Archive for month: June, 2019

Discussion 1: Group Dynamics—Intragroup, Dominant Group, and Marginalization

Members of dominant ethnic and racial groups may assume that other groups’ struggles are not their own or assume that those of a given race speak with one voice and react in the same way to their oppression. In reality, people can cope with racial inequalities in a variety of ways, creating complex relationships both between the dominant and oppressed group and among members of the dominant and oppressed groups.

As a social worker, you must understand the many ways in which racial privilege can impact your clients. You must also understand the ways in which racial privilege has impacted your life and the ways you react to the realities of racism. You will likely need to help clients address racial divides and combat racial inequality to empower them.

To prepare: Review “Working With Immigrants and Refugees: The Case of Aaron.”

· Post an explanation of how dominant groups can play a role in marginalizing other groups based on racial and ethnic characteristics.
· Discuss the potential negative impact of a dominant culture on immigrants and refugees, such as Aaron.
· How might racism and prejudice impact his assimilation?
· Furthermore, explain how you would respond to Aaron when he discusses his family’s rejection of his desire to maintain his cultural roots.
· In your explanation, identify specific skills you would employ as a multiculturally sensitive social worker.
References (use at least 2)

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.

Chapter 8, (pp. 65–68)

Chapter 21, (pp. 125–126)

Chapter 22, (pp. 127–133)

Chapter 24, (pp. 135–139)

Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Walden International Universities Publishing. [Vital Source e-Reader].

“Working With Immigrants and Refugees: The Case of Aaron”

Working With Immigrants and Refugees: The Case of Aaron

Aaron is a 24-year-old, unmarried, heterosexual, Caribbean immigrant male who is experiencing symptoms of anxiety and depression. Aaron reports no history of mental health treatment nor any medical or legal problems. He admits to social drinking but denies use of illegal substances. He lives alone in a room he rents above the restaurant where he works. He works 24 hours a week as a waiter, has few friends, and is a part-time student at a local university where he is working on an undergraduate degree in biology. Aaron came to speak with me, a university counselor, because he is having difficulty concentrating and finding the motivation to study. Aaron denied any thoughts or plans of suicide or homicide and stated he felt hopeless and nervous.

In the first session, Aaron struggled with sustaining eye contact, presented as preoccupied, and was indifferent to the attempts to engage him in the intake process. When asked what he thought precipitated counseling, Aaron said that he had a difficult relationship with his parents who, he stated, “are not supportive and could care less” about him. He also reported that his younger brother was killed not long ago. When asked what he wanted to work on in counseling, he said that he wanted to address why his family was so “messed up.” Subsequent sessions explored Aaron’s perspective on his family, the strained relationship between Aaron and his parents, and the loss of his sibling.

During one session, Aaron said his parents had always favored his younger brother and overlooked his criminal involvement, which had been a source of conflict between Aaron and his parents for years. While it had not been confirmed, Aaron suspected his brother’s death was related to gang involvement. Aaron shared that his academic interests and achievement had been ignored by his parents and had never been a source of interest for them.

In a subsequent session, Aaron stated that he had always felt disconnected and different from his parents and brother. Aaron’s family immigrated to the United States from Guyana when Aaron was 8 years old and his brother was 2 years old. His parents brought only his brother and left Aaron with his grandmother, informing him they would bring him over when they were settled. Seven years later, at the age of 15, he joined his family. Aaron reported that reuniting with his family after all that time was difficult. Aaron had always felt rejected by his parents because they did not bring him to the United States with his brother. He experienced a void in his relationship with his parents and his brother, and he felt there was an unspoken alliance between his parents and his younger brother that he did not share. Aaron said that he was often made fun of by them for not losing his accent and for his use of their culture’s traditions and customs. They also ridiculed him for being homesick and missing his grandmother. He said that his parents rarely attended the West Indian activities he participated in, and when they did, they spent more time critiquing his performance than enjoying it.

