Provide a brief overview of the general category. In one or two sentences, identify the characteristic(s) that all the disorders in the category share.

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DSM-5-TR Summaries Assignment Instructions

Overview

Throughout your career as a counselor, you will be required to assess and diagnose clients.  To engage in this practice in a competent manner, you will need to have a good working knowledge of the DSM-5-TR including the general categories and the specific disorders that are contained in each category. This DSM-5-TR Summaries Assignment will introduce you to the more common categories that you will encounter as a counselor.

 

Instructions

You will have four sets of summaries to complete, each due during a different Module/Week.  Each set will contain a 1-page summary of each of the following categories of disorders:

Summary Set 1, DSM-5-TR Summaries: Initial Assignment (total of 3 summaries; 1 page per category=3 pages of content):

  • Bipolar and Related Disorders
  • Depressive Disorders
  • Anxiety Disorders

Summary Set 2, DSM-5-TR Summaries: Second Assignment (total of 3 summaries; 1 page per category=3 pages of content):

  • Substance-related and Addictive Disorders
  • Trauma and Stressor Related Disorders
  • Obsessive-compulsive and Related Disorders

Summary Set 3, DSM-5-TR Summaries: Third Assignment (choose 3 categories from this list; 1 page per category=3 pages of content):

  • Personality Disorders
  • Somatic Symptoms
  • Neurodevelopmental
  • Schizophrenia Spectrum

Summary Set 4, DSM-5-TR Summaries: Fourth Assignment (choose 3 categories from this list; 1 page per category=3 pages of content):

You will write a one-page summary for EACH category. Summaries must include:

Overview – a brief overview of the general category.  In one or two sentences, identify the characteristic(s) that all the disorders in the category share. (Example: in the Depressive disorders, all the disorders are characterized by feelings of sadness.)

Disorders – For each disorder in the category, write one or two sentences that provide a brief description of the disorder. In the Overview, you noticed what is similar across the disorders in the category; in the Disorders section, you will identify the main feature of each disorder that distinguishes it from the rest of the category (e.g., time frames, severity, types of symptoms, etc.)

Risk and Prognostic Factors – Choose one disorder from each category and provide a brief summary of the risk and prognostic factors as found in the DSM-5-TR.

You will organize each summary by using the current edition of APA headings. Start each summary with the category title using a Level 1 APA heading. Overview, Disorders and Risk and Prognostic Factors should be Level 2 headings.

 

You will include an APA title page and reference page. An abstract is not needed. Remember, the graduate program at Liberty uses the guidelines for “Professional” papers, not the “Student” version.

 

As this is primarily a summary of the DSM, you may start your DSM-5-TR Summaries Assignment paper with the statement “All of the following information was taken from the Diagnostic and Statistical Manual 5th Edition, Text Revision (American Psychiatric Association, 2022) unless otherwise noted.” When including this statement, you do not need to use in-text citations for the DSM-5-TR. Using other sources is not recommended; however, if you use additional sources, you will need to cite and reference them.

 

This DSM-5-TR Summaries Assignment must be a paraphrase of the information you find in the DSM-5-TR or your textbook.  You may not use any quotations.

 

Develop your workforce in a number of ways by helping both individuals and organizations to identify and cultivate their abilities and competencies.

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Foreword

PURPOSE of the GUIDE
Human capital is our most valuable resource in today’s globally competitive, highly technical, and increasingly diverse workplace. Investing in the development of our workforce is critical if we, as a nation, are to protect our economic well-being and maintain our standard of living. We develop our workforce in a number of ways by helping both individuals and organizations to identify and cultivate their abilities and competencies. Tests and assessments are often key tools in achieving this important goal.

This Guide serves to help career counselors and training and development professionals use assessment practices in appropriate ways to support the overarching goal of workforce development. It conveys the essential concepts of testing and assessment in easy-to-understand terms so that counselors, trainers, and other workforce development professionals can:

Provide an evaluation of the contents of both psychological evaluations in terms of ethical standards and the professionalism of the interpretation of the testing and assessment data presented. Write an analysis of the psychometric methodologies employed in the development and validation of the MMPI-3 personality test used with both clients.

