Briefly define the concepts of reliability and validity as they apply to psychological assessment.

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Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.
There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.
Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.
The Assessment Guide must include the following sections:
Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

Introduction and Overview 
Tests of Intelligence
Tests of Achievement
Tests of Ability
Neuropsychological Testing
Personality Testing
Industrial, Occupational, and Career Assessment
Forensic Assessment
Special Topics (student’s choice)
References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

Definition of a Test (e.g., What is a Test?)
Briefly define psychological assessment.
Types of Tests
Identify the major categories of psychological assessment.
Reliability and Validity
Briefly define the concepts of reliability and validity as they apply to psychological assessment.
Role of testing and assessment in the diagnostic process
Briefly explain role of assessment in diagnosis.
Professionals Who Administer Tests
Briefly describe the types of professionals involved in various assessment processes.
Culture and Testing
Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets. Be sure to reference the content requirements prior to completing each of the information sheets on the following categories of assessment.

Tests of Intelligence
Tests of Achievement
Tests of Ability
Neuropsychological Testing
Personality Testing
Industrial, Occupational, and Career Assessment
Forensic Assessment
Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

Testing Preschool-Aged Children
Testing Elementary School-Aged Children
Testing Adolescents
Testing Geriatric Patients
Testing First Generation Immigrants
Testing in Rural Communities
Testing English Language Learners
Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
Testing Individuals Who Are Incarcerated
Testing for Competency to Stand Trial
Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.
Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.
The Assessment Guide

Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:     

Title of guide
Student’s name
Course name and number
Instructor’s name
Date submitted

Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

How to better manage interdepartmental communication in respect to work place safety in trauma situations Tentative title: Interdepartmental communication in respect to work place safety in trauma situations.

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LITERATURE REVIEW – Patient Experience Write a 6 page literature review of the following references. This needs to be done in APA format. The focus of the literature review needs to follow the following Research guidelines: Problem: There is very little communication when there is a violent patient or potentially violent patient being treated by clinicians across multiple departments in emergency medicine. Purpose: To manage improved communication techniques between departments in respect to work place safety in trauma situations. Research question: How to better manage interdepartmental communication in respect to work place safety in trauma situations Tentative title: Interdepartmental communication in respect to work place safety in trauma situations. (Ahmed, Burt, & Roland, 2014; Hogerzeil, Samson, Jaume Vidal, & Rahmani-Ocora, 2006; Kumar, Henseler, & Haukaas, 2009; Lewis, 2015; Nancy Mannion et al., 2017; Padgett, 2014; Robbins, 2014; Rosiek & Leksowski, 2013; Stuttaford et al., 2014) References Ahmed, F., Burt, J., & Roland, M. (2014). Measuring Patient Experience: Concepts and Methods. The Patient, 7(3), 235-241. Hogerzeil, H. V., Samson, M., Jaume Vidal, C., & Rahmani-Ocora, L. (2006). Is access to essential medicines as part of the fulfilment of the right to health enforceable through the courts? The Lancet, 368(9532), 305-311. Kumar, S., Henseler, A., & Haukaas, D. (2009). HIPAA’s effects on US healthcare. International Journal of Health Care Quality Assurance, 22(2), 183-197. doi:http://dx.doi.org/10.1108/09526860910944665 Lewis, T. (2015). Healthcare Leaders Who Influence the Sustainability of High Patient Satisfaction Scores. (3721844 Ph.D.), The Chicago School of Professional Psychology, Ann Arbor. Retrieved from https://proxy.cecybrary.com/login?url=https://search.proquest.com/docview/1721470413?accountid=26967 ProQuest Dissertations & Theses Global database. Nancy Mannion, B., Bhattacharya, A., Edwards, C., Fasnacht, A., Mazzone, L., Stephens, K., . . . Swanson-Bierman, B. (2017). Impact of a Planned Workflow Change: Super Track Improves Quality and Service for Low-Acuity Patients at an Inner-City Hospital. Journal of Emergency Nursing, 43(2), 114-125. doi:http://dx.doi.org/10.1016/j.jen.2016.03.029 Padgett, J. D. (2014). Patient Safety Culture and High Reliability Organizations. (3625714 D.B.A.), Walden University, Ann Arbor. Retrieved from https://proxy.cecybrary.com/login?url=https://search.proquest.com/docview/1557705479?accountid=144789 ProQuest Central database. Robbins, B. G. (2014). On the Origins of Trust. (3641622 Ph.D.), University of Washington, Ann Arbor. Retrieved from https://proxy.cecybrary.com/login?url=https://search.proquest.com/docview/1622540352?accountid=26967 ProQuest Central; ProQuest Dissertations & Theses Global database. Rosiek, A., & Leksowski, K. (2013). How the Practicing Physician Encounters Human Rights in Daily Clinical Situations. Health, Culture and Society, 4(1), 66-n/a. doi:http://dx.doi.org/10.5195/hcs.2013.110 Stuttaford, M., Makhamreh, S. A., Coomans, F., Harrington, J., Himonga, C., & Hundt, G. L. (2014). The right to traditional, complementary, and alternative health care. Global Health Action, 7. doi:http://dx.doi.org/10.3402/gha.v7.24121

Discuss two or more methods of stress management and provide theoretical explanations and research evidence to show their effectiveness.

