Why is it important for substance use disorders counselors to know what happens in support groups? How could this knowledge benefit treatment?

 

Prepare an eight- to ten- page paper in which you utilize information from the course, textbook, and at least four scholarly sources (in addition to the textbook) to analyze one of the approved motion pictures listed below, in detail. Specifically:Explain the sociological processes you observe using two or more of the theories or models incorporated in this course (conflict theory, critical theory, cultural theory, feminist theory, gender classification model, etc.).Discuss character examples of the personal functions of sports, including: a) feelings of belongingness and social identification; b) the socially acceptable outlet for hostile and aggressive feelings; and c) the role sport plays as a cultural element to bring meaning to life.Examine aspects of extra-sport character behavior and determine if such behaviors support sports stereotypes and/or deviant characteristics (i.e., deviant over conformity or deviant under conformity). Be sure to use examples of specific behaviors and situations that you observed to help describe and explain (theoretically) how these social functions were demonstrated.

As you watch the film, take notes concerning not only what you saw and heard, but also anything that occurred that was surprising to you. These notes will help you when you write your paper in terms of remembering specific instances and/or insights concerning fan behavior. In your field notes, be sure to include such things as the time, date, location, and environment in which you viewed the film. Attach your field notes to your Final Paper.

Approved motion pictures (you may request instructor approval if you would like to choose a different film*):Mary KomRemember the Titans Million Dollar BabyRaging BullInvictusOn the Ropes The FighterThe SandlotThe Blind SideHoop Dreams Million Dollar ArmAny Given SundayRushThe Program The Best of MenGracieBull Durham

*Special note: Sports comedies are not generally appropriate for this assignment.

Writing the Final Paper

The Final Paper:Must be eight to ten double-spaced pages in length (excluding the title and reference page) and formatted according to APA style as outlined in the Ashford Writing Center.Must include a title page that includes:Title of PaperStudent’s nameCourse name and numberInstructor’s nameDate submittedMust include an introductory paragraph that has a succinct thesis statement.Must address the topic of the paper with critical thought.Must end with a conclusion that reaffirms your thesis.Must use at least four scholarly sources

need essay on counseling

 Attached Files: Week 2 Editing APA Style Errors Assessment.docx                                                                         (20.604 KB) 

The attached paper contains 10 APA Style formatting errors.  Your job is to fix the errors in yellow.  HINT: The table on page 177 of the APA Manual will help you correct several errors. If you are not sure what the error is, then keep looking for it.  This activity involves some investigative work using the APA Manual to address mostly BASIC APA Style formatting rules.  If you guess, you will probably not get the answer correct. But if you use the APA Manual, you can get 100%.

Download the paper, fix the mistakes (highlight them another color if you want), and turn in the paper by Sunday night.  This is a pass/fail assignment and you must fix at least 9 of the 10 errors to get credit.

  

  

Ethics and Assessments: An Analysis of Test Selection and Participant Feedback

Daniel G. Kuchinka

Industrial/Organizational Psychology

Testing and Assessment in Workplace Psychology
 

Ethics and Assessments

In this paper, we will consider and assess different ethical codes of conduct and describe why they are important in an assessment process. For our discussion, assessment is defined as psychological tests used for selection purposes in the workplace. Ethics is a broad subject with varying definitions and meaning typically referring to immoral, unfair, or illegal activities. Codes of conduct are common and often identify relevant and important issues unique to the mission of an organization. For our discussion, ethical codes of conduct are defined using a composite list provided by Cook & Cripps (2005). We will focus on ethical issues specific to planning assessments and providing feedback. When reviewing the following information, keep in mind that while specific ethical guidelines and practices of assessment are well documented and some examples will be identified, debate remains concerning many of the important details (Levinson, 2002).  These details will be identified and explained as we progress through the following ethical codes of conduct.

When planning an assessment, one of the first activities a psychologist will encounter that poses an ethical consideration is choosing an appropriate assessment. Cook and Cripps (2005, p. 321) describe “several issues including making sure the assessment is job related, does not show group bias, is not unduly intrusive, and does not cause unnecessary stress to applicants”. When examining each of these examples, we can develop an appreciation for the complexity of ethical issues and reasons for debate as previously described. To make sure an assessment is job related, a psychologist will often perform a job analysis and investigate several assessments to make sure an appropriate test is used. This would include reviewing the reliability and validity of the test, as well as understanding the population the test is designed for based on the publisher’s recommendations. Although simply making a poor choice of assessment does not necessarily constitute unethical behavior.

