Assignment: Assessment Guide
Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.
There is no required template for the development of the Assessment Guide. You are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.
You will begin your Guide with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.
Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.
The Assessment Guide must include the following sections:
Table of Contents (Portrait orientation must be used for the page layout of this section.)In this one-page section, students must list the following subsections and categories of assessments.

Introduction and Overview 
Tests of Intelligence
Tests of Achievement
Tests of Ability
Neuropsychological Testing
Personality Testing
Industrial, Occupational, and Career Assessment
Forensic Assessment
Special Topics (student’s choice)
References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

Definition of a Test (e.g., What is a Test?)
Briefly define psychological assessment.
Types of Tests
Identify the major categories of psychological assessment.
Reliability and Validity
Briefly define the concepts of reliability and validity as they apply to psychological assessment.
Role of testing and assessment in the diagnostic process
Briefly explain role of assessment in diagnosis.
Professionals Who Administer Tests
Briefly describe the types of professionals involved in various assessment processes.
Culture and Testing
Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets. Be sure to reference the content requirements prior to completing each of the information sheets on the following categories of assessment.

Tests of Intelligence
Tests of Achievement
Tests of Ability
Neuropsychological Testing
Personality Testing
Industrial, Occupational, and Career Assessment
Forensic Assessment
Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice) In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

Testing Elementary School-Aged Children

References (Portrait orientation must be used for the page layout of this section.)Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.
The Assessment Guide

Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in 
Must include a separate title page with the following:

Title of guide
Student’s name
Course name and number
Instructor’s name
Date submitted

Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style

Your manager has asked your team to come up with a more effective way to highlight product features for the customer. Your team determines that your idea, a mobile optimized site comparing product features, would be beneficial and easily accessible for the customer and is the right idea to take to your manager. However, Dan, a team member, is reluctant to accept the idea in team meetings. When you present the idea on behalf of your team to your manager, halfway through the presentation Dan says, ‘I don’t think this will work since customers don’t use our mobile app anyway. How useful can the site even be if they don’t shop on their phones?’ Your manager and team turns to you and waits for your response. In 500 words or less tell us how would you respond to Dan and why you would choose that response

Caring for this aging population is going to be one of the greatest challenges facing the health care industry. Not only will the number of individuals requiring care rise, but so will the cost. As poignantly stated by Crippen and Barnato, “unless we change the practice of medicine and reduce future costs, and explicitly address the ethical dilemmas we face, there may come a time when our kids simply cannot afford us” (2011, p. 128).
In this Discussion, you will examine the ethical issues that the United States and other nations must address when faced with the health care challenges of an aging population.
To prepare:
Consider the ethical aspects of health care and health policy for an aging population.Review the Hayutin, Dietz, and Mitchell report presented in the Learning Resources. The authors pose the question, “What are the economic consequences, now and for future generations of taxpayers if we fail to adapt our policies to the changing reality of an older population?” (p. 21). Consider how you would respond to this question. In addition, reflect on the ethical decisions that arise when dispersing limited funds.Contemplate the impact of failing to adjust policy in accordance with the changing reality of an older population.Reflect on the ethical dilemmas that arise when determining expenditures on end-of-life health care.Post an explanation of the ethical standards you believe should be used in determining how resources should be allocated for an aging population and end-of-life care. Then, provide an analysis of the ethical challenges related to the preparation for the provision of such health care.NURS 6050: Policy and Advocacy for Improving Population Health “Ethics and Advocacy”
Program Transcript
PETER BEILENSON, MD, MPH: I’m sure that in the millions, several millions of needles that we’ve given out now, someone has probably overdosed with it. To that end, however, we did address an overdose effort as well.
If you look at the criminal justice system, and actually I’ve learned a lot about it as Baltimore’s health commissioner because so much of what we did in terms of social determinants of health touched on the criminal justice system and, in fact, the cabinet member that I worked most closely with during my entire tenure in the city as health commissioner was the police commissioner. So as an arrestee at central booking, you have more rights than someone who’s jailed. And once convicted, as an incarceree, you have fewer rights. So it’s on the scale.
So these were just arrestees that we were dealing with at central booking. They had simply been arrested. They had not been convicted. They actually had not been indicted. They had simply been arrested for probable cause, or for being seen doing something illegal. And so we had to get consent from them. In health care, you always want to get informed consent. And so in this case we got informed consent. In fact, I don’t think we ever got turned down by anybody in the thousands of people we tested, because who wants to have syphilis unkownst to them.
The ethical issues, and you’ve got to always look at them, and you have to think carefully about them. So, for example, immunizations. There is a religious exemption potentially. I can tell you that in 15 years, I think we got 20. That’s not the reason kids were not getting immunized. And most of the time, these sort of issues, or red herrings, it actually makes it worth looking at the ethics of things, because it usually will not defeat the purposes of what you’re doing, if you’re looking at it from a purely practical point of view. If you think, if I ask this question, then we’re going to destroy our initiative. But in reality, that doesn’t happen. Very, very few people opt out of things. Immunization is one one.
One interesting ethical quandary we had with needle exchange was, and actually it was an ethical legal one, that the mayor’s counsel actually recommended initially against doing needle exchange because we’re giving syringes, right, in needle exchange. Clean syringes, which we know are going to be used for injecting drugs. What if someone shoots up and overdoses using one of our needles? Aren’t we going to be liable, even though there’s tort claims protection as a jurisdiction? But what about ethically? And we came down on the side of, well, you look at the cost benefit, and clearly, many, many, many more people are going to not get HIV/AIDS, and we’re also tying it to drug treatment. So we were trying to get people into drug treatment through our needle exchange
© 2012 Laureate Education, Inc. 1
program. So that was harm reduction as well. Although we did have to live with the fact that, I’m sure that in the several millions of needles that we’ve given out now, someone has probably overdosed with it.
To that end, however, we did address an overdose effort as well. If you identify ethical conundrums or gaps, you can try and address each of them. And so we did with needle exchange. We got drug treatment available, basically on-demand for people who needed it, to try to them off drugs. Secondly, we did the needle exchange itself, which would decrease the risk dramatically of getting HIV. And third, we launched a project, which got a lot of attention, to avoid drug overdoses by training addicts how to give Narcan, which reverses opiates or heroin overdose quickly.
Because what was happening with overdoses– and, by the way, there were more overdoses than homicides in Baltimore, which is saying a lot, actually, in the late ’90s and early 2000s– we trained several hundred addicts in CPR, rescue breathing, and how to give Narcan and recognize a overdose. And we had hundreds of documented saves. The reason for that is that most addicted folks will have a shooting partner. And so they’ll be shooting in house and one of them overdoses, and what happened oftentimes is the partner who was not overdosed would pull the person out to the porch and maybe call 911 and then take off, because they were afraid of being arrested, and by the time the EMTs got there, they’d be dead from lack of breathing. So by training them to do Narcan, it can immediately reverse, or almost immediately reverse the effects. And we had hundreds of saves. So the point being that if you identify ethical quandaries, you can try to address them with potentially another program.
© 2012 Laureate Education, Inc. 2

