Element 9 states that a test user, “evaluate(s) the available evidence on the performance of test takers of diverse subgroups . . . determine(s) to the extent feasible which performance differences may have been caused by factors unrelated to the skills being assessed.” Together, the previous course assignments and this current one involving Element 9 will provide you with the data, research, and literature reviews across all nine elements of the Code to assist your decision-making process about the appropriate selection of a test.

For this final assignment:

Locate reviews or research related to how Element 9 applies to your selected test. If the research or reviews do not address this element in any way, then you will need to cite the references your reviewed and note that they were lacking in in addressing this element, drawing appropriate conclusions for when a test is lacking such evidence.

Synthesize all of the data and information you gathered on your selected test throughout the course and identify highlights, both positive and negative, both advantages and disadvantages, according to all nine elements of the Code.

Evaluate your selected test based on these data and draw a conclusion about whether or not it is a test that you would select, recommend, or even defend, if necessary in practice. Note: You should not merely copy and paste your earlier assignments for the final paper. Instead you will be synthesizing the research you completed for each element into a summary of that element that you will offer in support of your final evaluation. (For example, note that the technical quality element (that is, Element 5) will be only a synthesis and evaluation and not a repeat of the annotated bibliography you completed in Unit 5.) 

Identify the strengths or weaknesses for each element, and determine if the information about that element supports (or opposes) the use of your selected test in the field and population to be served.

Incorporate recommendations about ways to improve the selected test.

Review all of your evaluations for each element and recommended improvements to the test, and write an overall evaluation and determination about the use of your selected test. Would you recommend this test to a school district or business that you are employed as a consultant? Would you be able to defend the use of this test in a court proceeding?

Organize your paper using the following headings:

Title page (required) (one page).

Abstract (required) (one page).

The Code of Fair Testing Practices in Education (a minimum of four pages). (For each element, identify strengths and weaknesses, evaluate the selected test for the element, and make recommendations, if any for improvement, citing appropriate standards of practice.) 

Element 1. Purpose: Define the purpose for testing, the content, and skills tested (see Unit 2 assignment).

Element 2. Appropriateness: Evaluate appropriateness of test content, skills tested, and content covered (see Unit 2 assignment).

Element 3. Materials: Evaluate materials for which clear, accurate, and complete information is provided (see Unit 2 assignment).

Element 4. Training: Test users have appropriate knowledge, skills, and training (see Unit 2 assignment).

Element 5. Technical Quality: 

Synthesis of evidence of reliability (see Unit 5 assignment).

Synthesis of evidence of validity (see Unit 5 assignment).

Element 6. Test Items and Format: Evaluate test items, test format, directions, manuals and scores (see Unit 7 assignment).

Element 7. Test Procedures and Materials: Evaluate test procedures and materials to ensure that potentially offensive content or language is avoided (see Unit 7 assignment).

Element 8. Modifications and Accommodations: Evaluate if tests provide appropriately modified forms or procedures for test takers with disabilities (see Unit 7 assignment).

Element 9. Group Differences: Evaluate evidence on performance of test takers of diverse subgroups.

Summary (two pages).

Overall recommendation to use the selected test in the field and with populations to be served. 

If recommending the use of the selected test, identify the greatest strengths you discovered and determined in its use. Additionally, identify any limitations or concerns that may still exist with its use regardless of the recommendation. Are there still concerns for the test in certain situations?

If not recommending the use of the selected test, identify the greatest weaknesses you discovered and determined in its use. Additionally, identify any strengths that may still exist with its use regardless of the opposition. Are there still uses for the test within set parameters?

References (required, use current APA format and style).

Submit your draft to Turnitin prior to uploading it to the assignment area.

Additional Requirements

Your paper should meet the following requirements:

References: A minimum of nine references. These may include journal articles, literature reviews, Mental Measurements Yearbook (MMY) reviews, and publisher Web sites. At least five of the nine references must be from professional journals. It is likely and appropriate that many of these references and citations were included in one or more of your previous assignments. Alternatively, you may want to supplement your paper with current, peer-viewed journal articles you located after completing an earlier assignment. Those inclusions would also be acceptable.

