7-1 Discussion: Assessment Tools

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I’m studying for my Psychology class and need an explanation.

Do you believe assessment tools are a hindrance (user error, false positives), or do they enhance a clinician’s ability to diagnose correctly? To support your response, provide an example of an assessment tool, and describe the tool’s benefits and challenges.

To complete this assignment, review the Discussion Rubric document.

AFTER COMPLETING THE INITIAL POST, PLEASE ALSO RESPOND TO THE FOLLOWING TWO STUDENTS REGARDING THE SAME TOPIC!

STUDENT ONE:

Do you believe assessment tools are a hindrance (user error, false positives), or do they enhance a clinician’s ability to diagnose correctly?

In my opinion different assessment tools have different advantages and disadvantages. For this week’s discussion I have chosen to focus on the Beck Youth Inventory (BYI) which is an assessment tool for youth depression. The BYI is a self-report assessment that contains 5 different inventories: depression, anxiety, anger, disruptive and self-concept (Pearson, 2020). These inventories can either be used independently or together. Pearson (2020) notes that an individual inventory contains “20 statements about thoughts, feelings, and behaviors associated with emotional and social impairment in youth. Children and adolescents describe how frequently the statement has been true for them.” Self-report assessments can be a hindrance when it comes to diagnoses because sometimes people tend to answer in the way that they think the clinician will want them to answer or they answer to make themselves look better (halo bias) thus potentially leading to false positives or false negatives. However, I do believe that when this assessment tool is used by a professional, and potentially with other assessments (e.g., behavioral), then it can truly enhance a clinician’s ability to diagnose correctly.

Validity numbers can help someone understand how a certain assessment tool might be more beneficial than others. Test-retest validity is defined as “the degree to which similar items within a scale correlate with each other,” and it has been found that the BYI has “excellent internal consistency” (CORC, 2017). This tells us that if an individual takes the assessment multiple times, they are likely to score similarly every time. It has also been found that the BYI has “good discriminant validity and has been found to reliably discriminate between internalizing disorders, with the exception of depression” (Measure Profile, 2012; CORC, 2017). This is important in diagnosing mental disorders, especially in adolescence, because misdiagnoses can impede an adolescent’s development based on various medications that could be prescribed or the social factors that sometimes occur when a diagnosis is received.

It could be the fact that it has been shown to work, and maybe some newer assessment tools are not as widely accepted. If a clinician is every not sure of an assessment tool, they should try a different one to see if they receive similar results before giving a diagnosis. Overall, I believe that the BYI enhances a clinician’s ability to diagnose correctly.

References

CORC. (2017). Beck Youth Inventory. Retrieved from https://www.corc.uk.net/outcome-experience-measures/beck-youth-inventory/

Pearson. (2020). Beck Youth Inventories™ – Second Edition For Children and Adolescents (BYI-II). Retrieved from https://www.pearsonclinical.co.uk/Psychology/ChildMentalHealth/ChildMentalHealth/BeckYouthInventories-SecondEditionForChildrenandAdolescents(BYI-II)/BeckYouthInventories-SecondEditionForChildrenandAdolescents(BYI-II).aspx

STUDENT TWO:

I believe that assessment tools enhance a clinician’s ability to give correct diagnoses. Assessment tools allow the clinician to gain better insight into specific behaviors and symptoms thereby allowing them to provide a more informed diagnosis. One assessment tool that is used to assess ADHD is the Vanderbilt ADHD Diagnostic Parent Rating Scale (VADPRS). The VADPRS is used to measure the severity of ADHD symptoms in children aged 6-12. Parents rate severity of each behavior on a 4-point scale rating using never, occasionally, often, and very often. Academic performance and relationships are also rated on a 5-point scale ranging from problematic to above average. The VADPRS includes all 18 of the DSM-IV criteria for ADHD along with 8 criteria for ODD, 12 criteria for CD, and 7 criteria for anxiety and depression.

There are several benefits to using the VADPRS including cost efficiency, easy to complete, easy to score and it includes core symptoms and rating of performance along with screening for comorbid conditions. In a study by Wolraich and colleagues (2003), the psychometric properties of the VADPRS was evaluated and the results suggested that factor structures and internal consistency were consistent with DSM-IV and other measures of ADHD. The study also showed a good reliability under different conditions and severities.

