7-2
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7-2.pdf
7-2 Final Project Milestone Two: Research and Clinical Formulation
In Milestone Two, you will complete sections E–H of the Test and Development Assessment Analysis section for both tests, along with the Clinical Formulation section.
Submit your assignment here. Make sure you’ve included all the required elements by reviewing the guidelines and rubric.
4-2.docx
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Student’s name
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4-2 Final Project Milestone One
Psychological Assessment and Intervention for Ms. Z: A Comprehensive Analysis
Problem Statement
Mr. Z's need for mental evaluation resulted from his declared intent to reclaim college studies after the episode of depression. Comprehending Ms. Z's history, consisting of her depression in the past and all other factors that can influence her cognition and psychological status, is necessary for a good analysis of her cognitive and psychological profile. Through the assessment, the report seeks to examine Ms. Z's cognitive abilities and general psychological wellness and offer personalized recommendations to assist her academically and address mental health issues.
TEST ANALYSIS AND ASSESSMENT.
Test One: WAIS-IV
The WAIS-IV test application took place to identify Ms. Z' cognitive abilities. Sadly, the information about the specific ways of conducting the test, whether it was conducted through the confront or a computer has not been mentioned.
The WAIS-IV conveys to rich data about Ms. Z that reveals her cognitive abilities. At a Full Scale IQ of 102, Ms. Z is in the average cognitive range making her as competent as his name depicts her to handle college-level workload (Cohen &Swerdlik, 2005). Her values for the Verbal Comprehension Index (VCI) and Perceptual Reasoning Index (PRI), all fall within the medium range and the better than medium range showing a higher level of verbal reasoning, comprehension, visual-spatial processing, and problem-solving ability. The WMI score of 92 (below average) tends to testify to a lack of ability to hold and transform data and this overall might affect self-performance when managing complex tasks separately. Moreover, her Visuospatial Index (VI) score of 100 indicates her mean ability to process visual details within the environment.
Test Two: MMPI-2
The MMPI-2 was conducted with Ms. Z to determine her psychological features and underlying core personality. No details of the procedure that goes with the MMPI-2 also are presented as in the case of the WAIS-IV evaluation (Cohen &Swerdlik, 2005). However, the population-provided values or norms for utilizing this evaluation for Ms.Z's demographic are not covered in it, which becomes important for understanding the application of this assessment.
Recommendations and Insights
According to the evaluation, several suggestions are given for helping Ms. Z to achieve her educational goals and receive the mental health services she requires. These types of ways would comprise additional time for assignments and exams, a drop in the number of course subjects you take from the beginning, and mental health care service through therapy and drug management. Furthermore, the context of the situation, such as the background of Ms. Z and the institutionalization of her depression, also needs to be understood so the treatment can be targeted to specific situations and requests (Cohen &Swerdlik, 2005).
Finally, full evaluation of the cognitive and mental health parameters of Ms. Z brings forth the light of her abilities as well as her issues and solution options. Through the application of a list of alternatives designed for her mental health and academic needs, Ms. Z will have the power to cruise through her scholarly and personal goals with determination and fortitude.
References
Cohen, R. J., &; Swerdlik, M. E. (2005). Psychological testing and assesment: an introduction to tests and measurement 10th ed. New York: Tata McGraw Hill.
7-2.zip
Milestone Two Guidelines and Rubric.html
PSY 550 Milestone Two 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 Milestone One, you focused on writing an introduction and completing critical elements A through D of the Test and Assessment Development Analysis section for each test. In this second milestone, you will complete critical elements E through H of those sections, along with the “Clinical Formulation” section.
Prompt
You should have already chosen a vignette to focus on and research in the previous milestone. Reread the vignette thoroughly. Then, use the vignette and additional research to answer the critical elements listed below. Be sure to properly cite your resources; the final project requires you to include at least six references cited in APA format.