In the following sessions, Aaron was encouraged to tell the story of his family and how the immigration process disrupted their connections with one another and how this may have affected their ability to grieve together as they faced the death of his brother. Using genograms and having Aaron educate me about his country, I was better able to understand his family’s immigration history and the roles played by extended family members. This approach allowed Aaron to talk more about how and when his anxiety and depression manifested. Later I learned that these symptoms had always been mildly present but became more acute after the death of his brother. Aaron grieved the loss of a brother and examined his feelings of loss around his relationship with parents who were both limited in their ability to include him in their own grieving processes.

After several sessions, Aaron was able to talk more openly about his frustration and disappointment with his family and identify the losses they had all incurred. He allowed himself the opportunity to grieve his brother and the lack of relationship with his parents and began to consider the possibility of a new relationship with them. Aaron reported a reduction in his feelings of anxiety and depression and resumed interest in his academic work. Aaron and I discussed termination at the end of the semester with a recommendation that he continue with individual therapy in the summer months.

Discussion 2: Dalia’s Behavior

Argumentative behavior, engagement in physical altercations, and evidence of mood swings can all indicate that an adolescent is experiencing anger and depression. Self-harming can surface in adolescents, too, as they experience difficult emotions.

For this Discussion, read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators.

Post a brief explanation of self-harming behaviors that Dalia is exhibiting.
Describe theoretical approaches and practical skills you would employ in working with Dalia.
How might familial relationships result in Dalia’s self-harming behavior?
References (use at least 2)

Moorey, S. (2010). Managing the unmanageable: Cognitive behaviour therapy for deliberate self-harm. Psychoanalytic Psychotherapy, 24(2), 135–149.

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Working With Children and Adolescents: The Case of Dalia

Working With Children and Adolescents: The Case of Dalia

Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.

Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”

Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”

In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I don’t know. I figure I better her tell her now before she gets too busy.”

I asked both Dalia and her mother what their expectations were for counseling and what each would like to get from these visits. Dalia’s mother seemed surprised and stated, “This is for her. She better change her attitude and start to focus on school.” I explained that often it is helpful to have sessions both individually and with family members. I pointed out that because family issues were identified it might be productive to address them together. Dalia’s mother agreed to attend some meetings but also stated that her time was limited. I was told that Dalia’s father would not be able to join us because he was never available at that time.

Dalia and I began sessions alone, and her mother joined us for the second half. During the family sessions, we addressed the communication breakdown between Dalia and her mother and Dalia’s at-risk behaviors. Individual sessions were used to address her impulsive behavior and self-esteem issues.

In individual sessions, Dalia talked about how the family had changed since her sister left for college. She said her parents stopped being present and available once her sister went away to school. She said she spent more time on her own and her behavior was under more scrutiny. Dalia also talked about her sister, describing her as an excellent student and very popular. She said her teachers in middle school would often compare Dalia to her sister, making her feel unsuccessful in comparison. During a family portion of a session, Dalia’s mother initially disagreed with Dalia’s point of view regarding how the family had changed, stating, “She’s just trying to trick you.” I encouraged them to discuss what was different about the family dynamics now compared to when the older sister was at home. We discussed how the family had changed through the years, validating both perspectives.

In time, I was able to have Dalia’s father join us in some of the family meetings. He said he felt Dalia’s behaviors were just a stage and part of being a teenager. Dalia’s parents disagreed openly in our sessions, with each blaming the other for her behavioral issues. During these sessions, we addressed how they each may have changed as their children matured and left home and how this affected their availability to their youngest child. I helped them identify what made Dalia’s experience distinct from her siblings’ and examine what her high-risk behaviors might be in reaction to or symptomatic of in the family.

In the course of the family work, the realities of being a biracial family and raising mixed-race children were also addressed. We discussed how the parents navigated race issues during their own courtship and looked at the role of acculturation and assimilation with their children in their social environments as well as respective families of origin. Educating both parents around race and social class privilege seemed fruitful in understanding distinctions between what they and their children may have faced.