While there are benefits to using the VADPRS, it is not without limitations. One limitation is the fact that parents rate the behaviors which can lead to under or over rating of symptoms. A parent who is set on their child receiving medication or other services may rate behaviors at a higher severity, while parents who may view their child as perfect may be more likely to give lower ratings on their child’s behaviors. The effectiveness of the VADPRS to determine comorbid disorders has also been brought into question. One study examined the VADPRS comorbidity screening scales. The results showed that none of the optimal VADPRS comorbidity scale thresholds had adequate levels to determine which participants likely met diagnostic criteria for CD, ODD, depression, or anxiety but alternative thresholds on existing scales can be used to determine which children do not likely meet the criteria for those disorders (Becker, Langberg, Vaughn, & Epstein, 2012). Although it is suggested that the VADPRS cannot determine likelihood of meeting diagnostic criteria it can be a useful tool to identify who may or may not be at risk for diagnoses of comorbid disorder.

References:

Becker, S. P., Langberg, J. M., Vaughn, A. J., & Epstein, J. N. (2012). Clinical utility of the Vanderbilt ADHD diagnostic parent rating scales comorbidity screening scales. Journal of developmental and behavioral pediatrics, 33(3), 221-228. doi:https://doi.org/10.1097/DBP.0b013e318245615b

Wolraich, M. L., Lambert, W., Doffing, M. A., Bickman, L., Simmons, T., & Worley, K. (2002). Psychometric Properties of the Vanderbilt ADHD Diagnostic Parent Rating Scale in Referred Population. Journal of Pediatric Psychology, 28(8), 559-568. doi:https://doi-org.ezproxy.snhu.edu/10.1093/jpepsy/js…7-1 Discussion: Analyzing Alex
I need an explanation for this Psychology question to help me study.

Alex grew up in a violent and abusive home. His father drank to intoxication each night and neglected Alex until he turned three, at which point his father began to physically abuse Alex regularly. Alex’s mother screamed at him any time he cried as a child, and she rarely held or tried to soothe him. What types of behaviors would one possibly see from Alex during childhood? Describe the possible effects of the abuse in terms of the HPA axis, including brain structures and neurotransmitters. How might a psychologist approach working with Alex to address any maladaptive behaviors you identified? When responding to your peers, think about additional issues that might need to be addressed when working with Alex.

To complete this assignment, review the Discussion Rubric document.

AFTER COMPLETING THE INITIAL POST, PLEASE ALSO RESPOND TO THE FOLLOWING TWO STUDENTS REGARDING THE SAME TOPIC!

Reference Link: https://www.nctsn.org/

STUDENT ONE:

Alex might be afraid to show any emotions, he will most likely have a hard time being in relationships. He will find it hard to trust anyone. He may lash out or act out inappropriately when he feels threatened or unsure about his surroundings.

NCTSN states when children grow up in fear or are around stressful situations, their immune system, and the body’s response systems may not develop to its full potential. His brain and nervous system may be underdeveloped. The HPA axis is situated above the brainstem and it is in charge of a person’s stress response. He may not be able to problem-solve or may rational decisions. He might complain about not feeling good physically. Alex may react differently under stressful situations; he may overreact or not react at all when it would be normal to react. When Alex gets older, he could be prone to participate in risky behavior, indulging in drugs, alcohol, getting it fights or hurting himself. Alex may have problems managing his emotions. He may have difficulties relating to others when they are experiencing emotions. He may get upset easily or he may be withdrawn. Alex most likely will have poor self-esteem. He may appear hopeless and not look forward to anything in the future. He may have some chronic health problems down the road from not being able to handle his stress.

The psychologist working with Alex should use trauma-focused cognitive behavior therapy.

Depending on Alex’s age he could go into the integrative treatment of complex trauma for children or adolescents. It is a multi-modal treatment for traumatized children or adolescents and their families. He could also go into structured psychotherapy for adolescents responding to chronic stress, which is a group treatment that is meant to improve emotional, social, academic, and behavioral functioning. This is a therapy that helps the individual who may still be living with ongoing stress.

Reference:

https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/interventions

STUDENT TWO:

What types of behaviors would one possibly see from Alex during childhood?

Whether good or bad, parental interaction will influence children. Alex by far is dealing with a lot of abuse at the hands of his parents. Negative interactions such as the ones Alex has been through can lead to behavior problems. The abuse that Alex has endured can cause a negative impact on his physical, emotional, behavioral and social development (Costello, Moreland, Jobe-Shields, Hanson & Dumas, 2015). Alex is also at risk of psychological disorders such as depression, anxiety, depression and conduct disorder (Normal et al. 2012). Alex may not be confident in himself and it can cause him to not be comfortable talking to other students and cause him to isolate himself.

