PART1– Chapter 1 introduces the topics of testing and assessment. These terms are often used interchangeably. Are they the same based on the information you read in Chapter 1? What is testing? What is assessment? What are the similarities and differences?

PART2- Resource:  

Select a legal case from the list in Table 2-1 in Ch. 2 of Psychological Testing and Assessment or another case related to psychological assessment.

Write a 1,400- to 1,750-word paper discussing:

• The background of your selected case and the legal implications of the decision
• An analysis of the biases related to the assessments in the case
• The ethical implications for diverse populations in relationship to the case
• The role of norming in creating bias

Format your paper according to APA guidelines.

Imagine the agency you created in Topic 4 to provide mental health services for individuals suffering from mood disorders is expanding to reach out to the community by educating citizens about wellness strategies. In order to get the word out about your new services, create a brochure that does the following:

1. Identify life events that might motivate an individual to seek wellness services.
2. Develop a mission statement for the clinic.
3. Provide an overview of services offered.
4. Describe an itinerary for two days of treatment.
5. Explain how assessments will be utilized at the clinic.

Use a brochure format of your choice that is appealing to your target audience. (graphics and color are encouraged). You do not need to submit the brochure to TurnItIn.

In a separate document, write a 250-500 word reflection that does the following:

1. Who will be your key audience/target population?  Examples include clients with mood disorders and their families, age groups, or cultural backgrounds.
2. Why did you select these methods for your agency?
3. Describe your rationale for why this information is useful in the brochure.
4. Describe your rationale as to why you designed the brochure the way you did (e.g., photos, key focus areas).
5. Use at least two scholarly sources to substantiate your rationale. The sources and reflection should be in APA format.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

• Each week you must write a paper of approximately 250 words     reflecting upon the week’s learning experiences at the agency in     which you are completing your practicum.
• Summarize the task     areas you performed and the number of hours in each, as per the     “Typhon Weekly Hour Log.”
• Reflect on your     progress in gaining knowledge, skills, attitudes, and identity of     professional practice. Explore any concerns that arose and may     require special supervision or faculty intervention.

This must be about becoming a LPC

1. Select one of the research studies from the choices provided below and locate it through the library using your research skills from RES 1500.
2. Read the article in its entirety and complete the . Detailed instructions are provided in the on-line module.

Research Studies

• Duvivier, B. M. F. M., Schaper, N. C., Hesselink, M. K. C., van Kan, L., Stienen, N., Winkens, B., Savelberg, H. H. C. M. (2016). Breaking sitting with light activities vs structured exercise: a randomised crossover study demonstrating benefits for glycaemic control and insulin sensitivity in type 2 diabetes. Diabetologia, 60(3), 490498. .
• Koloski, N. A., Jones, M., & Talley, N. J. (2016). Evidence that independent gut-to-brain and brain-to-gut pathways operate in the irritable bowel syndrome and functional dyspepsia: A 1-year population-based prospective study. Alimentary Pharmacology & Therapeutics, 44(6), 592600.
• Melchart, D., Lw, P., Whr, E., Kehl, V., & Weidenhammer, W. (2017). Effects of a tailored lifestyle self-management intervention (TALENT) study on weight reduction: A randomized controlled trial. Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy.
• Yap, A. F., Kwan, Y. H., Tan, C. S., Ibrahim, S., & Ang, S. B. (2017). Rhythm-centred music making in community living elderly: A randomized pilot study. BMC Complementary and Alternative Medicine, 17. . Retrieved from

Instructions

A class project that analyzes and evaluates recent research in sensation and perception will be based on at least three peer-reviewed references and will be submitted in week 7.  (Be absolutely sure that the main references you use are peer-reviewed.  Use professional sources, not “popular” magazines or web sites intended for the general public.) I prefer the use of research papers that report on the findings of empirical studies.   If you are not sure if a source is suitable, consult the instructor.  

You are not restricted to topics that appear in the course readings, but your project must be based on serious scholarship and specifically concerned with some aspect of sensation or perception. Although it is permissible to choose the same topic as another class member, all work must be your own; this is not a collaborative project.  If unsure if a topic is appropriate, consult the instructor; however, it is the student’s responsibility to actually select a suitable topic .

 The assignment may be fulfilled by a term paper of from 1000 to no more than 1,500 words in length.  This should be a scholarly report, written in formal academic style.  The assignment must be submitted via your assignment folder no later than the submission date listed in the Course Schedule, bearing your name, a title, and written references in APA format.