Business Textbook Supply Chain
Dave Eisenhart, senior editor for Mountain Publishing, Inc., looked out his window as he considered the opera- tional implications of the changes he had just heard dis- cussed in the company’s annual strategic planning meeting. The future looked to be both exciting and scary. As an edi- tor for Mountain’s business textbook division, Dave had recently witnessed major changes in his primary market. First, the body of knowledge in business school curricula had exploded over the past decade. It was getting harder and harder to cover all the content that any professor might want in a single textbook, while keeping the size of the book manageable. Second, Dave had noted that more and more schools were moving to modular course structures, including many shorter courses, sometimes as short as a week long. Third, a growing number of students preferred to buy their books from sources other than traditional bookstores, such as Amazon.com and other online sources. At the same time, new technologies were changing the way that textbook content could be produced and delivered. Print technologies were improving the  speed  and qual- ity of printing, so that it was easy to envision a day when books could be printed one copy at a time, “on demand.” Mountain and other companies had already started to offer custom published books for professors who wanted to com- bine chapters and cases from several different sources into a single readings packet for their students. While the quality of these “books” (packets) did not match that of traditional hardbound texts, many professors and students valued  the
flexibility associated with this option.
Finally, e-books were slowly making an entrance into the market. While the percentage of books purchased in elec- tronic form was currently very small, the potential seemed to be very large, if and when a standardized reader technol- ogy ever became widely accepted in the marketplace.
Dave began to think about the operational activities dispersed across Mountain’s supply chain for traditional textbooks. On the upstream (input) side, Mountain worked with authors (usually professors), text editors, graphic artists, commercial printers, and other suppliers to edit, design, and produce books. After typically large print runs (up to three years of forecasted demand) were produced, transportation suppliers delivered the books to Mountain’s distribution centers located around the country. Orders from bookstores and online retailers were filled from these distribution centers. For traditional textbooks, each of these players in the supply chain played a fairly clear role in cre- ating value through the goods and services they provided. However, as Dave considered the market and technologi- cal changes currently under way, the operational value that each of these players provided became less clear.
 
Questions
1.       Draw a diagram that illustrates the textbook supply chain from the publisher’s point of view.
2.       Who are the various customers for textbooks? What do these customers want in terms of goods and ser- vices related to textbooks? From the publisher’s point of view, who is the critical customer?
3.       Who are the major players in the supply chain? What operational roles do they play in terms of creating value for the critical customers?
4.       Given the anticipated changes in the market and in product and process technologies, how do you envision each supply chain player’s role changing in the future?
5.       What advice would you give to Dave Eisenhart regard- ing long-term operational changes the firm should consider?
 
 
 
 

PLEASE I NEED A PROFESSIONAL LETTER.
NURSING PHILOSOPHY
FOR ARNP
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