Identify the major categories of 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 (Links to an external site.)Links to an external site.. Be sure to reference the content requirements (Links to an external site.)Links to an external site. 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 (Links to an external site.)Links to an external site.. 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  (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site.  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 (Links to an external site.)Links to an external site. 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 (Links to an external site.)Links to an external site..
  • 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).

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

describe the extent to which the epistemological and ontological assumptions of your chosen theory align with the philosophical orientation that reflects your worldview.

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Popular usage of the word “theory” may sometimes imply a singular, often grand idea. The world, however, is complex, and the systems designed to understand it, such as theory, are often intricate in order to sufficiently explain the world as it is. Indeed, as you will learn this week, theory is nuanced, and it can also be viewed as a combination of variables, ideas, or constructs to test or advance a research question. In addition, theory tends to play a different role in qualitative, quantitative, and mixed methods research.

For this Discussion, you will consider the role of theory in research and the relationship between theory and philosophical orientations. You will also familiarize yourself with a theory in your field so that you may become more conversant in your discipline’s theoretical foundations.

Post an explanation of the role of theory in research. Next, identify a theory in your discipline and explain its basic tenets. Then, with this theory in mind, consider your answer to the following question posed by Dr. Burkholder in last week’s reading: “What do I have to believe about the world and about human beings in order for me to accept or use this theory?” Finally, describe the extent to which the epistemological and ontological assumptions of your chosen theory align with the philosophical orientation that reflects your worldview.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

de Vaus, D. A. (2001). Research design in social research. Thousand Oaks, CA: Sage.

Research Design in Social Research by De Vaus, D.A. Copyright 2001 Sage Publications Ltd. Reprinted by permission of Sage Publications Ltd., via the Copyright Clearance Center.

· Chapter 1, “The Context of Design”

Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.

· Chapter 2, “Paradigms, Theory, and Research”

Discuss the Sleep disorder's impact on physiological processes.

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For this assignment, do some preliminary research into sleep disorders.  Select one sleep disorder that you find interesting and address the following points in your paper:

  • Provide a summary of the disorder
    • An overview of the symptoms
    • Prevalence
    • Causes
    • Common misconceptions
  • Discuss the disorder’s impact on cognitive processes.
  • Discuss the disorder’s impact on physiological processes.
  • Identify proposed medical and psychological treatments (traditional and emerging, if applicable)

Incorporate a minimum of two scholarly sources in your writing.  Include evidence from recent studies (published within the past five years).

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.

 

Points: 100

  • attachment

    SleepDisorderPAPER.png

analyze a testing scenario using your knowledge of testing and ethics. 

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Assignment Instructions

In this case study, you will analyze a testing scenario using your knowledge of testing and ethics.

Part A: Review the Case

A psychologist is redesigning a website to make it more appealing to clients. On the website, she lists several tests she learned about in graduate school. She also posts images of the tests, including the Rorschach inkblot cards.

Part B: Case Analysis

In a 5-6 page paper, addressing the following information:

1. Describe your immediate reaction to the scenario. What are the details you immediately noticed? What questions did the scenario raise about testing?

2. Identify and explain 3 factors that impact performance on projective tests.

3. Identify and discuss 3 reliability and validity concerns with the scenario.

4.  Identify and explain at least 3 ethical concerns as per the APA Ethical Codes and how you would resolve the concerns.

Integrate academic sources on psychological assessment to support your position.

Please ensure that your paper is in APA format, using 12 pt Times New Roman font, double-spaced, with a title and references page. An abstract is not necessary. The paper should integrate 5-6 scholarly resources.

to what degree has your attitude toward HIV changed and why?

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Video link: 

Project

 

Submit a 3- to 5-page paper that addresses the following:

  • Describe the attitude you had toward HIV before watching the video and this assignment. Be sure to include how your culture informs this attitude.
  • Explain which parts of the video fit with the attitude you had about HIV before watching the video.
  • Analyze the notes you took while watching the video as they pertain to your biases. In other words, where did you find yourself assimilating (provide examples) and where did you find yourself contrasting with the information on the video (provide examples)?
  • Evaluate your attitude toward HIV now that you have watched the video and understand the concepts of latitude of acceptance and assimilation. In other words, to what degree has your attitude toward HIV changed and why?
  • Conclude your paper by explaining how the components you used for this paper from the social justice theory apply to your attitudes about one other social issue. Be specific.