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Length: 1500 words (excluding reference list) Task: Write an essay: Stress is a normal part of people’s lives. Your first task in writing this essay, is to discuss life changes and or daily hassles as a source of stress. Use psychological theory and research evidence to explain this aspect of stress. Next, there are several methods used to manage the negative effects of stress. Methods used to manage stress can be biological or psychological. Discuss two or more methods of stress management and provide theoretical explanations and research evidence to show their effectiveness. Presentation: Use this essay template The assignment is to be formatted as per the APA (6th edition) style. You can use this template or you can format your own document using the details below. 2.54 cm (1 inch) margin on all sides. Flush left justification style (ragged right) (APA, 2009, p. 229). 1 cm indentation for new paragraphs Use Times New Roman with 12 pt. font size (APA, 2009, p. 229). Double space all text, titles, table notes, and figure captions (APA, 2009, p. 229). have a running head left justified in the header of each page with the words “Running head:” before the shortened title (APA, 2009, pp. 229-230) page numbers need to be right aligned in the header in-text citations and referencing list are to comply with the sixth edition of the APA Publication Manual. For details regarding the APA manuscript style see: Burton, L. J. (2018). An interactive approach to writing essays and research reports in psychology (4th ed.). Milton, QLD: Wiley. American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. The electronic version is available via the CDU library – click here Websites that might be useful:

Write a 4–5-page assessment in which you apply theories and concepts about prejudice, stereotypes, and groups to different points

