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    Final Exam - Psych Assessment

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    Marianne Domingo
    This document describes a hypothetical scenario presented to a psychological assessment psychologist. In the scenario, a formerly depressed client with possible borderline personality disorder who had undergone intensive therapy returns with an expensive gift for the psychologist. The psychologist must determine how to appropriately handle accepting or refusing the gift while avoiding potential harm to the client. The document then provides analysis of how principles of competence and integrity from the code of ethics could apply to this situation. It argues the psychologist should politely refuse the gift while clearly communicating to avoid potential issues.

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    Final Exam - Psych Assessment

    Uploaded by

    Marianne Domingo
    139 views4 pages
    This document describes a hypothetical scenario presented to a psychological assessment psychologist. In the scenario, a formerly depressed client with possible borderline personality disorder who had undergone intensive therapy returns with an expensive gift for the psychologist. The psychologist must determine how to appropriately handle accepting or refusing the gift while avoiding potential harm to the client. The document then provides analysis of how principles of competence and integrity from the code of ethics could apply to this situation. It argues the psychologist should politely refuse the gift while clearly communicating to avoid potential issues.

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    FINAL EXAM -PSYCH ASSESSMENT

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    This document describes a hypothetical scenario presented to a psychological assessment psychologist. In the scenario, a formerly depressed client with possible borderline personality disorder who had undergone intensive therapy returns with an expensive gift for the psychologist. The psychologist must determine how to appropriately handle accepting or refusing the gift while avoiding potential harm to the client. The document then provides analysis of how principles of competence and integrity from the code of ethics could apply to this situation. It argues the psychologist should politely refuse the gift while clearly communicating to avoid potential issues.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    139 views4 pages

    Final Exam - Psych Assessment

    Uploaded by

    Marianne Domingo
    This document describes a hypothetical scenario presented to a psychological assessment psychologist. In the scenario, a formerly depressed client with possible borderline personality disorder who had undergone intensive therapy returns with an expensive gift for the psychologist. The psychologist must determine how to appropriately handle accepting or refusing the gift while avoiding potential harm to the client. The document then provides analysis of how principles of competence and integrity from the code of ethics could apply to this situation. It argues the psychologist should politely refuse the gift while clearly communicating to avoid potential issues.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
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    Some of the key takeaways from the document include the importance of ethical considerations when working with clients, the need for open communication and informed consent, and the challenges of making accurate clinical judgments.

    Joining psychometrics and psychobiological approaches to better understand brain processes related to intelligence could help address the lack of agreement on intelligence theory.

    Factors like incomplete or inaccurate client information, lack of standardized assessment procedures, and reliance on individual clinician experiences can challenge making accurate clinical judgments.

    FINAL EXAMINATION IN Advanced Psychological Assessment

    Marianne A. Domingo-MAP/ SN: 1803735

    1. Hypothetical scenario: As an assessment psychologist, you are employed in a firm


    which provides psychological evaluation to high-profile clients who discreetly undergo
    intensive therapeutic interventions. One case that was given to you was the case of
    Liza, daughter of one of the richest and most renowned businessmen in the country.
    Her profile suggests that she has depression and possibly a borderline personality
    disorder. She had a long history of psychological trauma, and her recent rejection from
    an unsuccessful business deal had made her severely miserable. After her therapy, she
    has improved a lot and has completely recovered. One day, she came back to you
    with a gift. Surprised, you opened the box given to you and found out that it was the
    latest, most expensive model of IPhone available in the market. Knowing ethical
    considerations, you are inclined not to accept the gift; however, also knowing Liza’s
    background and her issue with ‘rejection’, you are afraid that you may cause harm to
    her if you do so. How would you approach the situation?

