Discuss      the study or case scenario and applicable qualities that relate to the APA      ethical codes

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For this week’s Assignment you will evaluate the assessment and measurement tools from a study or case scenario. Identify an article in the past (5 years) that is related to an ethical psychological assessment instrument or tool. The article should summarize the test designer’s assessment techniques, ethical violation, and author’s ability to address or remedy the issues.

Write an essay, no fewer than seven pages in length, incorporating the following elements based on your findings:

  • Discuss      the study or case scenario and applicable qualities that relate to the APA      ethical codes.
  • Write      your own critical review on the imperfections in this article and your      analysis on how to address the problems noted.
  • Take      an affirmative position on whether or not these ethical challenges affect      the validity of the study or case, and if there are additional test biases      noted.

Along with the text, use a minimum of three scholarly articles to support your critic. One of your supporting articles should be the APA Ethical Codes accessible through the following Library links.

  • Revision      of Ethical Standard 3.04 of the “Ethical Principles of Psychologists      and Code of Conduct” (2002, as Amended 2010). (2016). American      Psychologist, 71(9), 900. doi:10.1037/amp0000102.
    Retrieved from http://search.ebscohost.com.libauth.purdueglobal.edu/login.aspx?direct=true&db=pdh&AN=2016-61507-010&site=eds-live

Miller and Lovler (2016) recommended four websites for psychological test databases, refer to (page 30) of your textbook.

Note: Find a test measuring a construct in your area of interest; do not purchase a review of any test. You will use the websites to look up the name and brief description of a test and then conduct further research on your own about this test.

The assignment should include the following:

  • Follow      assignment directions (review grading rubric for best results).
  • Use      correct APA formatting per the APA Publication Manual, 6th Edition.
  • Demonstrate      college-level communication through the composition of original materials      in Standard American English.
  • Be      written in Standard American English and be clear, specific, and      error-free. If needed, be sure to use the Writing Center for help.
  • Be a      minimum of seven pages (not including Title Page and Reference List).

 

Unit 2 Assignment Rubrics

 

Grading   Rubric Unit 2 Assignment

Points   Possible

Points Earned 

 

Course   Content

 

Addresses   each of the following areas using appropriate references to course materials:

 

Student   synthesizes and addresses the following:

(1) Student   is able to select an appropriate and relevant psychological assessment   instrument

(2) Student is able to discuss the   main issues the authors are addressing in the article

0-30

 

(3) Student   is able to clearly define the ethical violations in the article review

0-30

 

(4) Student   is able to clearly discuss how issues above have relevance to evaluating the   validity of the psychological assessment instrument

0-30

 

Student clearly synthesizes ideas from   the readings, and discusses how correct and incorrect decisions occur when   interpreting a psychological assessment instrument

0-30

 

Writing

 

Style and Mechanics: Clear and logical
organization; paragraphs and sentences are well
developed. Uses correct grammar, spelling, and
punctuation. Meets (7 page) length requirements.

0-15

 

APA Style: Formatted correctly using   APA style.
Provides references to support conclusions.
Paraphrased correctly and accurately; direct
quotes used minimally.

Identify ethical considerations related to biofeedback-based interventions.

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For this assignment you will explore the relationship between neuroscience and behavior by looking at biofeedback and neurobiofeedback, or EEG biofeedback.

Address the following points in your paper:

  • Define and explain biofeedback in your own words.
    • Distinguish between biofeedback and neurofeedback, or EEG biofeedback.
    • Describe who uses biofeedback and EEG biofeedback and why (detail at least two professions and purposes).
  • Explain how an understanding of the nervous system can help us find ways to alleviate disease and pain.
  • Identify the pros and cons of biofeedback-based interventions (highlight areas related to research, studies, theories, practice).
  • Identify ethical considerations related to biofeedback-based interventions.
  • Discuss your point of view with regard to biofeedback-based interventions, such as EEG biofeedback.
    • Have you had any experiences using EEG biofeedback?
    • Can you think of a situation in your life or work where you might consider using EEG biofeedback?
    • Would you recommend biofeedback-based interventions as a useful tool?  Why or why not?

Incorporate a minimum of two scholarly sources in your writing.

Use APA format to style your paper and cite and reference your two sources.

Your paper should be 2-4 pages long, in addition to a title page and a reference page.

Refer to the rubric for more information on how your assignment will be graded.

Due: Sunday, 11:59 p.m. (Pacific time)

Points: 100

Read and complete the “Challenging Practice Session.” What did you discover during the practice session? What did you learn about yourself as a new counselor to be?

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1.1 What are some key things you would do in your first session with a client to get the therapy relationship started in a positive way? Be sure to include a least five communication skills from your text and discuss why they are so critical.

This discussion question meets the following CACREP Standards:

2.F.5.f. Counselor characteristics and behaviors that influence the counseling process.

2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.

1.2 The textbook describes the importance of empathy and presence. What are two or three things that you could do to prepare yourself to be fully present with your clients? Without empathetic presence, what might a client infer?

This discussion question meets the following CACREP Standards:

2.F.5.f. Counselor characteristics and behaviors that influence the counseling process.

2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.

2.1 Read and complete the “Empathetic Listening Practice Exercise.” What did you learn from the exercise? What went well? What could have gone better? How well did you feel you attuned to your volunteer client?

2.2 Read and complete the “Probing and Summarizing Practice Exercise.” What did you learn from the exercise? What went well? What could have gone better? How well do you feel that your probing and summarizing furthered the counseling process?

3.1 You notice that a client has started to withdraw

and engage in some “Yes, but…” behaviors. What are some strategies you could use to help reengage this client?

This discussion question meets the following CACREP Standard: 2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.