Some may view choosing a poor or inappropriate assessment as unethical because the psychologist should not be able to use ignorance as an excuse for his or her decision. However, Cook and Cripps may view a poor decision as a waste of time but not necessarily unethical. What would likely be viewed as unethical behavior would be a psychologist who knowingly chooses an assessment that is not job related. As an example, a test might be chosen that measures aptitude towards the English language for a job that does not require significant knowledge of English (e.g., assembly line worker). If the psychologist intentionally chose the test because he or she does not want to hire individuals that speak English as a second language, the decision would likely be viewed as unethical. However, even though this example may be clearly an ethical violation to many, some may still claim it was not an ethical violation. As an example, they may claim a common language of English is important for safety reasons. This example briefly demonstrates the complex nature of ethics and assessment.

After an assessment is completed, a common ethical code of conduct recommends providing feedback to the test taker (American Psychological Association, 1996; Cook and Cripps, 2005). For the organization using an assessment as part of the selection process, this means a qualified individual who has access to the test results is ethically responsible for explaining those results to the applicant who completed the assessment. In the “Statement on the Disclosure of Test Data” created by the Committee on Psychological Tests and Assessments of the American Psychological Association (1996), psychologists and their employing organizations or institutions have an ethical obligation to disclose an individual’s test results. This obligation can also be legally mandated or included in the policy and procedures specific to the organization administering the assessment.

Perceptions of fairness towards the assessment process and those conducting the tests can be negative if not effectively administered (Schinkel, van Dierendonck, and Anderson, 2004). Administering an invalid assessment may be a waste of time and for this reason not unethical as Cook and Cripps (2005) describe, the negative consequences on the individual being tested is what constitutes this action as unethical.  Fletcher describes the experience of going through an assessment process and how subsequently being rejected can also have negative effects on self-esteem (1991). Although research could not be found pertaining to an absence of feedback (i.e., applicant completing an assessment and never receiving any feedback), it is likely not knowing anything about the test results would also yield negative consequences. It is for this reason additional research needs to be conducted with the absence of assessment feedback as a variable.

The purpose of the previous discussion was to demonstrate the complexity of ethical codes of conduct and assessment during the selection process. Literature is common that describes the various forms of ethical violations during the planning and feedback stages of an assessment. To make things more complicated, Schinkel, van Dierendonck, and Anderson (2004) describe perceptions of fairness that can be negative even when ethically administered. However, because ethics and assessment can be debatable topics, the application of ethical codes of conduct can be difficult. Psychologists need to consider the negative impact they can have on the lives of the individuals who participate in the assessment process. Perhaps it is the impact on others that can help psychologists determine what is ethical or not based on the significance of the outcome of their decisions.

  

References

American Psychological Association, Committee on Psychological Tests and Assessments (1996). Statement on the disclosure of test data. American Psychologist, 51(6), 644-648. doi:10.1037/0003-066X.51.6.644

Fletcher, C. (1991). Candidates’ reactions to assessment centres and their outcomes: A longitudinal study. Journal of Occupational Psychology, 64(2), 117-127.

Levinson, H. (2002). Ethical problems and consulting guidelines. In H. Levinson (Ed.), Organizational assessment: A step-by-step guide to effective consulting. (pp. 13-39). Washington, DC US: American Psychological Association. doi:10.1037/10453-002 

Cook, M., & Cripps, B. (2005). Psychological assessment in the workplace: A manager’s guide. New York, NY: John Wiley & Sons.

Schinkel, S., van Dierendonck, D., & Anderson, N. (2004). The impact of selection encounters on applicants: An experimental study into feedback effects after a negative selection decision. International Journal of Selection and Assessment, 12(1-2), 197-205. doi:10.1111/j.0965-075X.2004.00274.x

 

You have learned about the different aspects of memory in the previous modules. Language is critical not only to communicate with others but also to memory. Many memories are encoded using language. Memory is much more rudimentary when language skills are not present.

Research some of the general characteristics of language and the concept of speech acquisition in infants using your textbook, the Internet, and the Argosy University online library resources before responding to these questions: Researchers describe language as having six different properties. Describe the six properties. Which two properties do you think are the most important? Explain your answers with reasons. Jim and Sue just had a baby, and they are interested in learning more about the process of language acquisition. They have heard about the controversy surrounding the view that speech is special. Do you think speech is special or is it processed like other auditory stimuli? Explain your answer with reasons. Several African languages use clicks as consonants. Jim and Sue, who are English speaking, cannot hear the difference between the different types of clicks and have a difficult time learning one of these languages. If they were to move to Africa when their baby is about one-year old, do you think the baby would be able to hear the difference? Why or why not? Do you think she would hear the difference if they moved to Africa after her tenth birthday? Give reasons for your answers.

Write your initial response in 4–5 paragraphs. Apply APA standards to the citation of sources.