    As per understanding, this scenario may as well be covered under Code of


    Ethics Principle 2-Competent Caring for the Wellbeing of Persons and Peoples that
    details the weight of competence which means to identify professional skills and
    knowledge that are appropriate for specific situations-socially or culturally
    (https://www.pap.org.ph/sites/default/files/code_of_ethics_pdf.pdf). As narrated above
    and as an assessment psychologist, the assigned client with the said case is impossibly
    not reviewed. Every helping professional must of course be equipped with the said
    knowledge as to the medical conditions and history of every patient as well as self-
    knowledge as to the values, attitudes and experiences as to how these may influence
    certain situations and decisions.
    Principle 3 of the Code of Ethics which pertains to Integrity also supports this
    scenario. According to Dr. Seth Myers, Psy.D (April 6, 2015) in his article in Psychology
    Today, “Integrity is "firm adherence to a code of especially moral or artistic values." Put
    another way, the root of integrity is about doing the right thing even when it’s not
    acknowledged by others, or convenient for you. An individual with integrity is the
    antidote to self-interest.” Potential biases may also seed out of the giving of gifts. The
    fact that the said client belongs to the high class families may stir personal bias and
    personal interest, or as coined in the Code of Ethics, exploitation.
    Finally, client already underwent intensive therapeutic intervention which
    includes more than possibly a weekly session, an in-house session, possible
    administration of tough medications, strong and strict collaboration among family
    members. More so this can be likened to a stronger version of antibiotics prescribed
    and the effects are already visible even for a shorter amount of time. And going back to
    the scenario, there stated that client has already and completely recovered thanks to
    the intensive therapeutic interventions. And most especially prior to being submitted to
    treatment, client was already aware of do’s and don’ts because of proper explanation
    of Informed Consent. As per this scenario and as a helping professional bounded by
    the Code of Ethics and present symptoms of the client-fully recovered- honest and
    open communication with client will be given-reminder of the consent-which both
    parties agreed. Therefore, I will kindly refuse the gift but will thank the client for such
    generosity therefore clearly terminating the meeting.

    2. The lack of agreement on a theory and structure of intelligence is the major reason
    for so many intelligence tests (Gottfredson and Saklofske, 2009). What current
    advancements in the area of the assessment of intelligence would best address this
    issue?

    Current advancement or trend that would probably address this issue is the trend
    on joining the psychometrics and psychobiological approaches in learning brain
    processes. As stated above, there is a lack of agreement on a theory and structure of
    intelligence that is why of the emergence of so many intellectual tests. The said leaning
    maybe quite unorthodox in manner but it would definitely fit the usual processes that are
    measured in most exams- the complex information processing and speed. How do
    brains work? By combining the two approaches, the question of deeper mental
    progression can be scrutinized in an in-depth way which will give further development of
    intelligence, neurodevelopmental and neuropsychological tests.
    A pavement for re-evaluating theories regarding learning can therefore be done
    which will increase understanding. Suitable items then can be developed that will match
    the internal mental demands where the real matters can be measured. It is still therefore
    believed that although scholars have long been studying the brain’s capacity for
    information processing, the complexity of its functions can be still said to be unknown as
    such as for the development of different tests. Therefore, combining two approaches
    can either minimize of solve confusions of intelligence tests.

    3. For the longest time, psychologists have dichotomized personality tests as either
    objective or projective. However, for advancing the science of personality assessment,
    Meyer and Kurtz (2006) have argued that it is about time that these terms be retired
    and/or revised. Based from the works of scholars who responded to this call by Meyer
    and Kurtz, which new classification system, paradigm, or framework you think can be
    used as a better alternative? Do you think that the said system/paradigm/framework is
    feasible? What made you say so?

    Thankfully that these scholars were able to open up such argument for never had it
    passed neither through the young minds nor of those laymen to make a change about
    as simple as a term. Probably for them it does not even matter. However, after defining
    the pros and cons of the subject it unlocked the idea of there must be really odd about
    the names.
    Having read the article about the said argument, it may take probably some time to find
    a suitable and accepted global label as it was said in the article that the majority of the
    scholars themselves are skeptical about it. For that reason, perhaps “referring to the
    assessment tasks by their specific name” (Meyer, G.J and Kurtz, J.E, (2006) would be
    the most suitable alternative. The argument of the matter seems to play around the
    processes or connotations that are confusing hence; it may be likewise to label the tests
    without having global terms for each. Is it feasible? Definitely. The said tests upon
    administration and even after administration are explained to client as to the purpose
    and what do each measure. It is very unlikely that the clients would care if the said tests
    were not objective nor projective rather they think about how to answer, finish and read
    the results.