After 12 weeks it was agreed that therapy would end because Dalia would be starting high school and the family felt better equipped to address conflict. The family had made some changes with the household schedule that increased parent–child contact, and Dalia agreed to more structure in her schedule and accepted a position as a camp counselor in a local day camp for the summer. Termination addressed what was accomplished in this portion of therapy and what might be addressed in future counseling. The termination process included reviewing the strategies of conflict resolution and creating opportunities for family contact and discussion in order to reinforce those behavioral and structural changes that had led to improved communication and conflict reduction.

devry psy110 final exam

1. (TCO 1) The idea that depression is influenced by genetics, and neurotransmitters, learned responses and thinking patterns, and socioeconomic status and culture represents the _____ model of psychology. (Points : 5)

[removed]psychiatric

[removed]evolutionary

[removed]biopsychosocial

[removed]eclectic

Question 2. 2. (TCO 2) In a case study, a researcher is most likely to _____. (Points : 5)

[removed]interview many research subjects who have a single problem or disorder

[removed]conduct an in-depth study of a single research participant

[removed]choose and investigate a single topic

[removed]All of the above

Question 3. 3. (TCO 3) This neurotransmitter’s major role is to inhibit neural transmissions in the central nervous system. (Points : 5)

[removed]Acetylcholine

[removed]Dopamine

[removed]GABA

[removed]Norepinephrine

Question 4. 4. (TCO 3) What is a small structure that maintains homeostasis and regulates emotions and drives such as hunger, thirst, sex, and aggression? (Points : 5)

[removed]Hypothalamus

[removed]Hippocampus

[removed]Pituitary gland

[removed]Thalamus

Question 5. 5. (TCO 4) When we organize patterns in order to perceive an entire stimulus, rather than just its parts, we are using _____ principle of perception. (Points : 5)

[removed]the wholistic

[removed]Wundt’s

[removed]the Gestalt

[removed]the closure

Question 6. 6. (TCO 4) In the Ames room, people appear to grow larger or smaller as they walk from one side of the room to the other because (Points : 5)

[removed]retinal disparity occurs.

[removed]accommodation cannot be determined without movement by the people.

[removed]people’s expectations of the room being square in shape are violated.

[removed]there is a lack of reference cues to judge the height of people.

Question 7. 7. (TCO 5) Biological rhythms that occur on a daily basis are called _____ rhythms. (Points : 5)

[removed]circuitous

[removed]chronobiology

[removed]calendrical

[removed]circadian

Question 8. 8. (TCO 5) REM sleep is also called _____ because the brain is aroused and active while the person remains nonresponsive and asleep. (Points : 5)

[removed]pseudo-sleep

[removed]paradoxical sleep

[removed]hypnogogic sleep

[removed]transitional sleep

Question 9. 9. (TCO 5) Psychoactive drugs can _____. (Points : 5)

[removed]alter the production of neurotransmitters

[removed]can alter the transmissions between neuropeptides

[removed]prevent or mimic the reception of neurotransmitters on the next neuron

[removed]A and C

Question 10. 10. (TCO 6) In Selye’s general adaptation syndrome theory of stress, the initial response of the autonomic nervous system to a stressor occurs in the _____ phase. (Points : 5)

[removed]resistance

[removed]primary response

[removed]global responsiveness

[removed]alarm reaction

Question 11. 11. (TCO 6) Hardiness is _____. (Points : 5)

[removed]based on genetics

[removed]learned

[removed]undesirable

[removed]positively correlated with cancer and heart disease

Question 12. 12. (TCO 6) People with cynical hostility have more interpersonal conflicts that can lead to _____. (Points : 5)

[removed]an increase in autonomic activation

[removed]a decrease in autonomic activation

[removed]an increase risk of cardiovascular disease

[removed]A and C

Question 13. 13. (TCO 7) A previously neutral stimulus that, through repeated pairings with an unconditioned stimulus, produces a conditioned response is now called a(n) _____. (Points : 5)

[removed]conditioned stimulus

[removed]primary reinforcer

[removed]secondary reinforcer

[removed]classical stimulus

Question 14. 14. (TCO 7) The addition of a(n) _____ stimulus results in positive reinforcement; whereas the subtraction of a(n) _____ stimulus results in negative reinforcement. (Points : 5)

[removed]desirable; painful or annoying

[removed]primary; secondary

[removed]operant; classical

[removed]higher order; lower order

Question 15. 15. (TCO 8) Your textbook suggests that you should develop _____ in order to better learn the material in this course. (Points : 5)

