Ethical And Professional Issues In Psychology Testing

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Due 8/3/2018                                    Due 8/3/2018

 

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..

 

Please Follow Directions                     No Plagiarism

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

  • Select one of the Ethical and Professional Quandries in Testing from Case Exhibit 1.2 in your textbook and describe the ethical issues specific to the scenario you selected. Include an analysis of the relevant principles from Standard 9 in the APA Ethical Principles of Psychologists and Code of Conduct (Links to an external site.)Links to an external site.
  • Taking on the role of the psychologist or counselor in the chosen scenario, describe how you might respond to the challenge you selected and provide a brief rationale for your decision.

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

  • Must consist of 16 to 20 slides (not including title and reference slides) that are formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Key Elements of Family Counseling and Cultural Factors

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Please can you do this Unit 5 Discussion 1 & 2? $30.00 Due (SUNDAY) 8/05/2018.

Unit 5 Discussion 1

Key Elements of Family Counseling and Cultural Factors

Based on this unit’s readings, define the following key elements of family systems theories. Then, compare how they might be expressed in families from two different cultures, with specific examples:

· Boundaries: What are they, and why are they important?

· Symptom maintenance: What is symptom maintenance, and why is it important to consider in counseling children?

· Attribution of meaning: What is meant by attributing meaning to a child’s or an adolescent’s behavior?

· Family rules: How would you define this, and why is it important when working with children and adolescents?

Use APA style to cite and reference at least two sources from this Unit’s assigned readings.

 

Resources

· Discussion Participation Scoring Guide.

· APA Style and Format.

Unit 5 Discussion 2

Using Family Theories to Create Treatment Goals

For this discussion, you will practice analyzing a case and using the DSM to develop a differential diagnosis, and then selecting a family systems theory as the framework for establishing treatment goals.

Read Joanne and Reggie’s Case Study below, based on Shaw and Ingoldsby’s “Children of Divorce” (1999). In your initial post:

· Briefly analyze the micro (intra-individual and closest relationships and contexts) and macro (broader context) perspectives of how individual, family, community, societal, and cultural factors are affecting Reggie, Joanne’s son.

· Use the DSM to develop a tentative diagnosis for Reggie, Joanne’s son.

· Identify one of the three family systems approaches examined in this unit that you can apply to the case. Explain why you think it is appropriate for this case.

· Develop one long-term and two short-term treatment goals, based on the family systems theory you chose, with accompanying interventions.

· Explain your rationale for selecting each goal, and describe how the interventions you selected will help create change toward the goal.

Use APA style to cite and reference at least two sources from this Unit’s assigned readings. Your post should be between 250–500 words.

Joanne and Reggie

Joanne, a 32-year-old African American female, contacted your clinic regarding the problematic behavior of her 10-year-old son, Reggie. At the time of the phone intake, Joanne mentioned that she had separated from her 35-year-old husband, Jim, about 9 months prior. Reggie’s behavior began deteriorating a few months prior to the separation. Joanne noted that her other child, Aleisha, age 8, has shown few behavior problems since the separation, although Aleisha occasionally speaks of missing her father.

According to Joanne, Reggie currently demonstrates behavior problems at home and at school. At home, Reggie has become noncompliant and defiant toward his mother. He refuses to complete daily chores and consistently challenges Joanne’s authority to make family decisions. Reggie has also developed a negative attitude toward Aleisha, regularly starting fights and acting aggressively toward her. Over the past 6 months, Reggie’s grades have fallen from As and Bs to Cs and Ds. He has been suspended from school twice for fighting with other children during recess.

Reggie began exhibiting behavioral problems at home and school shortly before the parental separation. Previously, although he had an occasional temper tantrum at home, he completed chores regularly, rarely questioned his mother’s authority, and never fought at school.

During the phone intake, Joanne described her relationship with her ex-husband Jim as “horrible,” commenting that the divorce has become “messier and messier” during the past year. She said the marriage dissolved because Jim had engaged in several extramarital affairs. He is now living with Sylvia, age 24, who he began seeing before the separation. Joanne stated that she is still extremely angry with Jim about his affairs and the dissolution of their marriage. She said that she only talks to Jim “when it is absolutely necessary.” When asked if Reggie’s father would be interested in helping with Reggie’s problems, she responded, “probably not,” and said that she would prefer as little contact as possible with her ex-husband.

When asked how often the two children were seeing their father, she commented that his visitation was “irregular at best.” During the first few months after the initial separation, Jim had seen the children at least once every two weeks. However, during the past four to five months, his contact has become sporadic. In the past two months, he has only seen Reggie and Aleisha once. Jim has also been negligent in making child support payments. Jim’s mother and sister, as well as his large extended family, continue to be involved in Reggie’s life.

