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files (7)4-2FinalProjectMilestoneOne_IntroductionandResearch.pdf
VignetteTwo.pdf
VignetteOne.pdf
4GuidelinesandRubric.html.zip
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4-2FinalProjectMilestoneOne_IntroductionandResearch.pdf
4-2 Final Project Milestone One: Introduction and Research
For your final project, you have been 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 these tests were utilized, and how they helped to inform the overall understanding of the individual's presenting problems. For Milestone One, you will work on the first two sections of your final project.
Review the vignettes below to complete your assignment:
● Vignette 1 ● Vignette 2
Submit your assignment here. Make sure you’ve included all the required elements by reviewing the guidelines and rubric.
VignetteTwo.pdf
PSY 550 Final Project Vignette Two
Ms. Z is a 35-year-old African American woman and the mother of two children. She was previously admitted to a psychiatric hospital after a suicide attempt. She is prescribed antidepressant medication; however, her depressed mood continues.
Ms. Z has received mental health services since she was 18 years old due to reported “mood swings.” However, her depression became more severe over the past three years. She received electroconvulsive therapy (ECT), which provided temporary relief, allowing her to return to work after treatment.
Ms. Z completed high school and two years of college. She is employed as an office manager at a local insurance company. Her husband also works for the same company. He is reportedly very supportive and assumes most of the home responsibilities during her depression.
Ms. Z is looking for recommendations on whether she should return to school to complete a four-year degree and wants to gain diagnostic insight given her history of mental health concerns. She was administered the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) and Minnesota Multiphasic Personality Inventory – 2 (MMPI-2). Her scores are below:
WAIS-IV
FSIQ 102
VCI 105
PRI 107
WMI 92
PSI 100
MMPI-2 Clinical
HS 86
D 112
HY 87
PD 66
MF 55
PA 67
PT 86
SC 90
MA 41
SI 74
MMPI-2 Content
ANX 79
FRS 41
OBS 63
DEP 82
HEA 81
BIZ 39
ANG 50
CYN 35
ASP 39
TPA 43
LSE 73
SOD 84
FAM 42
WRK 73
TRT 79
You can use these resources to help you review the data from the WAIS-IV and MMPI-2 clinical and content scores:
MMPI-2 MMPI Training Slides: Review the following resources at this website:
o MMPI Clinical Scales o MMPI Content Supplement
WAIS-IV
Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) a) Scroll down and find the “Resources” tab. b) Click on “Presentation: Wechsler Adult Intelligence Scale 4th Edition (WAIS-IV).
- PSY 550 Final Project Vignette Two
VignetteOne.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. Sh e 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).
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 “Resources” tab. b) Click on “Presentation: Wechsler Adult Intelligence Scale 4th Edition (WAIS-IV).
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 “Product Details” tab.
o There are sample interpretive and annotated interpretative reports, as well as a
sample profile report in PDF format.
- PSY 550 Final Project Vignette One
4GuidelinesandRubric.html.zip
Milestone One Guidelines and Rubric.html
PSY 550 Milestone One Guidelines and Rubric
Overview
For your final project, you will develop a conceptualization of a person based on background information and select test results. You will study research to understand the purpose of the chosen tests, why the tests were used, and how they help inform the overall understanding of someone’s presenting problems. Throughout the course, you will complete milestone assignments that are drafts of specific final project sections. Because these milestone assignments are drafts, their critical elements and rubrics will be 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. You will write an introduction and complete 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 and the Vignette One and Vignette Two documents. Choose one vignette to focus on for your final project. Read the vignette thoroughly, and research the two tests that vignette uses. 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 in your own words and supported by cited sources from course readings, resources accessed through vignette links, or other research.
- Introduction: Summarize the vignette you chose and address the following in your introduction:
- Develop a problem statement. In your response, identify the reason for the referral and the tests used to evaluate the client.
- Test and Assessment Development Analysis: Test One
- Describe how to administer the test.
- Describe the populations for which the test is normed.
- Explain the information the test yields.
- Determine the test reliability and validity when administered to varying populations.
- Test and Assessment Development Analysis: Test Two
- Describe how to administer the test.
- Describe the populations for which the test is normed.
- Explain the information the test yields.
- Determine the test’s reliability and validity when administered to varying populations.
What to Submit
Your paper should be a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Use APA style for formatting and citations.
Milestone One Rubric
| Criteria | 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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