Length of paper: At least six pages (not including title page, abstract, or references).

Question 1 (1 point)

1. The sub-concept of death related to the recognition that death involves the complete and final cessation of all life-defining capabilities attributed to a living physical body is

irreversibility

non-functionality

causality

universality

2. The five-stage model developed by Kubler-Ross 

describes tasks to be undertaken while dying

is criticized for its lack of scientific evidence

stresses physical needs of the dying

has been confirmed by subsequent research

3. When children learn about death by finding, touching and burying a dead bird in the woods, their experience illustrates the potential of:

near-death understanding

teachable moment

vocational motivation

information education

4. A Hospice Nurse discusses specific diseases and described mortality statistics, she is exemplifying the cognitive dimension of death-related education.

True

False

5. Explain disenfranchised grief. Select a death that may lead to disenfranchisement and discuss why this grief is disenfranchised. Include societal responses and individual responses. Assume the reader knows nothing of the subject.

Two paragraphs 

6. Older adults are more likely to die from ____________________, while younger adults are more likely to die from accidents.

communicative diseases

chronic diseases

car crashes

acute diseases

7. The founder of the modern hospice movement is

Robert Kastenbaum

Kenneth Doka

Elizabeth Kubler-Ross

Dame Cicely Saunders

8. What is meant by a death system? Why is important for a society to have a death system? Identify and explain at least two elements and at least two functions of the death system. Assume the reader knows nothing of the topic.

Two paragraphs 

9. Socially sanctioned death includes all of the following except

the Holocaust

genocide

homicide

war

10. Three elements are essential in all bereavement:

depression, loss, and shame

a valued relationship, loss, and a survivor

grief, guilt and anticipation

anticipation, depersonalization and love

11. Nursing homes differ from hospitals in that they

lack facilities for acute care

lack facilities for rehabilitative care

none of the above

lack resources for chronic care

12. A 1981 Presidential Commission proposed a definition of death later codified in the Uniform Determination of Death Act (UDDA). This definition requires or includes

a. irreversible stoppage of the capacity for bodily integration and social interaction

b. irreversible cessation of all functions of the entire brain, including the brain stem

c. an invariant procedure for the determination of death

d. loss of circulatory and respiratory function

13. Grief which occurs as a result of a loss that is not or cannot be openly acknowledged, public mourned, or socially supported is called

a. anticipatory grief

b. complicated grief

c. disenfranchised grief

d. none of the above

14. For an adult, the death of a parent or grandparent

a. removes a generational buffer

b. creates the empty nest syndrome

c. all of these

initiates the person’s place in the “sandwich generation”

15. At the present time, most deaths in the United States occur in nursing homes and long-term health care facilities.

True

False

16. The elements of a “death system” include

disposing of the death

objects and symbols

caring for the dead

preventing death

17. Most members of our society experience death and dying through providing care for a dying loved one.

True

False

Prior to beginning work on this discussion read Hill (2013) “Partnering with a Purpose: Psychologists as Advocates in Organizations,” Cohen, Lee, & McIlwraith (2012) “The Psychology of Advocacy and the Advocacy of Psychology,” Heinowitz, et al. (2012) “Identifying Perceived Personal Barriers to Public Policy Advocacy within Psychology,” Lewis, Ratts, Paladino, & Toporek (2011) “Social Justice Counseling and Advocacy: Developing New Leadership Roles and Competencies,” and Fox (2008) “Advocacy: The Key to the Survival and Growth of Professional Psychology” articles.

For this discussion, you will compare the various professional activities common to clinical and counseling psychologists and assume the role of an advocate for a client in one of the case studies from Case Studies in Abnormal Psychology (Gorenstein & Comer, 2015). Select a case study that has not been covered in this course or in the PSY645 course, and identify systemic barriers, sociopolitical factors, and multicultural issues impacting the client at the micro, meso, exo, and/or macro levels. Develop an action plan that outlines how you might advocate for the client at each appropriate level of the ecological model. Identify two potential partnerships that you would establish in order to support your client and those like him or her outside of the therapeutic environment.

References has to be in intext citation ( APA format and on seperate reference page)

Required Resources

Text

Gorenstein, E., & Comer, R. J. (2015). Case studies in abnormal psychology (2nd ed.). New York, NY: Worth Publishers.