[removed]hierarchies

[removed]artificial concepts

[removed]natural concepts

[removed]prototypes

MC 2 of 2

Question 1. 1. (TCO 8) Which of the following did Robert Sternberg emphasize in his triarchic theory of intelligence? (Points : 5)

[removed]Process rather than product

[removed]Application of mental abilities to real-life situations

[removed]Kinesthetic abilities

[removed]Both A and B

Question 2. 2. (TCO 9) Low levels of arousal lead to _____ and high levels of arousal lead to _____. (Points : 5)

[removed]reduced behavior efficiency; reduced behavior efficiency

[removed]increased behavior efficiency; reduced behavior efficiency

[removed]increased behavior efficiency; increased behavior efficiency

[removed]reduced behavior efficiency; increased behavior efficiency

Question 3. 3. (TCO 9) Which of the following is not true of a person who is high in nAch? (Points : 5)

[removed]They are not concerned with feedback about their performance.

[removed]They like moderately difficult tasks.

[removed]They take responsibility for their actions.

[removed]They do better in their professions.

Question 4. 4. (TCO 10) Which one of these factors does not endanger the prenatal infant? (Points : 5)

[removed]Malnutrition

[removed]Paternal factors

[removed]Stress Factors

[removed]Maternal Factors

Question 5. 5. (TCO 10) _____ occurs when existing schemas are used to interpret new information, whereas _____ involves changes and adaptations to existing schemas to make sense of new information. (Points : 5)

[removed]Adaptation; accommodation

[removed]Adaptation; reversibility

[removed]Egocentrism; postschematization

[removed]Assimilation; accommodation

Question 6. 6. (TCO 10) What conclusions can be drawn from infant-attachment and adult relationship studies? (Points : 5)

[removed]Poor attachment in infancy causes poor adult relationships.

[removed]Early attachment is likely to predict adult relationship styles.

[removed]Infant attachment determines adult relationship patterns.

[removed]Attachment is unlikely to predict adult relationship styles.

Question 7. 7. (TCO 10) In Erikson’s stages of psychosocial development, the establishment of a personal identity is dependent upon resolving which of the following prior challenges? (Points : 5)

[removed]Generativity versus stagnation

[removed]Ego integrity versus despair

[removed]Autonomy versus shame and doubt

[removed]Intimacy versus isolation

Question 8. 8. (TCO 11) The part of the psyche that Freud thought was the reservoir of mental energy is the _____. (Points : 5)

[removed]unconscious

[removed]preconscious

[removed]id

[removed]ego

Question 9. 9. (TCO 11) Rogers thought that _____ is necessary for a child’s uniqueness and positive self-concept to unfold naturally. (Points : 5)

[removed]permissive parenting

[removed]a challenging environment

[removed]unconditional positive regard

[removed]a friendly neighborhood

Question 10. 10. (TCO 12) Lola has not been able to control her worries for the last 6 months, and complains of insomnia and headaches. It is likely that Lola has _____. (Points : 5)

[removed]panic attacks

[removed]generalized anxiety disorder

[removed]obsessive-compulsive disorder

[removed]hysteria

Question 11. 11. (TCO 12) Brenda has been up for days, and forgot to pay the rent but is handing out money to the homeless in frigid temperatures. When a police officer tries to talk to her about why she is wearing only a thin t-shirt and pajamas in the cold, she rapidly answers, but her thoughts are flying from one idea to another. The police officer would be correct in suspecting that Brenda has _____. (Points : 5)

[removed]drug-induced multiple personalities

[removed]a personality disorder

[removed]a bipolar disorder

[removed]hypothermic shock

Question 12. 12. (TCO 12) Ellis’ therapy emphasizes _____ irrational beliefs, which cause changes in maladaptive emotions. (Points : 5)

[removed]identifying

[removed]uncovering

[removed]disputing

[removed]revealing

Question 13. 13. (TCO 12) A client just reports to his therapist that he has cheated on his wife. The therapist refrains from making any character judgments about his patient. This represents _____. (Points : 5)

[removed]active listening

[removed]unconditional positive regard

[removed]genuineness

[removed]empathy

Question 14. 14. (TCO 13) The tendency to focus on the most noticeable factors when explaining the cause of behavior is called the _____ bias. (Points : 5)

