9-1
jan29
2 years ago
1
files (11)VignetteTwo.pdf
9-1FinalProjectSubmission_AssessmentAnalysis.pdf
Resources9-1.zip
mileStone1.docx
9-1FinalProjectSubmission.zip
FinalProjectVignetteOne.pdf
- TobinReneeJoelSchneider-PsychologicalTestingandAssessment_AnIntroductiontoTestsandMeasurement-McGraw-HillEducation2022.pdf
- -MileStoneTwo.docx
- GRADEDmILESTONE1.pdf
- GRADEDMilestone2.pdf
- 9-1GuidelinesandRubric.html.zip
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
9-1FinalProjectSubmission_AssessmentAnalysis.pdf
9-1 Final Project Submission: Assessment Analysis
Submit your final project here. 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.
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.
Resources9-1.zip
Reading and Resources8.html
|
|
Required Resources |
Theories and Measurement of Intelligence Select PDF Full Text in the left-hand navigation menu to access this resource. This Shapiro Library article compares the various theories for measuring intelligence.
|
|
Additional Support (Optional) |
The following is a list of resources that will assist you with completion of your final project:
Academic Support Visit the Academic Support module in this course for Online Writing Center support.
APA Style Guide Your final paper needs to be in APA format. This resource will help you with the details of APA style.
Purdue OWL: APA Formatting and Style Guide This resource will assist you with APA formatting.
mileStone1.docx
1
3
Title
Student’s name
Instructor
Course
Date
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.
9-1FinalProjectSubmission.zip
Module Overview18.html
Final Project Submission
In your final project, you have the opportunity to conduct an assessment and interpret the results for an individual. The final project is your first step toward interpreting and utilizing assessment results in a meaningful way. The final project mirrors an actual assessment you will likely come across in your career, so this is an excellent first step toward becoming a more seasoned clinician. As you progress through more courses and your career, you will likely look back on this final project as the foundation for future work with assessments.
By now, you should have a firm grasp on the usefulness of tests, how tests are developed, why certain tests are selected, and how the results of assessments are used to inform treatment, diagnosis, and recommendations. As you progress through your studies and career, you will come across these tests in a variety of settings: professional, clinical, and academic. Having knowledge and understanding of psychological testing, as you have learned in your final project, will allow you to effectively utilize these tests in your everyday practice.
FinalProjectVignetteOne.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
- QNT561 Week 6 Chapter 7(Ex.50)
- Employee termination
- BCOM275 Week 2 DQ 5 - Exploring BCOM275 Words, Expressions, and Concepts
- Rephrase
- CGD 218 Week 3 Assignment
- The field of management science
- QUESTIONS
- For Professor MacQueen Only
- BEHS Experiential paper
- Week Six - HUM130 - CheckPoint - Five Pillars of Islam