Explain what you would emphasize about the product to appeal to online consumers with low ego involvement

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  • Briefly describe your business, your target audience, and the specific product you are selling online.
  • Present the principle(s) of persuasion you would use to sell this product, and justify why the principle(s) you chose would be best for your ad and target consumers.
  • Explain what you would emphasize about the product to appeal to online consumers with low ego involvement and what you would emphasize to attract consumers with high ego involvement. In your response, be sure to demonstrate your understanding of ego involvement and what makes each group of consumers different.
  • Select the specific advertising ethics that you were most mindful of in creating your ad, and explain your thinking.

persuade your audience (the class) to be interested/motivated to be able to purchase online or in a local store

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 You will persuade your audience (the class) to be interested/motivated to purchase a product based on the following criteria.

 

real (something we can see and touch)

legal

be able to purchase online or in a local store

INSTRUCTIONS

  • LENGTH – Your presentation will last from two minutes – two minutes and thirty seconds. Any longer or shorter will reduce your grade.
  • ORGANIZATION – You will organize your presentation based on Monroe’s Motivated Sequence. See pp. 290-291 in your textbook.
  • OUTLINE – You will turn in a complete sentence outline in the dropbox. Look at pp. 246-247 in your textbook for information and be sure to note how references are formatted (pp. 247).
  • REFERENCES – You should have at least two credible references in your bibliography.

Describe two factors that interfere in recall.

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due Dec 3

Week 5 Discussion 1

11 unread reply.33 replies.Day NumberWeek DayWhat is Due

Day 1

Tuesday

Your introduction to others (Week One Only)

Day 3

Thursday

Initial Post for each discussion

Day 7

Monday

Substantive responses to at least two peers

  • Points you receive on discussions will reflect the quality of your initial post and responses.
  • Ask at least one question in response to an original peer post that you would like the author to explore further.
  • Support your initial and subsequent posts by citing at least two academic resources, preferably from the University of the Rockies Library.

Weekly Discussion 1

Disruption in Memory

Disruption in memory can occur at different stages: retention, encoding, storage, or retrieval. Describe two factors that interfere in recall. Give examples of how this may be present in a client seeking counseling and how you would address the problem. Post should be at least 300 words. Respond to at least two of your classmates’ postings by Day 7.

Point Value of this Assignment: 4
This Discussion Question aligns with the following weekly outcomes: 1, 2
This Discussion Question aligns with the following course outcomes: 1, 2

Click here for instructions on how to participate in this discussion. (Links to an external site.)Links to an external site.

Search entries or author Filter replies by unreadUnread   Collapse replies Expand replies Subscribed ReplyReply to Main Discussion

  • COLLAPSE SUBDISCUSSIONLisa PenningtonLisa Pennington
    WednesdayNov 28 at 6:38pmManage Discussion EntryHave you heard of the nun study?  It began in 1986 to examine (longitudinally) causes and prevention of Alzheimer’s and is still ongoing, looking at the effect of positive outlook on life, and staying mentally as well as physically active, and how that correlates with dementia later in life.  The results are very impressive so far!  Those nuns who stay sharp by doing novel activities and keeping their brains active learning new things (crossword puzzles, learning to paint, any learning at all!) are significantly less likely to suffer with dementia or if dementia exists, their brains create new neural pathways to compensate. So, this could mean there is hope for those of us whose parents have dementia and we fear the same.
    Take a look at this short video, I think you’ll find it really fascinating: nun study video (Links to an external site.)Links to an external site.nun study video  What are your thoughts? Reply Reply to Comment 
  • COLLAPSE SUBDISCUSSIONYvette LundayYvette Lunday
    ThursdayNov 29 at 7pmManage Discussion EntryDisruption in Memory
    Disruption in memory can occur at different stages: retention, encoding, storage, or retrieval. Describe two factors that interfere in recall. Give examples of how this may be present in a client seeking counseling and how you would address the problem.
    Disruption in memory is a phenomenon of losing the stability of remembering or recalling of the things or events of the past. There are two main factors which play an important role in causing interference in the recall. These two factors are attention and motivation.
    Attention is observed to drop a noticeable impact on the memory of an individual. When an individual has dropped so much attention on something, and a minor diversion causes loss of the linkages of memory that are freshly developed. Attention on one side impacts on the memory reading or recall too when the memory was encoded in a weakly attentive manner. The best example is listening to a lecture of 40 minutes in class and missing some of the many facts which were required to be recalled during exams.
    Motivation is another most important factor in which memory recall is affected. It ranges from monetary to personal. A study was conducted on college students for remembering some facts. One group was promised with some rewards while others were not. The results showed that the students with promised rewards were highly motivated in recognizing the facts than that of the students who were not promised at all.