Articles

Cohen, K. R., Lee, C. M., & McIlwraith, R. (2012). The psychology of advocacy and the advocacy of psychology. Canadian Psychology/Psychologie Canadienne, 53(3), 151-158. doi:10.1037/a0027823

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. The role of advocacy within health care, academia, and private practice are explored in this article. Twelves steps are outlined in support of successful advocacy in the field of psychology. This resource is applicable to this week’sdiscussion.

Fox, R. E. (2008). Advocacy: The key to the survival and growth of professional psychology. Professional Psychology: Research and Practice, 39(6), 633-637. doi:10.1037/0735-7028.39.6.633

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. The author of this article explains how to develop large-scale advocacy efforts by using a database, targeted messaging, political contributions, and trainings. This resource is applicable to this week’sdiscussion.

Heinowitz, A. E., Brown, K. R., Langsam, L. C., Arcidiacono, S. J., Baker, P. L., Badaan, N. H., & … Cash, R. E. (2012). Identifying perceived personal barriers to public policy advocacy within psychology. Professional Psychology: Research and Practice, 43(4), 372-378. doi:10.1037/a0029161

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. The authors of this peer-reviewed article examine the underrepresentation of advocates in the field of psychology through an anonymous online survey that reveals eleven barriers to taking action in public policy, social justice, and professional advocacy. This resource is applicable to the Issues of Advocacy and Social Justice discussion. This resource is applicable to this week’s discussion.

Hill, J. K. (2013). Partnering with a purpose: Psychologists as advocates in organizations. Professional Psychology: Research and Practice, 44(4), 187-192. doi:10.1037/a0033120

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Strategies for collaborating and partnering with organizations are outlined within this article, including how to hone communication skills and serve as a content expert on key service issues. The absence of advocacy within professional training models is also examined. This resource is applicable to this week’sdiscussion.

Lewis, J. A., Ratts, M. J., Paladino, D. A., & Toporek, R. L. (2011). Social justice counseling and advocacy: Developing new leadership roles and competencies. Journal for Social Action in Counseling & Psychology, 3(1), 5-16. Retrieved from http://jsacp.tumblr.com/

• The authors of this article explore the shift from an individual-focused model towards a social justice perspective. Advocacy competencies and strategies for supporting clients at the systems level are outlined. This resource is applicable to this week’sdiscussion.

Recommended Resources

As part of your ongoing studies this week, you are encouraged to interact with one another in the Ashford University Online Psychology Club  (Links to an external site.)Links to an external site.via LinkedIn. This community of learning will allow youto create supportive networks for like-minded scholarship and to work through difficult course concepts in a mutually respectful environment. Please take a moment to explore the community  (Links to an external site.)Links to an external site.and see what your colleagues are discussing.

Please note: If you do not already have a LinkedIn account, you will need to create one before joining.

Texts

Jongsma, A. E., Peterson, L. M., & Bruce, T. J. (2014). The complete adult psychotherapy treatment planner (5th ed.). Hoboken, NJ: John Wiley & Sons.

• Cognitive Deficits (pp. 116-128)
• Eating Disorders and Obesity (pp.147-160)
• Impulse Control Disorder (pp. 209-219)
  • The full-text version of this e-book can be accessed through the ebrary database in the Ashford University Library and is available to read online. Please be aware that checking this item out of the library may prevent other users from accessing it.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Clinical interviewing(5th ed.) [E-book]. Hoboken, N.J.: John Wiley & Sons.

• Chapter 10: Diagnosis and Treatment Planning (pp. 329-362)
  • The full-text version of this e-book can be accessed through the ebrary database in the Ashford University Library and is available to read online. Please be aware that checking this item out of the library may prevent other users from accessing it. This e-book illustrates various models of clinical interviewing and includes examples of intake reports, mental status exams, and treatment plans using case studies.

Research and choose an organization. Briefly describe the culture of the organization. Speculate on what challenges the organizational culture may have on executive performance in the organization. Describe how specific aspects or challenges of the organization’s culture affect the way executives perform.

This is an organizational Coaching class