Read: Theory and Practice of Counseling and Psychotherapy, pages 43-45; and Addressing Diverse Populations in Intensive Outpatient Treatment I have attached additional reading material, I need this by Thursday, 

Serving Special Populations

After completing the reading for this unit, what do you think is the greatest obstacle facing special populations in addiction treatment? What will you do as a counselor to ensure that all of your clients receive the best treatment possible? 
Your paper is to be in APA format, 1-2 pages, and include sources. Please see paper guidelines for explanation of requirements. 

Addressing Diverse Populations in Intensive Outpatient Treatment

1. Introduction
1. Introduction

Culture is important in substance abuse treatment because clients’ experiences of culture precede and influence their clinical experience. Treatment setting, coping styles, social supports, stigma attached to substance use disorders, even whether an individual seeks help–all are influenced by a client’s culture. Culture needs to be understood as a broad concept that refers to a shared set of beliefs, norms, and values among any group of people, whether based on ethnicity or on a shared affiliation and identity.

Retrieved from, Substance Abuse: Clinical Issues in Intensive Outpatient Treatment, Center for Substance Abuse Treatment (2006). 

2. What It Means To Be a Culturally Competent Clinician

It is agreed widely in the health care field that an individual’s culture is a critical factor to be considered in treatment. The Surgeon General’s report, Mental Health: Culture, Race, and Ethnicity, states, “Substantive data from consumer and family self-reports, ethnic match, and ethnic-specific services outcome studies suggest that tailoring services to the specific needs of these [ethnic] groups will improve utilization and outcomes (U.S. Department of Health and Human Services 2001, p. 36). The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) (American Psychiatric Association 1994) calls on clinicians to understand how their relationship with the client is affected by cultural differences and sets up a framework for reviewing the effects of culture on each client.

Because verbal communication and the therapeutic alliance are distinguishing features of treatment for both substance use and mental disorders, the issue of culture is significant for treatment in both fields. The therapeutic alliance should be informed by the clinician’s understanding of the client’s cultural identity, social supports, self-esteem, and reluctance about treatment resulting from social stigma. A common theme in culturally competent care is that the treatment provider–not the person seeking treatment–is responsible for ensuring that treatment is effective for diverse clients.

Meeting the needs of diverse clients involves two components: (1) understanding how to work with persons from different cultures and (2) understanding the specific culture of the person being served (Jezewski and Sotnik 2001). In this respect, being a culturally competent clinician differs little from being a responsible, caring clinician who looks past first impressions and stereotypes, treats clients with respect, expresses genuine interest in clients as individuals, keeps an open mind, asks questions of clients and other providers, and is willing to learn.

3. Treatment Principles

Members of racial and ethnic groups are not uniform. Each group is highly heterogeneous and includes a diverse mix of immigrants, refugees, and multigenerational Americans who have vastly different histories, languages, spiritual practices, demographic patterns, and cultures (U.S. Department of Health and Human Services 2001).

For example, the cultural traits attributed to Hispanics/Latinos are at best generalizations that could lead to stereotyping and alienation of an individual client. Hispanics/Latinos are not a homogeneous group. For example, distinct Hispanic/Latino cultural groups–Cuban Americans, Puerto Rican Americans, Mexican Americans, and Central and South Americans–do not think and act alike on every issue. How recently immigration occurred, the country of origin, current place of residence, upbringing, education, religion, and income level shape the experiences and outlook of every individual who can be described as Hispanic/Latino.

Many people also have overlapping identities, with ties to multiple cultural and social groups in addition to their racial or ethnic group. For example, a Chinese American also may be Catholic, an older adult, and a Californian. This individual may identify more closely with other Catholics than with other Chinese Americans. Treatment providers need to be careful not to make facile assumptions about clients’ culture and values based on race or ethnicity.

To avoid stereotyping, clinicians must remember that each client is an individual. Because culture is complex and not easily reduced to a simple description or formula, generalizing about a client’s culture is a paradoxical practice. An observation that is accurate and helpful when applied to a large group of people may be misleading and harmful if applied to an individual. It is hoped that the utility of offering broad descriptions of cultural groups outweighs the potential misunderstandings. When using the information in this chapter, counselors need to find a balance between understanding clients in the context of their culture and seeing clients as merely an extension of their culture. Culture is only a starting point for exploring an individual’s perceptions, values, and wishes. How strongly individuals share the dominant values of their culture varies and depends on numerous factors, including their education, socioeconomic status, and level of acculturation to U.S. society.