    References
    Yu, Y., Yarrington, R. M., Chuong, E. B., Elde, N. C., & Stillman, D. J. (2016). Disruption of promoter memory by synthesis of a long noncoding RNA. Proceedings of the National Academy of Sciences, 113(34), 9575-9580.
    Barnacle, G. E. (2016). Understanding Emotional Memory: Cognitive Factors (Doctoral dissertation, University of Manchester).
    LeBlanc, V. R., McConnell, M. M., & Monteiro, S. D. (2015). Predictable chaos: a review of the effects of emotions on attention, memory and decision making. Advances in Health Sciences Education, 20(1), 265-282.
    Reply Reply to Comment 

    • COLLAPSE SUBDISCUSSIONLisa PenningtonLisa Pennington
      YesterdayNov 30 at 6:43pmManage Discussion EntryHi Yvette,
      If a patient came to me, no matter the age, and complained of “suddenly” becoming forgetful, I would go well beyond thinking it was distraction or lack of motivation or attention. I say that because distractions and low motivation are pretty common, but if someone is disturbed about it enough to make an appointment with me, then something is “off” which may be environmental or organic.  Encoding and retrieval difficulties can be attributed to stress, and that can happen at any age as well. So, we aren’t looking at motivation or attention, but for things like dementia and possible encoding difficulties which can be cause by depression, stress, and a host of other mental health issues like mTBI for example which stands for mild traumatic brain injury or concussion. Reply Reply to Comment 

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describe previous works that agree with James’ constructionist’s theory of emotion.

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in your post, you wrote: ” Gendron and Barret go ahead to highlight how William James Stood out in contrast with preceding philosophers in the in the theory of emotion. The author goes on to describe previous works that agree with James’ constructionist’s theory of emotion. Given the great agreement with philosophers such as Descartes, Iron, Spinoza, and Melabranche, Gendron also agree with William’s theory.
I am not familiar with how the ideas of this theorist align with each of these philosophers.  Can you go through those links, including citations to back up your arguments?

Post is below

In the article Reconstructing the Past: A century of ideas about Emotion in Psychology, Gendron and Barret provide an overview of the psychologists who made an impact on child development. Gendron and Barret begin with Herbert Spencer who in 1855 articulated the psychological constructionist of emotion. Spencer argued that emotion is not essentially different from cognition. According to Spencer, emotion only differed from cognition in the emphasis on certain mental contents. In 1872, Charles Darwin shone light in the basics of emotion through his publication the expression of the emotions in man and animals. Other contributors of the study of emotion were William James in 1884, David Irons in 1994, and John Dewey in the same year.

In the article, Gendron and Barrett discuss the theory of emotion. The author agrees to Spencer’s views to some extent but views the psychologists as only having basic emotion tendencies. According to Spencer, emotions have different locations in the nervous system. Gendron and Barrett further compares Spencer to John Dewey, but Spencer did not compare emotion to action tendencies as elaborately as Dewey did. Darwin believed emotions are associated with internal mental states that seek expression. Gendron and Barrett agreed on Darwin’s theory of emotion that assumes that emotional expressions are mental states that seek expression.

Gendron and Barret go ahead to highlight how William James Stood out in contrast with preceding philosophers in the in the theory of emotion. The author goes on to describe previous works that agree with James’ constructionist’s theory of emotion. Given the great agreement with philosophers such as Descartes, Iron, Spinoza, and Melabranche, Gendron also agree with William’s theory.

However, Gendron and Barrett (2009) elaborate how James is often thought of as a basic emotion theorist when the same he was not. James’ views are closely related to those of Lange although the same wrote independently. Gendron and Barrett also reviewed the works of David Irons who argued that psychical disturbance to instance. Irons thought that the same object can cause different types of emotions. Gendron and Barret tconcluded the article by summarizing the divergent vie of emotions during the golden age.

Theories serve as a foundation for learning in social and emotional research. It is through these theories that relevant skills can be taught. Additionally, learning development theories helps in developing problem-solving and critical thinking skills. Also, theories are essential for creating social awareness in the given field. Once students learn developmental theories, they evaluate which opinions to support and which to refute. This creates a sense of direction that is essential in different aspects of life.

References

Gendron, M., & Barrett, L. F. (2009). Reconstructing the past: A century of ideas about emotion in psychology, Emotion Review, 4, 316-339. https://doi-org.ezp.waldenulibrary.org/10.1177%2F1754073909338877

Describe how learning variables influence memory and learning

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Write a 3-4 page paper on the connection between learning and memory.

  • Describe how learning variables influence memory and learning, with examples
  • Describe the role that memory plays in classical conditioning, instrumental conditioning and social learning theory.

The paper should have a minimum of one reference including the textbook.

Point Value of this Assignment: 9
This Discussion Question aligns with the following weekly outcomes: 1, 2, 3, 4
This Discussion Question aligns with the following course outcomes: 1, 2