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WORKFORCE INVESTMENT PROFESSIONALS

BOOK
Gregory, R. J. (2014). Psychological testing: History, principles, and applications (7th ed.). Boston, MA: Pearson.

  • Chapter 8: Origins of Personality Testing
  • Chapter 9: Assessment of Normality and Human Strengths

Applications In Personality Testing
Prior to beginning work on this discussion, read Chapters 8 and 9 in the textbook and carefully review Section 4 of Chapter 7 in the U.S. Department of Labor Employment and Training Administration (2006) guide, Testing and Assessment: A Guide to Good Practices for Workforce Investment ProfessionalsLinks to an external site.. In addition, review all the required articles for this week, as well as the MMPI-3 Case Description: Mr. J – Interpretive ReportDownload MMPI-3 Case Description: Mr. J – Interpretive Report and the PSY640 Week Four Psychological Assessment ReportDownload PSY640 Week Four Psychological Assessment Report.

For this discussion, you will take on the role of a psychologist who was recently assigned two new clients. You will examine psychological assessment information presented in two different formats: a computer generated interpretative report of personality test results for the patient Mr. J and a psychological report written by a licensed psychologist for the patient Ms. S. In your initial post, you will examine the personality assessment instruments used in each report.

Carefully review the MMPI-3 Case Description: Mr. J – Interpretive ReportDownload MMPI-3 Case Description: Mr. J – Interpretive Report; this patient was referred to you at a community mental health center after he was discharged from at a crisis stabilization unit. Write a one-paragraph summary of the computer generated MMPI-3 results for Mr. J based on the information in the interpretive report. Note: Your summary should primarily present test results, not the background information on Mr. J’s case.

In your role as the psychologist who evaluated Ms. S., examine the personality and ability testing results in the PSY640 Week Four Psychological Assessment ReportDownload PSY640 Week Four Psychological Assessment Report. In your next meeting with Ms. S, you will be required to give her a copy of the psychological assessment report and discuss the results with her by explaining the psychological concepts effectively observing appropriate professional standards. In order to share this discussion with your colleagues, you will create a video of a three- to five-minute assessment feedback session. Begin with a 1-2 sentence summary of the reason the client was referred for testing and devote the remainder of the time summarizing the test results, diagnoses and recommendations. Do not repeat history information about the client in the assessment feedback session. Be sure to report and summarize the most important information from the psychological testing in language your client can understand. You may use any software you choose to create your video. Quick-Start Guides are available for Screencast-O-MaticLinks to an external site. for your convenience. You may also record the video on your phone or computer and upload it into a site such as YouTube. Once you have created your video, include the link in your initial post.

In your initial post, provide an evaluation of the contents of both psychological evaluations in terms of ethical standards and the professionalism of the interpretation of the testing and assessment data presented. Write an analysis of the psychometric methodologies employed in the development and validation of the MMPI-3 personality test used with both clients. Develop a list of at least two additional tests of personality or emotional functioning to administer to the two clients that demonstrate acceptable validity. Justify your inclusion of each additional assessment measure in terms of the validity of the assessment measure and your clients’ presenting concerns, diagnosis, and prognosis.

Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook or other readings, recommend the newest version.

Begin your Guides with a general overview of assessment. In this two-page section, address the major aspects of the assessment process. Develop creative titles for these topics that effectively communicate the meanings to the intended audience.

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Assessment Guide

For written transcript, click here.

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. While based on scholarly information, the Guide should not read like a research paper. It is to be written like a brochure a professional might give a patient or client who is being referred for testing. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook or other readings, present information about the newest version.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

Introduction and Overview
Tests of Intelligence
Tests of Achievement
Tests of Ability
Neuropsychological Testing
Personality Testing
Industrial, Occupational, and Career Assessment
Forensic Assessment
Special Topics (specify the student’s choice from the “Special Topics” list)

References
Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

Definition of a Test (e.g., What is a Test?)
Briefly define psychological assessment.
Types of Tests
Identify the major categories of psychological assessment.
Reliability and Validity
Briefly define the concepts of reliability and validity as they apply to psychological assessment.
Role of testing and assessment in the diagnostic process
Briefly explain role of assessment in diagnosis.
Professionals Who Administer Tests
Briefly describe the types of professionals involved in various assessment processes.
Culture and Testing
Briefly describe issues of cultural diversity as it applies to psychological assessment.
Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)

For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information SheetsLinks to an external site.. Be sure to reference the content requirementsLinks to an external site. prior to completing each of the information sheets on the following categories of assessment.