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Write a 4–5-page assessment in which you apply theories and concepts about prejudice, stereotypes, and groups to different points related to these topics. Prejudice and stereotyping seem to be part of the human condition, and it is essential to examine how attitudes develop in order to change our behavior as individuals and as a society. Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. FMG VIDEOS Click the following links to view videos purchased through Films Media Group for use in this Capella course. Any distribution of video content or associated links is prohibited. Racial Stereotypes in the Media | Transcript. Prejudice: More than Black and White | Transcript. LIBRARY RESOURCES The following e-books or articles from the Capella University Library are linked directly in this course. Note: Some of the articles are quite old and are included here because they are considered seminal works in the field. Aramovich, N. P. (2014). The effect of stereotype threat on group versus individual performance. Small Group Research, 45(2), 176–197. Brambilla, M., & Butz, D. A. (2013). Intergroup threat and outgroup attitudes: Macro-level symbolic threat increases prejudice against gay men. Social Psychology, 44(5), 311–319. Carr, P. B., Dweck, C. S., & Pauker, K. (2012). “Prejudiced” behavior without prejudice? Beliefs about the malleability of prejudice affect interracial interactions. Journal of Personality and Social Psychology, 103(3), 452–471. Dasgupta, N., DeSteno, D., Williams, L. A., & Hunsinger, M. (2009). Fanning the flames of prejudice: The influence of specific incidental emotions on implicit prejudice. Emotion, 9(4), 585–591. Fehr, J., Sassenberg, K., & Jonas, K. J. (2012). Willful stereotype control: The impact of internal motivation to respond without prejudice on the regulation of activated stereotypes. Zeitschrift Für Psychologie, 220(3), 180–186. Gallate, J., Wong, C., Ellwood, S., Chi, R., & Snyder, A. (2011). Noninvasive brain stimulation reduces prejudice scores on an implicit association test. Neuropsychology, 25(2), 185–192. Johnson, M. K., Rowatt, W. C., & LaBouff, J. P. (2012). Religiosity and prejudice revisited: In-group favoritism, out-group derogation, or both? Psychology of Religion and Spirituality, 4(2), 154–168. Lehman, B. (2012). The impacts of friendship groups’ racial composition when perceptions of prejudice threaten students’ academic self-concept. Social Psychology of Education, 15(3), 411–425. Paluck, E. L. (2009). Reducing intergroup prejudice and conflict using the media: A field experiment in Rwanda. Journal of Personality And Social Psychology, 96(3), 574–587. Pearl, R. L., Puhl, R. M., & Brownell, K. D. (2012). Positive media portrayals of obese persons: Impact on attitudes and image preferences. Health Psychology, 31(6), 821–829. Scarabis, M., & Florack, A. (2008). How the motivation to make fair judgments influences memory for in- and out-group behavior. Swiss Journal of Psychology/Schweizerische Zeitschrift Für Psychologie/Revue Suisse De Psychologie, 67(4), 241–248. Schlehofer, M. M., Casad, B. J., Bligh, M. C., & Grotto, A. R. (2011). Navigating public prejudices: The impact of media and attitudes on high-profile female political leaders. Sex Roles, 65(1–2), 69–82. Shier, M. L., Jones, M. E., & Graham, J. R. (2010). Perspectives of employed people experiencing homelessness of self and being homeless: Challenging socially constructed perceptions and stereotypes. Journal of Sociology and Social Welfare, 37(4), 13–37. Reyna, C., Dobria, O., & Wetherell, G. (2013). The complexity and ambivalence of immigration attitudes: Ambivalent stereotypes predict conflicting attitudes toward immigration policies. Cultural Diversity and Ethnic Minority Psychology, 19(3), 342–356. Ryan, C. S., & Bogart, L. M. (1997). Development of new group members’ in-group and out-group stereotypes: Changes in perceived group variability and ethnocentrism. Journal of Personality and Social Psychology, 73(4), 719–732. Wong, Y. J., Horn, A. J., & Chen, S. (2013). Perceived masculinity: The potential influence of race, racial essentialist beliefs, and stereotypes. Psychology of Men & Masculinity, 14(4), 452–464. Zafar, S., & Ross, E. C. (2014). Interreligious contact, attitudes, and stereotypes: A study of five religious groups in Canada. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement. Advance online publication. Von Sikorski, C., & Schierl, T. (2014). Attitudes in context: Media effects of salient contextual information on recipients’ attitudes toward persons with disabilities. Journal of Media Psychology, 26(2), 70–80. Assessment Instructions Search for research articles on theories and concepts related to prejudice, stereotypes, and groups. For your assessment, apply at least one theory or concept to each of the following: Examine how attitudes and behaviors of a group can contribute to prejudice and stereotyping. Analyze how the portrayal of ethnic, cultural, or social groups by the media can influence social perception of those groups and perpetuate stereotypes. Provide specific examples of how a group has been portrayed in the media. Explain how membership in a group can influence social judgment. Analyze how subtle stereotyping in everyday language and cognitive dissonance can affect the ability to bring about social change. Provide specific examples. Describe the types of ethical considerations researchers should consider before conducting research on the hotly debated topics of prejudice and stereotyping. What are the implications and likely consequences for society if prejudice and stereotyping are not reduced? Your submitted assessment should be 4–5 pages in length, excluding title page and reference page. Support your statements and analyses with references to at least three scholarly research articles. Be sure to follow APA guidelines for format and style. Additional Requirements Include a title page and reference page. At least three current scholarly or professional resources. APA format. Times New Roman font, 12 point. Double spaced. Social Judgment Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Examine how attitudes and behaviors of a group influence prejudice and stereotyping.    Does not describe how attitudes and behaviors of a group influence prejudice and stereotyping. Describes how attitudes and behaviors of a group influence prejudice and stereotyping. Examines how attitudes and behaviors of a group influence prejudice and stereotyping. Examines how attitudes and behaviors of a group influence prejudice and stereotyping and provides specific, relevant examples. Analyze how portrayal of ethnic, cultural, and social groups by the media influences social perception of the group and perpetuates stereotyping.    Does not explain how portrayal of ethnic, cultural, and social groups by the media influences social perception of the group and perpetuates stereotyping. Explains but does not analyze how portrayal of ethnic, cultural, and social groups by the media influences social perception of the group and perpetuates stereotyping. Analyzes how portrayal of ethnic, cultural, and social groups by the media influences social perception of the group and perpetuates stereotyping. Analyzes how portrayal of ethnic, cultural, and social groups by the media influences social perception of the group and perpetuates stereotyping; provides relevant, real-world examples. Explain how membership in a group influences social judgment.    Does not explain how membership in a group influences social judgment. Explains how membership in a group influences social judgment but does not tie explanation to theory or concept. Explains how membership in a group influences social judgment. Analyzes how membership in a group influences social judgment. Analyze how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change.    Does not describe how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change. Describes but does not analyze how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change. Analyzes how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change. Analyzes how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change; suggests strategies to recognize and reduce subtle stereotyping and cognitive dissonance. Describe ethical challenges researchers face when conducting research on controversial topics.    Does not describe ethical challenges researchers face when conducting research on controversial topics. Describes ethical challenges researchers face when conducting research on controversial topics but does not clarify how the challenges are ethical in nature. Describes ethical challenges researchers face when conducting research on controversial topics. Describes ethical challenges researchers face when conducting research on controversial topics and considers the implications for the field of psychology of not addressing the ethical challenges. Examine the implications and consequences for society of not addressing prejudice and stereotyping.    Does not describe the implications and consequences for society of not addressing prejudice and stereotyping. Describes the implications and consequences for society of not addressing prejudice and stereotyping. Examines the implications and consequences for society of not addressing prejudice and stereotyping. Examines the implications and consequences for society of not addressing prejudice and stereotyping; recommends strategies for change. Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.    Writing does not support a central idea. Does not use correct grammar, usage, and mechanics as expected of a psychology professional. Writing supports an idea but is inconsistent and contains major errors of grammar, usage, and mechanics. Writing coherently supports a central idea with few errors of grammar, usage, and mechanics. Writing is coherent, using evidence to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Use APA format and style.