    4. One macro-skill that every assessment course hopes to jumpstart among students is
    the development of clinical judgment. Clinical judgment is when a practitioner tries to
    use whatever sources are available to create accurate descriptions of a client. How do
    you think a clinician practicing psychological assessment would be able to develop good
    clinical judgment? What process does one need to go through and what possible
    challenges may be encountered during this process?

    Having good clinical judgment is one character of a clinician that needs not only
    knowledge, discernment but also heart. However, majority of the work on how to have
    strong quality depends on the theories, client’s perspectives and practice especially in
    the event of uncertainty. Staying and keeping up with the literature is one of the
    processes. However, making confident clinical judgment is also based on the criteria
    presented by the patient.
    Initially an essential detail for clinical judgment is determining a valid picture of client’s
    psychological presentation- condition. By doing so, clinicians can provide
    comprehensive assessment besides having the essential skills and tools. However,
    “incomplete or inaccurate snapshots prevent clinicians from selecting the most effective
    interventions” (Charles R. Ridley, Charles R. and Ridley Mary S., (April 2009).
    Making clinical judgments are also dependent on the medical system, training,
    knowledge and clinical supervision. However, Ridley and Ridley (April 2009) also noted
    that despite of the said factors, there is a lack of “comprehensive, standardized, and
    scientifically based road maps for gathering, sorting, integrating, and interpreting clinical
    data.” The result, clinicians usually depend on their own random trial and errors which
    may cause potential harm rather than help for clients. Optimal and effective treatment
    may not be achieved or given.

    5. Having taken this course, kindly reflect on any final thoughts you may have regarding
    the practice of psychological assessment. What important learnings do you appreciate
    most and which do you think is most useful to you? On the other hand, what area of
    knowledge or skills do you think remains to be an area you still need to work on?

    One of the lingering issues that made an impact in the short span of studying
    psychological assessment was the topics in the articles given. Reading through the
    pages in an in-depth manner paved the way for learning more than the usual terms or
    purposes of each tests. Initially, they gave immature impressions as to the who’s and
    why’s do they have to make such arguments. But again, the in-depth reading turned
    the id into ego. Those were not for the simple-minded but indeed they were, the fellows
    of the profession, were broad in insight sharing their own thoughts but also inquire help
    from their readers as well. The topics they wrote of increased the motivation on
    perfecting the profession especially with the tools which are essential in the practice for
    by these that objectivity in results is reached. They also were seeking to simplify even
    the abridgement of what term can be given to categorize each test in order to avoid
    public confusion which stimulated sleeping brain cells to think and reason.
    The critical part probably of the said subject was the interpretation and analysis
    of the test. The exposition of how each was administered gave an impression of
    question and doubt regarding the scientific basis and explanation especially among
    projective techniques. What are the internal and outward processes being looked into
    these tests? Can a current mood or answer really predicts or confirm any “psychological
    issue” a person have or did it ever occur that the present answer had nothing to do with
    whatever concerns client had? Can projective techniques analysis make a mistake?
    Hence will it be acceptable to maybe ignore these inquiries instead since they are
    considered to be the best psychological tools that reveal the inner monsters of people?
    Intelligence tests are most often offensive that it rarely measure, on a personal
    opinion and experience, language and comprehension.
    The play with words or how wide one’s vocabulary is will never be enough. The
    last part of the whole work of being in the said practice is the psychological report.
    However, as it is understood that the amount of time per meeting is quite short, the skill
    in how to analyze every stroke, lines and figures are yet to be learned and scrutinized
    ideally in a much longer span of time. It is much of great desire to somehow earn more
    knowledge of being able to interpret the results as this could allow anyone to discover
    more theories or open new discoveries regarding the study.

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