Describe the possible effects of the abuse in terms of the HPA axis, including brain structures and neurotransmitters.

The hypothalamic pituitary adrenal axis (HPA) is the part that controls how the glucocorticoid is discharge. The limbic system is what controls the emotional side in the brain. According to Carlson & Birkett (2017), effects of abuse in the brain structures can cause a fearful response in individuals. With Alex dealing with abuse from both sides and these are the people who are supposed to love him the most it can affect how he trust and open to people. Having that fear of what is he doing wrong and the consequences that may follow play a part.

How might a psychologist approach working with Alex to address any maladaptive behaviors you identified?

In thinking about the approach to take with Alex, the first thing would be to have him removed from the situation. Once he has been removed, the therapy process will begin. As a psychologist, it would be important to gain the trust and ensure Alex that you are there for him. It would be a good thing to ensure Alex that he did not do anything wrong and it is possible to build and move forward. Alex may benefit from a support group of peers who might all experience PTSD. Alex might also find success in a Moral Reconation Therapy (MRT) which is a step by step program to try and improve social and behavioral growth. There are options for Alex and if he is willing to take advantage of them and talk about the abuse he sustained I have no doubt he will be successful.

References

Carlson, N.R. & Birkett, M.A. (2017). Physiology of Behavior (12th ed). Boston, MA:

Pearson.

Costello, A., Moreland, A., Jobe-Shields, L., Hanson, R., & Dumas, J. (2015). Change

in child abuse potential as a predictor of post-assessment child disruptive behaviors after participation in PACE. Journal of Child & Family Studies, 24(10), 2989-2998. https://doi-org.ezproxy.snhu.edu/10.1007/s10826-014-0102-6.

Norman, R. E., Byambaa, M., De, R., Butchart, A., Scott, J., & Vos, T. (2012). The long-

term health consequences of child physical abuse, emotional abuse, and neglect: A systematic review and meta-analysis. PLoS Med, 9, e1001349.Legal Basket – Amendment Constitution: assignment help philadelphia
Need help with my Law question – I’m studying for my class.

If you could propose one Amendment to the U.S. Constitution, what would it be and why?

___________________________________________________________________________

INSTRUCTIONS –

This class has provided an overview of the U.S. legal system. We have studied Constitutional law. You have learned about the separate governmental branches and their respective powers. You have learned how rights are expanded or restricted. My hope is that you have grown to appreciate our Constitution’s durability. Still, many people talk about how they would change the Constitution if they could. Don’t like the Electoral College? How would you propose we change it? Don’t want the Supreme Court to control abortion rights, gun rights or same-sex marriage rights? How would you restrict the Court’s powers?

Your final exam is a one-sentence question. Do not let the simplicity of this question fool you. I expect a thoughtful, considered response.

Your response is limited to 400 words. Start your response by clearly setting forth your proposed Amendment. You can only propose one change.

You will be graded on the clarity of your ideas. Keep your ideas and your writing simple.

You will also be graded on the potential feasibility of your Amendment.

Is it workable?

Have you thought through the details?

Again, keep your ideas and your writing simple.

Finally, you will be graded on how persuasively your support your ideas.

Why this one change?

What makes your proposal worthy of inclusion in our Constitution?

Keep your arguments focused on reason not emotion.

_______________________

Additional Instructions –

Please also realize that because this is exam, I expect you will demonstrate that you have read the assigned cases and course materials.

You are not required to reference any particular case or topic we studied, but I do expect your course-based knowledge to be evident in your essay.

The grading rubric for this assignment is as follows:

Staying with the word count 2 points

Clarity of Amendment 4 points

Writing structure, grammar, and editing 7 points

Analysis and course-based knowledge 17 points

As a reminder, analysis is the “why” behind your conclusions. For this assignment your analysis will include why this particular amendment. The Constitution has only been amended 27 times. Why did you choose your amendment to become the 28th amendment? Course-based knowledge does not simply mean citing cases. I should be able to tell you have studied the class materials through your response. For example, you might choose to place limits on the Legislative, Executive or Judicial branch based on cases we read and concepts we studied. Whatever choice you make, I should be able to see your deepened understanding of the U.S. legal system by reading your submission.

Your response is limited to 400 words. Good luck. Be impressive.

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