3.2 Read and complete the “Challenging Practice Session.” What did you discover during the practice session? What did you learn about yourself as a new counselor to be?

This discussion question meets the following CACREP Standard: 2.F.5.g. Essential interviewing, counseling, and case conceptualization skills

4.1  Provide a scenario involving a client that you imagine you might encounter in your future field placement setting. Describe what stage of the change process the hypothetical client is in. How would you move the client to the next stage?

4.2 Read and complete the “Problem Identification Practice Exercise.” How did your problem identification process go? What went well? What could have been better? What difficulties did you run into in identifying the problem?

each question must be answered with 150-200 words AND have a citation in each answe. Must be done in a question answer format.

Estimate test-retest reliability for nCog – data were collected 2 weeks after the original nCog data (NCOG_T2). 

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For this exercise, your task is to estimate the reliability and validity of a measure of Need for Cognition (nCog; Cacioppo & Petty, 1982; Cacioppo, Petty, & Kao, 1984).

An SPSS data file is included in the assignment folder, with responses from 294 college students. Within the data file you will find raw scores for nCog items, as well as composite scores for several other variables (see page 2 for descriptions).

Your tasks for this assignment are described below. To answer each of these questions, run the analyses using SPSS and report relevant information in your write-up (i.e., the reliability or validity coefficient). Write a report explaining your findings for each of the questions above. Provide an interpretation of what the results mean. In other words, explain your findings in sufficient detail so that another person could understand what you examined and why.

Reliability

  1. Estimate Coefficient Alpha for nCog using the items in the data set.
  2. Estimate test-retest reliability for nCog – data were collected 2 weeks after the original nCog data (NCOG_T2).

Criterion-Related Validity 

  1. Report the criterion-related validity estimate for nCog using College GPA (CollegeGPA).
  2. Report the criterion-related validity estimate for nCog using Student Satisfaction (StudentSat).
  3. Report the incremental validity estimate of nCog above and beyond High School GPA (HS_GPA) and ACT Scores (ACT) in predicting College GPA (CollegeGPA).
  4. Report the incremental validity estimate of nCog above and beyond High School GPA (HS_GPA) and ACT Scores (ACT) in predicting Student Satisfaction (StudentSat).

Construct-Related Validity 

  1. Report convergent validity evidence using Intrinsic Motivation (IntMot) and Mastery Goal Orientation (MGO).
  2. Report discriminant validity evidence using Extrinsic Motivation (ExtMot), Performance Approach Goal Orientation (AppGO), Performance Avoid Goal Orientation (AvdGO), and Social Desirability (SocDes).

 

Variables in Data Set/Assignment

Need for Cognition –described as a drive to understand situations and the world around us (Cacioppo & Petty, 1982; Cacioppo et al., 1984). People with a high need for cognition tend to enjoy problem solving, abstract reasoning, and enjoy complex situations/problems. Items were rated on a 5-point scale (1 = Strongly Disagree to 5 = Strongly Agree), and higher scores indicate higher levels of the construct. Items were taken from Cacioppo et al. (1984), in the attached article.  Note that several of these items are reverse-scored. You will need to re-code them prior to running the analyses.

High School GPA – is cumulative, high school grade point average, on a 4.0 scale. Scores were taken from admissions records.

ACT Scores – ACT scores were gathered from university records.

College GPA – is cumulative, college grade point average on a 4.0 scale. This was taken from university records. In this study College GPA was collected one year after Need for Cognition was measured.

Student Satisfaction – is the extent that students are satisfied with their experiences at the university. Six items were written for the purpose of conducting this study. Cronbach’s alpha for this scale was .90. In this study student satisfaction was collected one year after Need for Cognition was measured.

Academic Motivation focuses on the reasons that students go to college. This is based on Deci and Ryan’s (1985) self-determination theory (Ryan & Deci, 2000). For the purposes of this data collection ten items were written to measure intrinsic motivation and ten items were written to measure extrinsic motivation.

  • Intrinsic Motivation – is based on a drive to learn and accumulate knowledge. The process of learning itself is internally motivating for individuals with a high level of intrinsic motivation. Coefficient alpha for this scale was .92.
  • Extrinsic Motivation – is based on the anticipation of some other, external reward, Individuals with a high level of intrinsic motivation are less interested in learning itself, but motivated because with a college degree they are more likely to obtain a high-paying job or promotion at work. Coefficient alpha for this scale was .87.

Goal Orientation – reflects the purpose, or type of goal that a person aims to achieve when pursuing a particular task (Elliot et al., 1999). This can be composed of mastery goal orientation, performance approach goal orientation, and performance avoid goal orientation. Seven items were written to measure each of the three dimensions below.

  • Mastery Goal Orientation – has a focus on improving oneself as a function of task pursuit, and is often associated with deep-level processing and drive to learn and understand material (e.g., expanding one’s knowledge). Coefficient alpha for this scale was .90.
  • Performance Approach Goal Orientation – is associated with achieving positive outcomes and successful task accomplishment. However, this is more often associated with surface-level processing, with a focus on simply obtaining task outcomes (e.g., getting a good grade). Coefficient alpha for this scale was .83.
  • Performance Avoid Goal Orientation – is also focused on achieving outcomes, but specifically on avoiding failure or negative outcomes. Instead of focusing on learning material or getting a favorable grade or expanding one’s knowledge, the focus remains on not failing a class, for example.   Coefficient alpha for this scale was .89.

Social Desirability – involves providing what would be perceived as favorable, or socially desirable, responses (Crowne & Marlowe, 1960). The KR20 internal consistency estimate for this scale was .87.
References

Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42, 116-131.

Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 3, 306-307.

Crowne, D.P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 349–354.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.

Elliott, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.