Specifically, the following critical elements must be addressed in your own words and supported by cited sources from course readings, resources accessed through the vignette links, or other research:
- Test and Assessment Development Analysis: Test One
- Describe the test’s cut scores for normal versus at-risk or clinically significant.
- Assess any cultural concerns for how they impact the effectiveness of the test administration.
- Determine if any ethical issues affect the test administration.
- Assess the methods of 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
- Describe the test’s cut scores for normal versus at-risk or clinically significant.
- Assess any cultural concerns for how they impact the effectiveness of the test administration.
- Determine if any ethical issues affect the test administration.
- Assess the methods of interpreting and communicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) for their appropriateness.
- Clinical Formulation
- Analyze the test results using industry-standard tools.
- Determine a diagnosis based on the data provided.
- Interpret the psychometric data from the test results to address the reason for the referral.
What to Submit
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.
Milestone Two Rubric
| Criteria | Proficient (100%) | Needs Improvement (70%) | Not Evident (0%) | Value |
|---|---|---|---|---|
| Test and Assessment Development Analysis: Test One: Cut Scores | Describes the test’s cut scores for “normal” versus “at-risk” or “clinically significant” | Describes the test’s cut scores for “normal” versus “at-risk” or “clinically significant,” but the response contains inaccuracies or is missing key information | Does not describe the cut scores | 8 |
| Test and Assessment Development Analysis: Test One: Cultural Concerns | Assesses any cultural concerns for their impact on the effectiveness of the administration of the test | 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 | Does not assess any cultural concerns for their impact on the effectiveness of the administration of the test | 10 |
| Test and Assessment Development Analysis: Test One: Ethical Issues | Determines if there are any ethical issues related to administering the test | Determines if there are any ethical issues related to administering the test, but response is cursory or illogical or lacks detail | Does not determine if there are any ethical issues related to administering the test | 10 |
| Test and Assessment Development Analysis: Test One: Methods | Assesses the methods of interpreting and communicating the results for their appropriateness | Assesses the methods of interpreting and communicating the results, but response is cursory or illogical or lacks detail | Does not assess the methods of interpreting and communicating the results | 6 |
| Test and Assessment Development Analysis: Test Two: Cut Scores | Describes the test’s cut scores for “normal” versus “at-risk” or “clinically significant” | Describes the test’s cut scores for “normal” versus “at-risk” or “clinically significant,” but the response contains inaccuracies or is missing key information | Does not describe the cut scores | 8 |
| Test and Assessment Development Analysis: Test Two: Cultural Concerns | Assesses any cultural concerns for their impact on the effectiveness of the administration of the test | 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 | Does not assess any cultural concerns for their impact on the effectiveness of the administration of the test | 10 |
| Test and Assessment Development Analysis: Test Two: Ethical Issues | Determines if there are any ethical issues related to administering the test | Determines if there are any ethical issues related to administering the test, but response is cursory or illogical or lacks detail | Does not determine if there are any ethical issues related to administering the test | 10 |
| Test and Assessment Development Analysis: Test Two: Methods | Assesses the methods of interpreting and communicating the results for their appropriateness | Assesses the methods of interpreting and communicating the results, but response is cursory or illogical or lacks detail | Does not assess the methods of interpreting and communicating the results | 6 |
| Clinical Formulation: Results | Analyzes the results of the tests using industry-standard tools | Analyzes the results of the tests using industry-standard tools, but analysis contains inaccuracies or lacks detail | Does not analyze the results of the tests using industry-standard tools | 8 |
| Clinical Formulation: Diagnosis | Determines a diagnosis based on the data provided | Determines a diagnosis based on the data provided, but diagnosis lacks justification or detail | Does not determine the diagnosis based on the data provided | 8 |
| Clinical Formulation: Psychometric Data | Interprets the psychometric data from the test results to address the reason for the referral | Interprets the psychometric data from the test results to address the reason for the referral, but submission contains inaccuracies or is missing key details | Does not interpret the psychometric data from the test results to address the reason for the referral | 8 |
| 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 | 8 |
| Total: | 100% |
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