4. Differences in Worldview

A first step in mediating among various cultures in treatment is to understand the Anglo-American culture of the United States. When compared with much of the rest of the world, this culture is materialistic and competitive and places great value on individual achievement and on being oriented to the future. For many people in U.S. society, life is fast paced, compartmentalized, and organized around some combination of family and work, with spirituality and community assuming less importance.

Some examples of this worldview that differ from that of other cultures include:

• Holistic worldview. Many cultures, such as Native-American and Asian cultures, view the world in a holistic sense; that is, they see all of nature, the animal world, the spiritual world, and the heavens as an intertwined whole. Becoming healthy involves more than just the individual and his or her family; it entails reconnecting with this larger universe.
• Spirituality. Spiritual beliefs and ceremonies often are central to clients from some cultural groups, including Hispanics/Latinos and American Indians. This spirituality should be recognized and considered during treatment. In programs for Native Americans, for example, integrating spiritual customs and rituals may enhance the relevance and acceptability of services.
• Community orientation. The Anglo-American culture assumes that treatment focuses on the individual and the individual’s welfare. Many other cultures instead are oriented to the collective good of the group. For example, individual identity may be tied to one’s forebears and descendants, with their welfare considered in making decisions. Asian-American and Native-American clients may care more about how the substance use disorder harms their family group than how they are affected as individuals.
• Extended families. The U.S. nuclear family consisting of parents and children is not what most other cultures mean by family. For many groups, family often means an extended family of relatives, including even close family friends. IOT programs need a flexible definition of family, accepting the family system as it is defined by the client.
• Communication styles. Cultural misunderstandings and communication problems between clients and clinicians may prevent clients from minority groups from using services and receiving appropriate care (U.S. Department of Health and Human Services 2001). Understanding manifest differences in culture, such as clothing, lifestyle, and food, is not crucial (with the exception of religious restrictions on dress and diet) to treating clients. It often is the invisible differences in expectations, values, goals, and communication styles that cause cultural differences to be misinterpreted as personal violations of trust or respect. However, one cannot know an individual’s communication style or values based on that person’s group affiliation (see appendix 10-A for more information and resources on cross-cultural communication).
• Multidimensional learning styles. The Anglo-American culture emphasizes learning through reading and teaching. This method sometimes is described as linear learning that focuses on reasoned facts. Other cultures, especially those with an oral tradition, do not believe that written information is more reliable, valid, and substantial than oral information. Instead, learning often comes through parables and stories that interweave emotion and narrative to communicate on several levels at once. The authority of the speaker may be more important than that of the message. Expressive, creative, and nonverbal interventions that are characteristic of a specific cultural group can be helpful in treatment. Cultures with this kind of rich oral tradition and learning pattern include Hispanics/Latinos, African-Americans, American Indians, and Pacific Islanders.

Common issues affecting the counselor-client relationship include the following:

• Boundaries and authority issues. Clients from other cultures often perceive the counselor as a person of authority. This may lead to the client’s and counselor’s having different ideas about how close the counselor-client relationship should be.
• Respect and dignity. For most cultures, particularly those that have been oppressed, being treated with respect and dignity is supremely important. The Anglo-American culture tends to be informal in how people are addressed; treating others in a friendly, informal way is considered respectful. Anglo Americans generally prefer casual, informal interactions even when newly acquainted. However, some other cultures view this informality as rudeness and disrespect. For example, some people feel disrespected at being addressed by their first names.
• 5. Diverse Populations
  The writers of this article go on to provide sketches of diverse populations, including the number of people belonging to each group, geographic distribution, rates of substance use, and generalized cultural characteristics of interest for those working in the field of addiction treatment. 
  Read more from Center for Substance Abuse Treatment in their article, Addressing Diverse Populations in Intensive Outpatient, here: 

Meaning-Making Forums 1-4 are this course’s unique final project. Be fully engaged in Phase One! After reviewing the readings, presentations, lecture notes, articles, and web-engagements, and previous assignments, artificially move your predetermined careseeker (i.e., Crossroads Careseekers: Bruce, Joshua, Brody, Justin, or Melissa) through Phase One.

NOTE: These research-based forums require that you draw upon ALL of the course readings and learning activities to date, in order to substantively develop each phase in our Solution-based, Short-term, Pastoral Counseling (SbStPC) process.  Noticeably support each core assertion.

