Debate the arguments supporting and opposing the use of projective and objective personality assessments with your identified client.

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Evaluating Objective and Projective Asessments

Prior to beginning work on this assignment, review Chapters 8 and 9 in your textbook.In this assignment, you will compare projective and objective methods of personality assessment. Research a minimum of three peer-reviewed articles in the Ashford University Library that were published within the last 15 years on these techniques. In your paper, you will provide an evaluation of these techniques organized according to the outline provided below. Use information from your researched peer-reviewed articles and required sources to support your work in each section.Section 1: Objective Personality Assesment

  • Define the term objective in objective methods of personality assessment.
  • Summarize the features of objective methods of personality assessment, and provide at least three examples of these types of measures.
  • Explain the assumptions on which objective methods are based, and provide an analysis of empirical research testing the validity of the assumptions you identified.
  • Appraise the research exploring the technical adequacy (i.e., reliability and validity) of objective tests.
  • Describe the impact of social and culture variability on the administration and interpretation of objective tests.

Section 2: Projective Personality Assesment

  • Define the term projective in projective methods of personality assessment.
  • Summarize the features of projective methods of personality assessment, and provide at least three examples of these types of measures.
  • Explain the assumptions on which projective methods are based, and provide an analysis of empirical research testing the validity of the assumptions you identified.
  • Appraise the research exploring the technical adequacy (i.e., reliability and validity) of projective tests.
  • Describe the impact of social and culture variability on the administration and interpretation of projective tests.

Section 3: Synthesis, Conclusions, and Recommendations

  • Write a brief one-paragraph scenario for a fictitious client. Include the following information: presenting concerns (reason for referral), age, gender, ethnicity, language(s), and any other significant information (e.g., military status, health issues, marital status, sexual orientation, etc.).
  • Debate the arguments supporting and opposing the use of projective and objective personality assessments with your identified client.
  • Select a minimum of one objective and one projective measure to use with your client. Compare the use of the selected projective and objective personality measures with your identified client.
  • Analyze the advantages and limitations of each assessment measure you selected.
  • Compose recommendations to improve the validity of personality assessment.

The Evaluation of Objective and Projective Measures of Personality

  • Must be four to six double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least three peer-reviewed sources published within the last 15 years in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignmen

What is the evidence that the observer rat learned something? What would you expect if they didn’t learn anything?

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​Rats are neophobic (i.e. afraid of new experiences) and show a reluctance to eat new things.  Often, rats will only sample a small amount of a novel food, and return later if the first sampling did not make them sick.  This is believed to be an adaptive behavior in the wild where new foods may be poisonous.  However, rats may eat a novel food they encounter if they have other reasons to expect that it is not dangerous to ingest.  For example, in the social transmission of food preference paradigm (STFP) an “observer rat” can learn about the palatability of a food by exposure to a “demonstrator rat” that has previously eaten the food.  It has been shown that the smell of the food on the demonstrator (particularly its breath) signals to the observer rat that the food is safe to eat.  In the following experiment we will investigate this effect by testing whether the observer rat prefers the demonstrated food.

 

Procedure

There are three phases of this experiment: a demonstration phase, an interaction phase and a test phase. Each one is described below.  Demonstrator rats will be at 85% of their free feeding weight.  Observer rats will be provided food and water ad libitum.

 

WEEK 1

 

 

Phase 1: DEMONSTRATION PHASE

Demonstrator rats are exposed to assigned flavor for 10 minutes.  Demonstrator rats will be placed in the open field apparatus with a small, plastic dish of 25 flavored pellets placed in the open field (dish in the same location as in the observer phase).  After 10 minutes, or after all of the pellets are eaten, record how many pellets the demonstrator rat has eaten.  Remove the demonstrator and dish of pellets from the open field.  If less than 5 pellets were eaten, the flavored powder from the pellets should be wiped around the demonstrator’s snout prior to the interaction phase. Wipe down the apparatus.

 

Demonstrator​​Flavor of Food Pellet

Rat #25​                  ​CINNAMON​​

​Rat #26​​       ​ COCOA​​​       ​

​Rat #27​​        ​CINNAMON

​Rat #28​​        ​COCOA​​       ​

 

Phase 2: INTERACTION PHASE

Both demonstrator and observer rats are placed in the open field apparatus together for 30 minutes.  Begin by placing the rats in opposite corners, with each one facing the walls.