The initial intake session included Joanne and the two children. During the intake, Joanne was adamant about her son’s and ex-husband’s misbehavior. Though Alicia spoke only when spoken to, Reggie articulately defended his own behavior as well as his father’s. Reggie also defended his challenges to Joanne’s competency to make decisions for the family, and complained that his mother had become extremely inconsistent in establishing and enforcing rules the past year. When Reggie was asked about his behavior at school, he was less forthcoming, stating only that he would “be okay if people just left me alone.” When asked to describe his relationship with his father, Reggie said it was good, and that he would like to see his father more often.

Resources

· Discussion Participation Scoring Guide.

· APA Style and Format.

· DSM-5 Handbook of Differential Diagnosis.

Audiovisual Media

· Family Counseling: Clarks’ Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 15, “Family Counseling,” and choose Video Activity 1 to get started. Transcript.

· Family Counseling: Clarks’ Interview, Clip 2: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 15, “Family Counseling,” and choose Video Activity 2 to get started. Transcript.

Why is it suggested that cognitivists disagree with the behaviorist view that learning only occurs if there is an outward manifestation? What other notable differences do these two theories suggest?

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Prior to engaging in this discussion, read Chapter 2: The Emergence of Cognitive Research, from your text, watch the video, TEDTalks: Peter Doolittle—How Your “Working Memory” Makes Sense of the World (Links to an external site.)Links to an external site., and the Instructor Guidance.

For this discussion, you will be considering the variables that  differentiate cognitivism from behaviorism and how this area of  understanding ‘how we learn,’ affects our own ability to effectively  acquire new knowledge and apply to our personal and professional goals.

As you have read this week, cognitivism is a theory that addresses  the mind’s contribution to how we learn. The cognitive revolution  (although considered by some as an overly stated fact) is suggested to  have been a response to the behaviorist movement that rejected  introspection (anti-mentalism), and controversially lead to, what some  consider, a dissolvement of the behaviorist movement. Consider the  following questions about cognitivism and discuss each, basing your  posture on this week’s readings, your past experiences, and your past  knowledge.

  • Why is it suggested that cognitivists disagree with the behaviorist  view that learning only occurs if there is an outward manifestation?  What other notable differences do these two theories suggest?
  • Do you agree with the cognitivist view that learning is a change in one’s schemata? (Support with citations.)
  • How have your personal schemata changed throughout your life? (Could  be about learning, but also about other domains such as love, honesty,  hard work, loyalty, etc.)
  • List an example of a schema that has changed, in your own knowledge development. involving the field of psychology.
  • Based on cognitivism, what implications does it suggest is a  potential concern for effectively processing information when cognitive  load is not effectually considered?
    • Do you recall a time where learning was difficult because there were  too many components all at once? What strategy(ies) did you use to work  through this situation?

Biopsychosocial Assessment: Part 2

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Refer back to the movie you selected and watched or the case study  you read during Topic 1.

Continue working on the biopsychosocial  assessment submitted in Topic 2 and complete Part 2 of the  biopsychosoical assessment.

Make any suggested changes from your instructor.

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.

You are required to submit this assignment to Turnitin. Refer to the  directions in the Student Success Center.

This assignment meets the following CACREP Standards:

2.F.5.h. Developmentally relevant counseling treatment or    intervention plans.

5.C.3.a. Intake interview, mental status evaluation,    biopsychosocial history, mental health history, and psychological    assessment for treatment planning and caseload management.

This assignment meets the following NASAC Standards:

25) Gather data systematically from the client and other available    collateral sources, using screening instruments and other methods    that are sensitive to age, culture and gender. At a minimum, data    should include: current and historic substance use; health, mental    health, and substance-related treatment history; mental status; and    current social, environmental, and/or economic constraints on the    client’s ability to follow-through successfully with an action plan.

28) Determine the client’s readiness for treatment/change and the    needs of others involved in the current situation.

29) Review the treatment options relevant to the client’s needs,    characteristics, and goals.

31) Construct with the client and others, as appropriate, an    initial action plan based on needs, preferences, and available resources.

32) Based on an initial action plan, take specific steps to    initiate an admission or referral, and ensure follow-through.

33) Select and use comprehensive assessment instruments that are    sensitive to age, gender and culture, and which address: (a) History    of alcohol and other drug use (b) Health, mental health, and    substance-related treatment history (c) History of sexual abuse or    other physical, emotional, and verbal abuse, and/or other    significant trauma (d) Family issues (e) Work history and career    issues (f) Psychological, emotional, and world-view concerns (g)    Physical and mental health status (h) Acculturation, assimilation,    and cultural identification(s) (i) Education and basic life skills    (j) Socio-economic characteristics, lifestyle, and current legal    status (k) Use of community resources (l) Behavioral indicators of    problems in the domains listed above.

34) Analyze and interpret the data to determine treatment recommendations.

36) Document assessment findings and treatment recommendations.

37) Obtain and interpret all relevant assessment information.

111) Prepare accurate and concise screening, intake, and    assessment reports.