• Ministry or Agency-based Context. Introduce classmates to your actual or anticipated role in a ministry or agency-based context and your predetermined careseeker. 
• Guiding Purpose Statement. Concisely point out how a Guiding Purpose Statement will help you be and become more like Christ in every relational context, especially this pastoral counseling scenario.
• Rapport and Relational Alignment. Briefly discuss how to build rapport and shift your relational style in order to best align with the careseekers style (i.e., use DISC language) and current behavioral position (i.e., attending, blaming, or willing).
• Phase One Distinctive Features. Narrate movement of careseeker through Phase Ones distinctive features (i.e., purpose, goal, chief aim, role/responsibility, use of guiding assumptions) and apply pertinent insights and techniques from ALL the readings, previous assignments, and the Bible.
• Phase One Marker. Describe a marker that indicates you have been invited into the careseekers story. 
• Food for Thought: After reviewing the readings and SbStPC Handouts The Art of Triage and Referral websites, point out the essential elements in pastoral care triage and referral?

TIPS:

• Carefully Follow Meaning-Making Forum Guidelines & Tips!
• Make sure to use headings (6) so that the most inattentive reader may easily follow your thoughts.
• Use the annotated outline approach. Bullets should have concise, complete, well-developed sentences or paragraphs.
• Foster a noble-minded climate for investigating claims via well-supported core assertions (i.e., consider the validation pattern of the Bereans; Acts 17:11).  Noticeably support assertions to facilitate readers further investigation and to avoid the appearance of plagiarism.
• Since you have the required materials (e.g., Solution-Focused Pastoral Counseling), abridge related citations (Kollar, p. 47) and do not list the required source in a References section.
• Secondary sources must follow current APA guidelines for citations and References.
• Make every effort to prove that you care about the subject matter by proofreading to eliminate grammar and spelling distractions.

A substantive thread (at least 450 words) is due by 11:59 p.m. (ET) of the assigned week/module in Course Schedule (Friday). One substantive reply (at least 150 words) to a classmate (via QUOTE function) is due by 11:59 p.m. (ET) of the assigned week/module in Course Schedule (Sunday).

APA STYLE DOUBLE SPACED one inch margins 3-5 pages interviewing a career in your dream field(FBI) include questions and answers given To interview and interviewee (As if they work in the fbi) and include why you want to be in the FBI. and how realistic it is to obtain the goal and how to reach it.  part one of paper

and part Two of paper
Reflect a bit on a career plan after taking a career class. What careers related to psychology did you learn and experiences  how would you further to learn about your personal goals 

Due in 12 hours. NO Plagiarism. Answered everything in the template attached and use  quantitative research study article is attached. 

Prior to beginning work on this assignment, review the assigned course textbook readings, the instructor guidance for the week, the Ashford Writing Center resource , and the Ashford University Library tutorial . Your instructor will post an announcement with the reference for the quantitative research study to be critiqued in this assignment. After reading the posted study, use the to compose and organize your assignment.

In your paper,

• Summarize the research question, hypothesis, methods, and results of the assigned quantitative study.
• Determine whether the study used an experimental or non-experimental approach.
• Evaluate the appropriateness of the research methods and analytical approaches used in the study. Support the position with evidence cited from the textbook and at least one other scholarly/peer-reviewed source about the research design or method.
• Analyze ethical issues pertaining to how the study was carried out.
• Critique the strengths, weaknesses, and limitations of the study.
• Recommend a research question and methods for a follow-up study on the topic.
• Utilize the provided template with section headings.

The Quantitative Research Critique paper

• Must be four double-spaced pages in length (not including title and references pages) using the template provided and formatted according to APA style as outlined in the s The template is a Word document that is pre-formatted in APA style. If unable to use the pre-formatted template, see the following instructions for formatting.
• Must include a separate title page with the following:
  • Title of paper
  • Students name
  • Course name and number
  • Instructors name
  • Date submitted

For further assistance with the formatting and the title page, refer to .

• Must utilize academic voice. See the resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
  • For assistance on writing as well as , refer to the Ashford Writing Center resources.
• Must use at least one scholarly/peer-reviewed source in addition to the study being critiqued and the course text, for a total of at least three references.
  • The table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Must document any information used from sources in APA style as outlined in the Ashford Writing Centers
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the resource in the Ashford Writing Center for specifications.

Carefully review the for the criteria that will be used to evaluate your assignment.

You are required to complete this discussion before submitting the unit assignment.

For this discussion, complete the following:

• Match one of your three questions to a research methodology.
• Describe the methodology (23 paragraphs) and research model (for  example, Giorgiempirical phenomenology, and Moustakastranscendental  phenomenology).
• Provide a rationale for how this methodology will lead to an answer for the research question.
• Once you have received feedback from other learners, complete the  unit assignment based on your revised discussion post. Remember, the  earlier in the week you post, the more time other learners have to give  feedback.