[removed]obvious

[removed]just noticeable difference

[removed]saliency

[removed]pseudo-reality

Question 15. 15. (TCO 13) Cognitive dissonance theory predicts that after Lamar bought a Yugo instead of a Ford, he would _____. (Points : 5)

[removed]regret his decision

[removed]complain about the Ford features he couldn’t get with his Yugo

[removed]notice the problems with his Yugo that he ignored before

[removed]focus on the positive features of his Yugo

Essays

Question 1. 1. (TCO 7) Describe each of the following five theories of forgetting, and include examples to illustrate each one: decay theory, interference theory, motivated forgetting, encoding failure, and retrieval failure theory. (6 points each) (Points : 30)

2. (TCO 9) (a) Describe the three main components of emotional intelligence, and (b) give an example of how each component is essential for successful interactions with others. (10 points each) (Points : 30)

3. (TCO 11) In your own words, (a) give an overview of humanistic psychology’s theory of personality (6 points). Also in your own words (b) describe and explain the humanistic terms self-concept, congruence, unconditional positive regard, and self-actualization. (6 points each) (Points : 30)

4. (TCO 12) (a) Define group therapies (5 points), and (b) describe three advantages of this kind of therapy (5 points). (c) Differentiate between group therapy, self-help groups and family therapy, and provide examples of when the latter two therapies are most effective. (10 points for the differentiation and 10 points for the examples) (Points : 30)

Question 5. 5. (TCO 13) In your own words (a) define aggression (6 points), and (b) describe five biological factors (3 points each) and three psychosocial factors that may contribute to its expression. (3 points each) (Points : 30)

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Sue, D. W., & Sue, D. (2016). You are expected to include at least one scholarly and peer-reviewed resource outside of those provided in the readings for each discussion post. I need this completed by 05/05/18 at 5pm. You can chose option A or option B but please support your paper with several references including the book.

Application Assignment: Virtual Field ExperienceTM

Option A:

This Virtual Field Experience TM (VFE®) Assignment is designed to promote your understanding of the use of affirmative therapy with a client who is questioning her sexual orientation. You observe a simulated counseling session and then listen to a professional dialogue about what took place; this is considered a reflected practice and explains some of the reasoning behind the counselor’s actions. The VFE® also demonstrates the power of reflective practice, or the power of reflecting on what one says and does during a counseling session.

For this Assignment, read the Pachankis article on affirmative therapy. Review the APA guidelines for working with lesbian, gay, bisexual, transgender, and questioning (LGBTQ) clients in counseling. Then, review the VFE® course media Affirmative Therapy. Take detailed notes on the competencies outlined in the APA guidelines.

The Assignment:

In a 3- to 4-page paper, write a summary of the VFE® session, noting the competencies and practices that were effectively demonstrated by the counselor. Use the Learning Resources, APA guidelines, and the Pachankis article on affirmative therapy to support your summation. Include the following:

· Explain how the counselor effectively applied at least three competencies outlined in the APA guidelines and the article. Provide examples.

· With regard to each competency you selected, share insights that you gained about the application of this competency from the dialogue between the two counselors (in other words, that you did not gain from observation of the session alone).

· Explain how the counselor demonstrated effective cultural competency, providing examples to support your response.

· Based on your current level of knowledge and skill, suggest one recommendation you might make to the counselor to improve his or her effectiveness.

Support your Application Assignment with specific references to all resources used in its preparation.

-OR-

Option B:

This Virtual Field Experience TM Assignment is designed to promote your understanding of the use of cognitive-behavioral therapy with an ethnic minority client who is experiencing marital distress. You observe a simulated counseling session and then listen in on a professional dialogue about what took place during the session and some of the reasoning behind the counselor’s actions. The VFE® also demonstrates the power of reflective practice, or the power of reflecting on what one says and does during a counseling session.

For this Assignment, read Hays’s article on cognitive-behavior therapy. Then review the AMCD Multicultural Counseling Competencies. Finally, review the VFE® course media Adaptation of CBT. Look for and make notes of examples from the guidelines and the article that are illustrated or depicted during the session.

The Assignment:

In a 3- to 4-page paper, write a summary of the VFE® session, noting the competencies and practices that were effectively demonstrated by the counselor. Include the following:

· Explain how the counselor effectively applied at least three competencies outlined in the AMCD guidelines and article. Provide examples.

· With regard to each competency you selected, share insights that you gained about the application of this competency from the dialogue between the two counselors (in other words, that you did not gain from observation of the session alone).

· Explain how the counselor demonstrated effective cultural competency, providing examples to support your response.

· Based on your current level of knowledge and skill, suggest one recommendation you might make to the counselor to improve his or her effectiveness.

Required Resources

Readings

· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

o Chapter 8, “Communication Styles and Its Impact on Counseling and Psychotherapy” (pp. 251-282)

o Chapter 9, “Multicultural Evidenced-Based Practice” (pp. 283-319)

· Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed.). Washington, DC: American Psychological Association.

o Chapter 10, “Culturally Responsive Therapy: An Integrative Approach” (pp. 227-255)

o Chapter 12, “Pulling It All Together: A Complex Case Example” (pp. 283-298)

· Pachankis, J. E. (2004, Fall). Clinical issues in working with lesbian, gay, and bisexual clients. Psychotherapy: Theory, Research, Practice, Training, 41(3), 227–246.

Retrieved from the Walden Library databases.

· Hays, P. A. (1995). Multicultural applications of cognitive-behavior therapy. Professional Psychology: Research and Practice, 26(3), 309–315.

Retrieved from the Walden Library databases.

· AMCD multicultural counseling competences. (1996). Retrieved from http://www.counseling.org/Resources/Competencies/Multcultural_Competencies.pdf

· American Psychological Association. (n.d.). Practice guidelines for LBG clients. Retrieved December 5, 2012, from http://www.apa.org/pi/lgbt/resources/guidelines.aspx

Media

Please review the Application Assignment for this week before you view this course media. Your choice of Assignment will guide and focus your viewing and suggested note taking.

Option A:

· Laureate Education, Inc. (Executive Producer). (2012i). Virtual Field ExperienceTM: Affirmative therapy. Baltimore, MD: Author.

Note: The approximate length of this media piece is 42 minutes.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

Option B:

· Laureate Education, Inc. (Executive Producer). (2012h). Virtual Field ExperienceTM: Adaptation of CBT. Baltimore, MD: Author.

Note: The approximate length of this media piece is 38 minutes.

Accessible player

In this unit, you are introduced to four scales of measurement, which are easily remembered with the acronym NOIR, and include nominal, ordinal, interval, and ratio. Each of these levels or scales of measurement has its own properties, methods for assigning numbers or scores, and procedures for statistically manipulating them. As noted in your Psychological Testing and Assessment text, and adhering to a fundamentalist view of measurement statistics, all possible attributes in psychology can be examined through at least one of these four scales and the creation of scores that purport to measure them.

You also read about two methods for evaluating those scores through comparing them to a reference set of data; namely, norm-referenced testing and assessment, and criterion-referenced testing and assessment. Each of these methods is unique in the focus regarding a test’s scores or results.

Discuss the impact of each scale of measurement on the ability or inability to be utilized on a test being standardized as a norm-referenced or criterion-referenced assessment. For the purpose of this discussion, you may cluster the ordinal and interval scale together. Subsequently, your post will include the following four elements:

Ordinal or interval scale of measurement and norm-referenced test.

Ordinal or interval scale of measurement and criterion-referenced test.

Ratio scale of measurement and norm-referenced test.

Ratio scale of measurement and criterion-referenced test.

In you post:

Provide at least one example that is not in your Psychological Testing and Assessment text for each combination above and describe how the referencing data would be collected.

Provide a statement that evaluates which scale of measurement appears to be the most useful for examining attributes in psychology. Explain.

Evaluate which method of referencing (norm or criterion) appears to be the most useful for examining attributes in psychology. Explain your decision based on the area of focus regarding the test results. For example, identify if it is preferable to focus on how one individual performs relative to others who took the same test, or if it is preferable to only focus on what the individual can or cannot do.