Tests of Intelligence
Tests of Achievement
Tests of Ability
Neuropsychological Testing
Personality Testing
Industrial, Occupational, and Career Assessment

Forensic Assessment
Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)
Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

(Testing in Child Custody Cases, THIS IS MY TOPIC ON THIS SECTION)

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Writing CenterLinks to an external site.. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Folio portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to your Folio account and upload the revised Assessment Guide to the portfolio. (Use the Setting Up and Using FolioLinks to an external site. guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool.

Summarize the features of objective methods of personality assessment, and provide at least three examples of these types of measures. Explain the assumptions on which objective methods are based, and provide an analysis of empirical research testing the validity of the assumptions you identified.

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Evaluating Objective and Projective Asessments

Prior to beginning work on this assignment, review Chapters 8 and 9 in your textbook.

Gregory, R. J. (2014). Psychological testing: History, principles, and applications (7th ed.). Boston, MA: Pearson.

  • Chapter 8: Origins of Personality Testing
  • Chapter 9: Assessment of Normality and Human Strengths

In this assignment, you will compare projective and objective methods of personality assessment. Research a minimum of three peer-reviewed articles in the University of Arizona Global Campus Library that were published within the last 15 years on these techniques. In your paper, you will provide an evaluation of these techniques organized according to the outline provided below. Use information from your researched peer-reviewed articles and required sources to support your work in each section.

Section 1: Objective Personality Assesment

Define the term objective in objective methods of personality assessment.
Summarize the features of objective methods of personality assessment, and provide at least three examples of these types of measures.
Explain the assumptions on which objective methods are based, and provide an analysis of empirical research testing the validity of the assumptions you identified.
Appraise the research exploring the technical adequacy (i.e., reliability and validity) of objective tests.
Describe the impact of social and culture variability on the administration and interpretation of objective tests.

Section 2: Projective Personality Assesment

Define the term projective in projective methods of personality assessment.
Summarize the features of projective methods of personality assessment, and provide at least three examples of these types of measures.
Explain the assumptions on which projective methods are based, and provide an analysis of empirical research testing the validity of the assumptions you identified.
Appraise the research exploring the technical adequacy (i.e., reliability and validity) of projective tests.
Describe the impact of social and culture variability on the administration and interpretation of projective tests.

Section 3: Synthesis, Conclusions, and Recommendations

Write a brief one-paragraph scenario for a fictitious client. Include the following information: presenting concerns (reason for referral), age, gender, ethnicity, language(s), and any other significant information (e.g., military status, health issues, marital status, sexual orientation, etc.).
Debate the arguments supporting and opposing the use of projective and objective personality assessments with your identified client.
Select a minimum of one objective and one projective measure to use with your client. Compare the use of the selected projective and objective personality measures with your identified client. Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the tests. If there is a newer version than the version discussed in the textbook or other readings, recommend the newest version.
Analyze the advantages and limitations of each assessment measure you selected.
Compose recommendations to improve the validity of personality assessment.

Identify three strengths and the challenges that you will face leading this group? How will you use your strengths and overcome your identified challenges to work effectively with Sam?

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Intensive Outpatient Treatment Services

Read the following Resource:

Group Development https://www.ncbi.nlm.nih.gov/books/NBK64221/

TIP 41 – https://www.ncbi.nlm.nih.gov/books/NBK64214/#A78486

Intensive Outpatient Treatment Services https://www.ncbi.nlm.nih.gov/books/NBK64093/

Read the following Scenarios:

Scenario 1

You are running an outpatient treatment group for veterans who have recently been returned to the United States and been discharged from service. Their overseas work has kept them away from friends and family for more than one year. Their adjustment to civilian life has been complicated by substance related disorders and symptoms of PTSD. There are 10 adult males in the group between the ages of 25-40. The scenario provides a basic framework to create your case study and develop your paper. You will need to add details to give specific examples and respond to the required questions.

