Assignment: Introduction and Research Paper
Assignment: Introduction and Research Paper
Overview: For your final project, you will develop a conceptualization of an individual based on background information and the results of a few select tests.
To do so, you will examine research to understand the purpose of the chosen tests, why they were utilized, and how they help inform the overall understanding of an individual’s presenting problems. Throughout the course, you will complete milestone assignments that are drafts of specific sections of the final project. Because these milestone assignments are drafts, you will notice that their critical elements and rubrics are similar to those in the Final Project Guidelines and Rubric document. Assignment: Introduction and Research Paper
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Attached are the Vignette and the project guidelines and rubric.
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PSY550MilestoneOneGuidelinesandRubric.pdfPSY 550 Milestone One Guidelines and Rubric
Overview: For your final project, you will develop a conceptualization of an individual based on background information and the results of a few select tests. To do so, you will examine research to understand the purpose of the chosen tests, why they were utilized, and how they help inform the overall understanding of an individual’s presenting problems. Throughout the course, you will complete milestone assignments that are drafts of specific sections of the final project. Because these milestone assignments are drafts, you will notice that their critical elements and rubrics are similar to those in the Final Project Guidelines and Rubric document. In this first milestone, you will be working on the first two sections of your final project, which focus on writing an introduction and completing critical elements A through D of the Test and Assessment Development Analysis section for each test. Prompt: To begin, review the Final Project Rubric and Guidelines document, along with the Vignette One and Vignette Two documents. Choose one vignette you would like to focus on for your final project. Read the vignette thoroughly and research the two tests used in that particular vignette. The final project requires you to include at least six references cited in APA format, so it is important to begin researching and properly citing your resources in this milestone. Specifically, the following critical elements must be addressed:
I. Introduction: In your introduction, summarize the vignette you chose and address the following: A. Develop a problem statement. In your response, identify the reason for the referral, and identify the tests used to evaluate the client.
II. Test and Assessment Development Analysis: Test One A. Describe how the test is administered. B. Describe the populations for which the test is normed. C. Explain the information the test yields. D. Determine the reliability and validity of the test when administered to varying populations.
III. Test and Assessment Development Analysis: Test Two A. Describe how the test is administered. B. Describe the populations for which the test is normed. C. Explain the information the test yields. D. Determine the reliability and validity of the test when administered to varying populations.
Rubric Guidelines for Submission: Your paper should be a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins. Use APA style for formatting and citations.
Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value
Introduction: Problem Statement
Develops a problem statement that identifies the reason for referral and the type of assessments used
Develops a problem statement that identifies the reason for referral and the type of assessments used, but statement is missing key elements
Does not develop a problem statement that identifies the reason for referral and the type of assessments used
10
Test and Assessment Development Analysis: Test
One: Administered
Describes how the test is administered
Describes how the test is administered, but description is cursory or lacks detail
Does not describe how the test is administered
10
Test and Assessment Development Analysis: Test
One: Populations
Describes the populations for which the test is normed
Describes the populations for which the test is normed, but response contains inaccuracies or lacks justification
Does not describe the populations for which the test is normed
10
Test and Assessment Development Analysis: Test
One: Yields
Explains the information the test yields
Explains the information the test yields, but response lacks sufficient detail
Does not explain the information the test yields
10
Test and Assessment Development Analysis: Test One: Reliability and Validity
Determines the reliability and validity of the test when administered to varying populations
Determines the reliability and validity of the test when administered to varying populations, but response contains inaccuracies
Does not determine the reliability and validity of the test when administered to varying populations
10
Test and Assessment Development Analysis: Test
Two: Administered
Describes how the test is administered
Describes how the test is administered, but description is cursory or lacks detail
Does not describe how the test is administered
10
Test and Assessment Development Analysis: Test
Two: Populations
Describes the populations for which the test is normed
Describes the populations for which the test is normed, but response contains inaccuracies or lacks justification
Does not describe the populations for which the test is normed
10
Test and Assessment Development Analysis: Test
Two: Yields
Explains the information the test yields
Explains the information the test yields, but response lacks sufficient detail
Does not explain the information the test yields
10
Test and Assessment Development Analysis: Test Two: Reliability and Validity
Determines the reliability and validity of the test when administered to varying populations
Determines the reliability and validity of the test when administered to varying populations, but response contains inaccuracies
Does not determine the reliability and validity of the test when administered to varying populations
10
Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
10
Total 100%
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PSY550FinalProjectVignetteOne.pdf
PSY 550 Final Project Vignette One Ms. G is a 33-year-old single, Caucasian female who was referred for an evaluation to clarify diagnostic issues and establish educational and vocational goals. Ms. G was born with spina bifida, but otherwise had no notable developmental concerns. She requires a manual wheelchair for ambulation due to her spina bifida. Ms. G never received special education or had an individualized education program (IEP). She completed two years of college but then took a leave of absence. She would like some guidance as to whether she should continue to pursue her bachelor’s degree, as the first two years of college were extremely challenging for her. She reports struggling academically and just “not fitting in” with her peers. From a mental health perspective, she has a history of being in and out of counseling. She is currently prescribed Zoloft and Xanax for depression and anxiety, respectively. She reported a fear of vomiting, and also reported generally being anxious and depressed at times. She estimated that she has been severely depressed on at least three occasions. The client reports concerns related to her inability to secure a job and not “knowing what to do.” She has noticed that she has been losing friends and is not sure why. She is hoping to gain further input around her psychological status as it relates to her anxiety, depression, and social concerns. Below are her scores from the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) and Millon Clinical Multiaxial Inventory – III (MCMI-III). Assignment: Introduction and Research Paper
WAIS-IV
FSIQ 94
VCI 107
PRI 82
WMI 108
PSI 81
GAI 95
MCMI-III
Disclosure 71
Desirability 75
Debasement 42
Schizoid 81
Avoidant 66
Depressive 75
Dependent 81
Histrionic 63
Narcissistic 54
Antisocial 62
Sadistic 36
Compulsive 69
Negativistic 64
Masochistic 80
Schizotypal 65
Borderline 34
Paranoid 60
Anxiety 85
Somatoform 15
Bipolar: Manic 60
Dysthymia 24
Alcohol Dependence 40
Drug Dependence 60
PTSD 60
Thought Disorder 15
Major Depressive 79
Delusional Disorder 62
You can use these resources to help you review the data from Ms. G’s WAIS-IV and MCMI-III scores: WAIS-IV
1. Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) a) Scroll down and find the “Training” tab.
MCMI-III
1. C512 MCMI a) Bacon, S. F. Millon Clinical Multiaxial Inventory III (MCMI-III) [PPT document]. Retrieved
from California State University’s website: http://www.csub.edu/~sbacon/C512_MCMI.ppt
b) The Millon Personality Group Website c) Millon Clinical Multiaxial Inventory-III (MCMI-III)
o Scroll down and find the “Scoring and Reporting” tab.
o There are sample interpretive and annotated interpretative reports, as well as a
sample profile report in PDF format.