 

Record the following 3 types of interactions:

1. Number of anterior- anterior (head to head) interactions performed by the observer to the demonstrator.

2. Number of anterior-posterior (head to body or hindlimb section) interactions performed by the observer to the demonstrator.

3. Amount of time (in minutes) the observer spends in the same quadrant of the open field as the demonstrator.

 

After 30 minutes, return both the demonstrator (mark on tail) and observer to their home cages.  Wipe down the open field.   Enter data into Excel spreadsheet.

 

AFTER A 5 MINUTE BREAK, REPEAT BOTH THE DEMONSTRATION

PHASE AND INTERACTION PHASE.

 

 

 

Week 1 Data Collection Sheet

 

 

 

Demonstrator Rat ________

Demonstrator Flavor ___________

Observer Rat ________

 

Demonstrator Phase:

 

​Number of pellets eaten ________

​

Interaction Phase: (record observer performed actions only)

 

​Number of anterior-anterior (head to head) interactions _________

​Number of anterior-posterior (head to body) interactions _________

Amount of time spent in same quadrant _________

 

WEEK 2

 

Phase 1: DEMONSTRATION PHASE

Demonstrator rats are exposed to assigned flavor for 10 minutes.  Demonstrator rats will be placed in the open field apparatus with a small, plastic dish of 25 flavored pellets placed in the open field (dish in the same location as in the observer phase).  After 10 minutes, or after all of the pellets are eaten, record how many pellets the demonstrator rat has eaten.  Remove the demonstrator and dish of pellets from the open field.  If less than 5 pellets were eaten, the flavored powder from the pellets should be wiped around the demonstrator’s snout prior to the interaction phase. Wipe down the apparatus.

 

Demonstrator​​Flavor of Food Pellet

Rat #25​                  ​CINNAMON​​

​Rat #26​​       ​ COCOA​​​       ​

​Rat #27​​        ​CINNAMON

​Rat #28​​        ​COCOA​​       ​

 

Phase 2: INTERACTION PHASE

Both demonstrator and observer rats are placed in the open field apparatus together for 30 minutes.  Begin by placing the rats in opposite corners, with each one facing the walls.

 

Record the following 3 types of interactions:

1. Number of anterior- anterior (head to head) interactions performed by the observer to the demonstrator.

2. Number of anterior-posterior (head to body or hindlimb section) interactions performed by the observer to the demonstrator.

3. Amount of time (in minutes) the observer spends in the same quadrant of the open field as the demonstrator.

 

After 30 minutes, return the demonstrator (mark on tail) to its home cage and return to the colony room.  Wipe down the open field.

 

Phase 3: OBSERVER PHASE

Observer rat is exposed to two flavors, cinnamon and cocoa, to determine its food preference. A small dish of 40 cinnamon pellets is placed in the center of one quadrant of the open field, and a small dish of 40 cocoa pellets is placed in the center of the opposite quadrant (see Figure 1). This phase will include four 5-minute trials, with 3-minute intertrial intervals (ITI).  Begin each trial by placing rat in the center of the testing apparatus.  Record the amount of time the observer rat spends in the demonstrator’s flavor quadrant.  Also, record the amount of time the observer rat spends in the other flavor’s quadrant.

 

During each 3-min ITI, record the number of pellets eaten during the trial, refill the dishes to 40 pellets, and then return the dishes to the same location in the apparatus.   Food preference will be determined by the number of pellets consumed and the amount of time spent in each flavor’s quadrant.  After the 4 trials are complete, return the observer to its home cage.

 

Wipe down the open field.  Enter the data into the Excel spreadsheet.

 

Room lights should be dim (only one of the switches on). Make sure to remain as quiet as possible, as any noise or distracting movement will disturb your experiment. IMPORTANT: Avoid cross-contamination of the cinnamon and cocoa pellets by having a person handle only one flavor.

 

Some questions to keep in mind:

 

Do observer rats show an increased preference for whichever food was demonstrated to them?

 

If so, do the types of interaction and amount of contact time between demonstrator and observer rats during the demonstration phase correlate to the social transmission of food preference?

 

What is the evidence that the observer rat learned something? What would you expect if they didn’t learn anything?

 

If rats normally have a preference for one flavor before the demonstration, how could this affect the results?