Scenario 2

You are running a court ordered psychoeducation group for people convicted of driving under the influence (drugs or alcohol). This is a closed group with 12 sessions. Each of the members was arrested with a blood alcohol content more than double the legal limit.

There are 10 members of the co-ed group. There are 5 men and 5 women between the ages of 21 – 60. The scenario provides a basic framework to create your case study and develop your paper. You will need to add details to give specific examples and respond to the required questions.

Scenario 3

You are running an outpatient treatment group for nurses who have been caught using drugs or alcohol during their shifts. They have been referred by their employer and are at risk for permanently losing their nursing license due to their use of drugs or alcohol on the job. There are 10 women in this group between the ages of 27 – 68. The scenario provides a basic framework to create your case study and develop your paper. You will need to add details to give specific examples and respond to the required questions.

Choose one of the above scenarios (A, B, or C). Following the specifics of your group choice, develop the case study of Sam and respond to the following questions. You will also need to identify three reliable references to support your paper.

Create Sam’s case study to include age, gender, culture, and the reason for Sam being in the group. You may want to include Sam’s family status (marriage or children), living environment, and employment status as well. Consider what drug(s) and/or alcohol has caused them to seek treatment and why. Sam will be described differently by each student, just be sure to add enough detail to your case study to justify the need for Sam to be a member of your selected group.
Identify three strengths and the challenges that you will face leading this group? How will you use your strengths and overcome your identified challenges to work effectively with Sam?
Examine four common problems (one problem in each stage) that Sam will surface in the initial, transition, working and final stages of your selected group? How will you address each of those issues to optimize Sam’s treatment?
Describe the process of assessing Sam’s progress throughout the group process?

How does your topic effect one’s crystallized or fluid intelligence? How does both change with age? How does one’s environment influence your topic?

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Discrimination/Racism

The paper will consist of a 3-5 Page Essay (double spaced) on the selected topic. The essay will include the Title Page, abstract, and reference page, along with the actual 3-5 page essay. Students are encouraged to save an additional electronic copy of your assignments to avoid losing or damaging the final results.

In the body of your paper, each student should incorporate terms from the textbook demonstrating a smooth transition in your writing and maintain professional undertone. For scholarly information regarding your topic, refer to Coastal Pines Technical College’s on-line electronic library GALILEO.

Your research paper must fully address each of these questions:
1) An introduction of the topic (history, background)
2) How does your topic effect one’s crystallized or fluid intelligence? How does both change with age?
3) How does one’s environment influence your topic?
4) What theorist and their theoretical perspective in Psychology explains your topic? – “link those elements to your topic”
5) What societal changes affect the emergence of this topic?
6) Discuss the roles of genes, parents, peers and culture on your topic.
7) Concluding Paragraph

Provide copies of the first page with abstracts from two educational journal articles, showing the title of the journals, volume number, date, and author.

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Philosophy of Education, APA Style Research Paper

(foundations of education)

Provide copies of the first page with abstracts from two educational journal articles, showing the title of the journals, volume number, date, and author.

Does handedness have any effect on reaction time? In layperson’s terms, provide a general and brief description of the research.

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Handedness and Reaction time

Does handedness have any effect on reaction time?

In layperson’s terms, provide a general and brief description of the research (e.g. hypotheses, goals and objectives, relevant background information, etc.). Minimum 300 words. Be sure to include at least 5 APA formatted references.

Compare and contrast the four conceptions of object perception (unconscious inference, Gestalt laws, environmental regularities, and Bayesian inference). How do these ideas differ?

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Object perception

Prompt: Compare and contrast the four conceptions of object perception (unconscious inference, Gestalt laws, environmental regularities, and Bayesian inference). How do these ideas differ? In what ways are they similar? Define selective attention, divided attention, and attentional capture. Give an example of each to support your thinking. Focus only on scientific research; this is not an opinion or personal experience paper.