection and addresses most aspects of the assignment, although all concepts may not be fully developed.

The information provided is accurate, providing an in-depth, well thought-out understanding of the topic(s) covered. An in-depth understanding provides an analysis of the information, synthesizing what is learned from the course/assigned readings.

Score of Quality of Initial Posting, / 40 * This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table. Participation No Submission 0 points Emerging (F-D: 1-13) 13 points Satisfactory (C: 14-16) 16 points Proficient (B: 17-18) 18 points Exemplary (A: 19-20) 20 points Criterion Score Participation in Discussion

No responses to other classmates were posted in this discussion forum.

May include one or more of the following: *Comments to only one other student’s post. *Comments are not substantive, such as just one line or saying, “Good job” or “I agree. *Comments are off topic.

Comments to two or more classmates’ initial posts but only on one day of the week. Comments are substantive, meaning they reflect and expand on what the other student wrote.

Comments to two or more classmates’ initial posts on more than one day. Comments are substantive, meaning they reflect and expand on what the other student wrote.

Comments to two or more classmates’ initial posts and to the instructor’s comment (if applicable) on two or more days. Responses demonstrate an analysis of peers’ comments, building on previous posts. Comments extend and deepen meaningful conversation and may include a follow-up question.

Score of Participation in Discussion, / 20 * This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table. Writing No Submission 0 points Emerging (F-D: 1-13) 13 points Satisfaction (C: 14-16) 16 points Proficient (B: 17-18) 18 points Exemplary (A: 19-20) 20 points Criterion Score Writing Mechanics (Spelling, Grammar, Citation Style) and Information Literacy

No postings for which to evaluate language and grammar exist.

Numerous issues in any of the following: grammar, mechanics, spelling, use of slang, and incomplete or missing citations and references. If required for the assignment, did not use course, text, and/or outside readings (where relevant) to support work.

Some spelling, grammatical, and/or structural errors are present. Some errors in formatting citations and references are present. If required for the assignment, utilizes sources to support work for initial post but not comments to other students. Sources include course/text readings but outside sources (when relevant) include non-academic/authoritative, such as Wikis and .com resources.

Minor errors in grammar, mechanics, or spelling in the initial posting are present. Minor errors in formatting citations and references may exist. If required for the assignment, utilizes sources to support work for both the initial post and some of the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov Web sites, professional organization Web sites, cases, statutes, or administrative rules).

Minor to no errors exist in grammar, mechanics, or spelling in both the initial post and comments to others. Formatting of citations and references is correct. If required for the assignment, utilizes sources to support work for both the initial post and the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov Web sites, professional organization Web sites, cases, statutes, or administrative rules).

Score of Writing Mechanics (Spelling, Grammar, Citation Style) and Information Literacy, / 20 *

Overall Score

Overall Score

No Submission0 points minimum

There was no submission for this assignment.

Emerging (F to D Range)1 point minimum

Satisfactory progress has not been met on the competencies for this assignment.

Satisfactory (C Range)56 points minimum

Satisfactory progress has been achieved on the competencies for this assignment.

Proficient (B Range)64 points minimum

Proficiency has been achieved on the competencies for this assignment.

Exemplary (A Range)72 points minimum

The competencies for this assignment have been mastered.

Close

Eastern Ethics and Natural Law

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Eastern Ethics and Natural Law

Do some research on one of the Eastern systems and then compare it to either Aristotle’s virtue theory or Aquinas’ Natural Law Theory in terms of which seems more reasonable. Which seems more coherent and able to be followed and which might help a person formulate a plan that would produce more morally acceptable behavior.

What kind of implications do particular limitations of human memory have on the use of eye-witness testimony in criminal and civil court cases?

Review Josh’s recorded video of his intake interview with therapist Dr. Amy Wenze

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CNL-605: Biopsychosocial Assessment Template

 

Client’s Name: Date:
DOB: Age:
Start Time: End Time:

 

 

Identifying Information:

 

 

 

Presenting Problem/Chief Complaint:

 

 

 

Substance Use History:

 

 

 

 

 

Addictions (i.e., gambling, pornography, video gaming):

 

 

 

Medical History/Mental Health History/Hospitalizations:

 

 

 

Abuse/Trauma History:

 

 

 

Social History and Resources:

 

 

 

Legal History:

 

 

 

 

 

Educational History:

 

 

 

Family History:

 

 

 

Cultural Factors:

 

 

 

Resources, Strengths, and Weaknesses:

 

 

 

Case Conceptualization (Conceptualize the case using your preferred theoretical orientation):

 

 

Clinical Justification:

 

 

 

Initial Diagnosis (DSM-5):

Principal Diagnosis: ICD-10 Code: DSM-5 Disorder: Subtypes: Specifiers:
         
         
Provisional Diagnosis: ICD-10 Code: DSM-5 Disorder: Subtypes: Specifiers:
         
         

 

Initial Treatment Goals Informed by Theoretical Orientation (SMART Goal Format):

Goal # 1:
Objectives: Interventions: Target Date:
1.    
2.    
Goal # 2:
Objectives: Interventions: Target Date:
1.    
2.    

 

Student Clinician’s Name: Date: