PSY550 SNHU Psychological & Psychiatric Assessment Project Assessment Analysis Instructions Submit your final project. It should be a complete, polished a
PSY550 SNHU Psychological & Psychiatric Assessment Project Assessment Analysis Instructions
Submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. You will add your recommendations section to the revised milestone assignments. It should reflect the incorporation of feedback gained throughout the course.
To complete this assignment, review the Final Project Guidelines and Rubric document.
The attached document is milestones 1 and 2 combined into one document. Please use this to complete the final sections. Running header: INTRODUCTION AND RESEARCH
Final Project Milestone Three
Sharaya Janes
Southern New Hampshire University
October 11, 2019
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INTRODUCTION AND RESEARCH
Introduction and Research
Introduction
Ms. Gs standard score will comprise of the summation of the variables stipulated in the
vignette one table WAIS-IV and MCMI-III to know her psychological and psychiatric
assessment situation. As reflected by the table, she is an average, and her adaptability is slightly
below average. The validity and reliability measure of Ms. Gs case stipulates measures that will
help improve her adaptability situation. By relating the results that are projected on the table,
strong and weak areas can be maintained and improved respectively. To determine the cognitive
and intellectual ability, in this case, it will require the repetition of the test experiment to achieve
reliability and validity. The WAIS-IV and MCMI-III test are inclined to provide a less harmful
stipulation towards discussing this sensitive topic. The paper critically examines the test that is
deployed to evaluate Ms. G’s position.
Final Project Milestone One
The case of Ms. G indicates the importance of the test that allows for the comprehension
of context and to clarify the judgments of the occurrences happening in her life. To align Ms. Gs
case with the course objectives is significant; that is why a paired sample test is deployed in this
scenario. The comprehension that the topic is sensitive, and Ms. G does not understand the
primary stipulations on the things happening in her life is what creates the need for referral. Lock
(2017) says to acquire a sustainable verdict on the encompass of the client’s current situation, and
the test is administered through considering validity and reliability of ensuring self-development.
Through specifying the objectives of the test, reviewing the environment, exploring the nature of
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INTRODUCTION AND RESEARCH
the problems, defining the variable relationship, and helping determine the alternative course of
action, the test is administered in respect to self-development agendas.
The test above is normed for a distribution from the same group with the stipulation of
testing at different times. Significantly, Ms. G gets observed under various conditions to
determine the validity and credibility of her situation. According to Sekaran & Bougie (2016),
the test help create the reasons as to why Ms. G experiences the latest developments in her
interactions with the rest of the population. The test is an instrument on explaining why, for
instance, people tend to avoid the company of Ms. G. The validity of the test is critical since it
helps indicate different opinions on a diverse population. By relating a comparison, the validity
and reliability of the test are ensured since it shows the strengths and weaknesses in the
distribution about a particular environment (Hox, Moerbeek, & Van de Schoot, 2017).
Conclusion
The disposition availed in vignette one provides a reflective stance of understanding the
stipulations of social research test significance. It is vital to understand the reasons for the
occurrences of certain things in our lives. Through the deployment of the test discussed above,
illumination is provided towards sharing to comprehend certain developments. The paper creates
a disposition of counting on the testing approach to help promote self-development and work on
life goals. The identification of research problems is essential as it provides an avenue of
deciding what ways to approach a challenge. The test above is recommended for diverse groups
experiencing the same situation like the one put forth.
Psychological and psychiatric assessment situation
Test and assessment development analysis
INTRODUCTION AND RESEARCH
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The vignette one table chosen in module one provided the use of WAIS-IV and MCMIIII to understand the client psychological and psychiatric assessment situation. Ms. G has a low
adaptability situation, and that needs to be improved. The level of the client makes it possible to
make use of two tests that is WAIS-IV and MCMI-III.
Ms. G will make use of operational tests that will involve thorough research to give a
valid interpretation of the test results. The average cut score for the patient is between 85 and 115
in WAIS-IV and 74 to 84 in MCMI-III. Since Ms. G has some difficulties in her adaptation her
cut score should be at risk and should be less than 85 for WAIS-IV and above 85 MCMI-III
(Ainsworth, Blehar, Waters, & Wall, 2015). The WAIS-IV have multiple correlation tables that
enhance its psychometric validity. The psychometric used in MCMI-III are good and are valued
to be reliable and valid for conducting a psychological test.
However, there are cultural concerns that need to be considered for an effective test when
using the WAIS-IV and MCMI-III. The test can be conducted on various cultures, and one of the
consideration is language proficiency to get an effective test. Another consideration is the
educational attainment of different people who might be taken through the test. The instruments
should also consider the patterns of immigration to the area (Shea, 2016). Ms. G should be
considered her originality and how he came to the place where she stays. Such consideration of
Ms. G will provide cultural background information. A cultural concern that should be
considered when using MCMI-III test is where the instrument measures individual vs. cultural
differences. It should be noted that there are cultural differences that exist and such affects the
results of MCMI-III test.
INTRODUCTION AND RESEARCH
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The MCMI III tests measures 24 personality disorders and a syndrome that is related to adults
where it mainly deals with Axis I and Axis II disorders. The personality scales and base rate
scores are calculated depending on the ability of the test-taker to answer questions. Scores
between 75 to 84 show a mental health concern while 85 and above scores show a persistent and
significant clinical concern. The ethical concern in this test is that the normative data are based
on clinical samples and should be applied to people having emotional and interpersonal
symptoms.
There are ethical issues that will be related to administering the tests on Ms. G., one of
the ethical issues to be considered is the use of well-researched effort tests. Inadequate tests will
lead to wrong conclusion. Ms. G needs to be warned immediately before she takes the test to
inform her that there are methods of detecting exaggeration and poor efforts when conducting the
evaluation (Ainsworth, Blehar, Waters, & Wall, 2015). There should appropriate use of the
required number of tests on Ms. G to ensure that the results are reliable.
The methods that will be useful in communicating the results of Ms. G are that which
match with the test performed. With the advancement of technology, there is a need to make use
of base rates information to determine the cognitive level of Ms. G. The results will also be
interpreted through the use of scoring manuals
Clinical formulation
The results analysis of Ms. G relied upon three essential factors that are verbal
comprehension, perceptual reasoning and processing speed of the client. The score for those
factors accounted for 93-105 and 85-98, for verbal comprehension and perceptual reasoning
respectively. The results for MCMI-III were as listed. Areas that did not reach 75 were avoidant,
INTRODUCTION AND RESEARCH
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narcissistic, sadistic, negativistic, bipolar, manic, borderline, and antisocial, drug dependence,
dysthymia, somatoform, thought disorder, alcohol dependence, and delusional disorder. Areas
that the patient scored 75-84 were schizoid, masochistic, desirability, and depressive, dependent
and major depressive. She scored only one area above 85, and that is anxiety.
The possible diagnosis that can be made for this case are Axis II diagnosis of schizoid,
maternal depression, personality disorder, and depressive personality. The depressive symptoms
are linked with maladaptive symptoms that are likely to lead to low behavioral adaptability. The
patient has scored 94 using the WAIS-IV test, and this shows she is at risk of a certain condition.
The patient has to be referred for further medication since her condition might worsen if she fails
to receive such medication (Shea, 2016). When a patient scores below 85% in the WAIS-IV test
it shows severe problems with the patient. The case of Ms. G shows that she is experiencing a
challenging condition that requires serious and immediate medication to save her from maternal
depression.
INTRODUCTION AND RESEARCH
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INTRODUCTION AND RESEARCH
References
Hox, J. J., Moerbeek, M., & Van de Schoot, R. (2017). Multilevel analysis: Techniques and
applications. Routledge.
Lock, D. (2017). The essentials of project management. Routledge.
Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill-building approach.
John Wiley & Sons.
PSY 550 Final Project Guidelines and Rubric
Overview
Assessments are essential instruments utilized in the field of psychology to support clinicians by informing treatment, understanding the breadth of ones
functioning, providing insight, and helping with diagnostic clarity. Understanding how psychologists utilize tests, understand/interpret results, and develop
recommendations based on the assessments is key to providing the best treatment possible for the people you serve.
In this final project, you will be tasked with developing a conceptualization of an individual based upon background information and results from a few select
tests. In order to do so, you will examine research to understand the purpose of the chosen tests, why they were utilized, and how they help to inform the
overall understanding of the individuals presenting problems. In order to formulate a comprehensive conceptualization and develop appropriate
recommendations, one must understand how to interpret tests and consider cultural/ethical issues associated with the vignette. This assessment provides a
simulation of what it would be like to examine assessments in your everyday work.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Four and Seven. The final product will be submitted in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
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Assess the primary tools and methods used for the development of psychological tests and assessments for their validity and reliability
Distinguish between the different domains of psychological tests and assessments for determining their appropriate applications
Apply psychometric principles for interpreting and evaluating the results of psychological measurement instruments
Determine the influence of cultural and environmental factors on psychological testing and assessment for ensuring psychometric soundness
Assess the ethical issues involved in the administration and interpretation of tests and assessments
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Prompt
You will submit an assessment analysis for your final project. You will choose one of the provided case vignettes of a mock assessment, based upon your area of
interest, and use the information provided in the vignette to respond to the critical elements.
Vignette One
Vignette Two
Specifically, the following critical elements must be addressed:
I.
II.
III.
Introduction: In your introduction, summarize the vignette you chose and address the following:
A. Develop a problem statement. In your response, identify a reason for the referral and identify the tests used to evaluate the client.
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.
E. Describe the cut scores for normal versus at-risk and/or clinically significant.
F. Assess any cultural concerns for their impact on the effectiveness of the administration of the test.
G. Determine if there are any ethical issues in relation to administering the test.
H. Assess the methods for interpreting and communicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) for their
appropriateness.
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.
E. Describe the cut scores for the test results. Be sure to identify the normal versus at-risk and clinically significant cut scores.
F. Assess any cultural concerns for their impact on the effectiveness of the administration of the test.
G. Determine if there are any ethical issues in relation to administering the test.
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H. Assess the methods for interpreting and communicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) for their
appropriateness.
IV.
V.
Clinical Formulation
A. Analyze the results of the test using industry standard tools.
B. Determine a diagnosis based on the data provided.
C. Interpret the psychometric data from the test results to address the reason for the referral.
Recommendations
A. Recommend actionable ways to best treat the client based on the clinical formulation.
B. Assess potential ethical issues for their impact on presenting results to the client.
C. Determine strategies to present results to the client that are ethical and strength-based.
D. Discusses limitations of the analysis.
Milestones
Milestone One: Introduction and Research
In Module Four, you will submit a draft of the Introduction of the final project and Parts A through D of Sections I and II for tests one and two (the Test and
Assessment Development Analysis sections). This milestone will be graded with the Milestone One Rubric.
Milestone Two: Research and Clinical Formulation
In Module Seven, you will submit Parts E through H for tests one and two in the Test and Assessment Development Analysis section and the Clinical Formulation
section (Sections III and IV). This milestone will be graded with the Milestone Two Rubric.
Final Submission: Assessment Analysis
In Module Nine, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. You will
add your Recommendations section (Section V) to the revised milestone assignments. It should reflect the incorporation of feedback gained throughout the
course. This submission will be graded with the Final Project Rubric.
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Final Project Rubric
Guidelines for Submission: Your assessment analysis must be 8 to 10 pages in length (plus a cover page and references) and must be written in APA format. Use
double spacing, 12-point Times New Roman font, and one-inch margins. Include at least six references cited in APA format, including a references page.
Critical Elements
Introduction: Problem
Statement
Exemplary (100%)
Meets Proficient criteria
and response demonstrates
an advanced ability to distill
key details from a vignette to
develop a problem statement
Proficient (90%)
Develops a problem
statement that identifies the
reason for referral and the
type of assessments used
Test and Assessment
Development AnalysisTest One:
Administered
Meets Proficient criteria
and description is insightful
and contains exceptional
detail
Describes how the test is
administered
Test and Assessment
Development AnalysisTest One:
Population
Meets Proficient criteria
and demonstrates a keen
insight into the applications of
the test
Describes the populations for
which the test is normed
Test and Assessment
Development AnalysisTest One:
Yields
Test and Assessment
Development AnalysisTest One:
Reliability and Validity
Meets Proficient criteria
and response is insightful and
contains exceptional detail
Explains the information the
test yields
Meets Proficient criteria
and demonstrates a nuanced
understanding of test
administration on varying
populations
Determines the reliability and
validity of the test when
administered to varying
populations
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Needs Improvement (70%)
Develops a problem
statement that identifies the
reason for referral and the
type of assessments used, but
statement is missing key
elements
Describes how the test is
administered, but description
is cursory or lacks detail
Not Evident (0%)
Does not develop a problem
statement that identifies the
reason for referral and the
type of assessments used
Value
2.74
Does not describe how the
test is administered
4.8
Describes the populations for
which the test is normed, but
response contains
inaccuracies or lacks
justification
Explains the information the
test yields, but response lacks
sufficient detail
Does not describe the
populations for which the test
is normed
2.74
Does not explain the
information the test yields
4.8
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
2.74
Test and Assessment
Development AnalysisTest One:
Cut Scores
Test and Assessment
Development AnalysisTest One:
Cultural Concerns
Meets Proficient criteria
and description includes
exceptional detail
Describe the cut scores of the
test
Meets Proficient criteria
and demonstrates keen
insight into the impact of
cultural concerns on test
administration
Assesses any cultural
concerns for their impact on
the effectiveness of the
administration of the test
Test and Assessment
Development AnalysisTest One:
Ethical Issues
Meets Proficient criteria
and demonstrates a
sophisticated insight into the
ethical issues
Determines if there are any
ethical issues related to
administering the test
Test and Assessment
Development AnalysisTest One:
Methods
Meets Proficient criteria
and is insightful and contains
exceptional detail
Assesses the methods of
interpreting and
communicating the results for
their appropriateness
Test and Assessment
Development AnalysisTest Two:
Administered
Test and Assessment
Development AnalysisTest Two:
Population
Meets Proficient criteria
and description is insightful
and contains exceptional
detail
Meets Proficient criteria
and demonstrates a keen
insight into the applications of
the test
Describes how the test is
administered
Describes the populations for
which the test is normed
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Describes the cut scores for
but response contains
inaccuracies or is missing key
information
Assesses any cultural
concerns for their impact on
the effectiveness of the
administration of the test, but
response is cursory or illogical
or lacks detail
Determines if there are any
ethical issues related to
administering the test, but
response is cursory or illogical
or lacks detail
Assesses the methods of
interpreting and
communicating the results,
but response is cursory or
illogical or lacks detail
Describes how the test is
administered, but description
is cursory or lacks detail
Does not describe the cut
scores
3.84
Does not assess any cultural
concerns for their impact on
the effectiveness of the
administration of the test
4.8
Does not determine if there
are any ethical issues related
to administering the test
4.8
Does not assess the methods
of interpreting and
communicating the results
2.74
Does not describe how the
test is administered
4.8
Describes the populations for
which the test is normed, but
response contains
inaccuracies or lacks
justification
Does not …
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