 

If the observer rat were to become ill after ingesting its preferred food during the test phase, what do you think would happen to its food preference if you tested again the next day?

 

Week 2 Data Collection Sheet

 

Demonstrator Rat ________

Demonstrator Flavor ___________

Observer Rat ________

 

Demonstrator Phase:

 

​Number of pellets eaten ________

​

Interaction Phase: (record observer performed actions only)

 

​Number of anterior-anterior (head to head) interactions _________

​Number of anterior-posterior (head to body) interactions _________

Amount of time spent in same quadrant _________

 

Observer Phase:

 

​

Trial 1

Trial 2

Trial 3

Trial 4

Number of demonstrator flavor pellets eaten

 

 

 

 

Number of other flavor pellets eaten

 

 

 

 

Time spent in demonstrator flavor quadrant

 

 

 

 

Time spent in other flavor quadrant

 discuss your treatment of this family with regard to each of the following:-  Solution-Focused Therapy-  Narrative Therapy-  Postmodern Approaches 

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This assignment focuses on vignette analysis and direct application of course concepts to the persons and situations presented in the vignette for each question.   All discussions must take into account legal and ethical considerations, as well as issues of culture and diversity that may pertain to the situations presented below. Legal/Ethical and Cultural information is included throughout the course text. You are encouraged to use other resources for ethics and culture as needed.
Use the reading assignments thoroughly in an integrative discussion. All assignments MUST be typed, double-spaced, in APA style, and written at graduate level English. You must integrate the material presented in the text and cite your work according to APA format. Use of the internet and the University Virtual Library is encouraged, but the majority of your work should be based on the reading assignments.Please keep your responses focused on what is presented in the vignette. Do not add information but use your creativity to support what you see in the vignette as written.  Avoid elaborations and assumptions. This assignment should be 5-6 pages total
Pauline and Miriam are a lesbian couple in their mid 20’s. Pauline is Japanese-American and Miriam is from Italian descent.  The couple was referred for family therapy by their adoption agency.  They are in the process of adopting 2 children, both female. The girls are natural sisters, ages 2 and 4.  They were abandoned by their drug addicted, natural mother 8 months ago. The natural father is unknown.  As part of the adoption process, they are required to participate in 10 family sessions to assure the health and well being of the children. Both women are well-educated professionals.  Pauline complains that Miriam is an indulgent parent, “she buys them whatever they want and can’t say no”.  Miriam says that Pauline, “is ridiculous. She expects the girls to be perfect. After all they’ve been through, they deserve to be spoiled”.  During the session, you notice the sisters start to scuffle with each other.1. Utilizing the information in the reading assignments, in consideration of ethical, cultural and diversity factors, discuss how you would formulate therapy for this family?
2. Briefly discuss your treatment of this family with regard to each of the following:-  Solution-Focused Therapy-  Narrative Therapy-  Postmodern Approaches

References:

Nichols, M.P. & Davis, S.D.   (2017).   Family Therapy: Concepts and Methods .   (11th).   New Jersey   Pearson.     ISBN 9780133826821

An abstract is a summary of the paper. Review the abstracts of the articles used in your literature review for and example of a detailed abstract.

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  1. Final Project: Research ProposalIn Weeks 1 through 9, you have created all the sections to be included in the research proposal. This week, you will collate all these sections and create the final draft. For this assignment take the opportunity to review all the feedback your instructor provided throughout the course on the various project assignments. Use that feedback to revise and improve your project for this final draft.

    Make sure your research proposal adheres to the following structure:

    • Title page
    • Abstract (see APA guide for format)
    • Introduction
    • Literature Review
    • Methodology
    • Discussion and Conclusion
    • References

    In addition, each section should include the following information:

    Abstract: An abstract is a summary of the paper. Review the abstracts of the articles used in your literature review for and example of a detailed abstract.

    Introduction: This section has been already created in Week 8.

    Literature Review: This section was created in Weeks 6 and should have been integrated into your introduction in Week 8. The literature review is not a copy of that material. Rather, it is a synthesis of the material you found into a cohesive review of the literature on your chosen topic. Make sure to include all the articles that you used in Weeks 2–5 for your literature review.

    Methodology: This section has been already created in Week 7.

    Discussion and Conclusion: This section has been already created in Week 9.

    References: In this section, you should include all articles you collected for the literature review. In addition, take care to put all the references in APA format.