Complete the following table by identifying the main tenets, describing the main ideas of the theory that are not present in other theories, and creating a situational example for each theory. Each section of the matrix should be approximately 1 to 5 sentences.
| Theory | Main Tenets | Main Differences From Other Theories | Situational Example |
| Holistic-Dynamic Theory | |||
| Person-Centered Theory | |||
| Existential Psychology |
Sam’s mother referred him for psychological testing to assist in evaluating the need for accommodations related to her son’s academic plans for the upcoming year. The referral questions are: 1) Does Sam have emotional and academic problems that may affect his performance in the gifted program at school this year? 2) What accommodations will benefit Sam this year?
Currently, Sam’s mother reported a concern about her son’s attention, auditory processing, attention to detail and overall mental processing of information. Sam’s mother reported that her son had displayed fluctuations in academic functioning thoroughout his childhood. She explained that previously, her son enrolled in advanced classes and data from a previous evaluation (03/31/03) suggested a superior level of intellectual functioning. Nevertheless, Ms. Martin explained that historically her son performance at school was variable as were his grades. Sam acknowledged that a teacher previously suggested that he might have symptoms of attention deficit disorder. She hoped that the current psychological evaluation would provide information relevant to her son’s current academic difficulties and provide remedial suggestions for enhanced cognitive functioning other than the prescribed medication.
Current Stressors: Reportedly, Sam’s girlfriend just broke up with Sam, and she stated that he was not fun enough and would not try new things. Sam reports a change in his mental functioning to include dizziness, strange thoughts and feelings, anger, apathy, and depression with mood swings. He acknowledged that he is losing weight, is more inattentive, and lacks coordination and feels weak. Ms. Martin stated that she has noted that he is showing impaired judgment.
Sam’s mother explained that Sam’s developmental and medical history was unremarkable. Ms. Martin explained that her son was a quiet and bright child, achieved his developmental milestones early. Reportedly, he walked at eight months and used complete sentences at 17 months. Moreover, Ms. Martin, Sam’s mother acknowledged that her son learned to tie his shoes as expected; however, he took “forever” to learn to ride his bike. Ms. Martin reported two significant life events that occurred after her son’s previous evaluation at age 12. First, reportedly during the 8th grade, Sam had plastic surgery on his ears during which time he had significant academic difficulties, which resulted in below average grades. Secondly, Sam stated that at age 12 he was hit “head on” in a car accident. He explained that he “blanked out” after hitting his head on the window although he acknowledged that he did not pass out. Reportedly, although Ms. Martin acknowledged that her son had a concussion; Sam did not receive skull or neck x rays to check for bone fractures or injury nor does his mother recall any ratings reported from the Glasgow coma scale that could help assess the head injury. Ms. Martin did not disclose a family history of seizure disorder although she acknowledged close relatives with attention deficit disorder, affective disorder, and substance abuse difficulties. Reportedly, Sam has had numerous friends and various interests throughout his childhood. He was involved in the band, on the soccer team, learned taekwondo, and participated in a problem-solving club. Moreover, reported that he has had numerous girlfriends.
Ms. Martin explained that her son was an early reader and began to read during kindergarten at a private school, Saint John’s Elementary school. Ms. Martin stated that, during the first grade, Sam’s teacher acknowledged that Sam might have attention deficit disorder because he was very active. However reportedly, although not on medication, Sam performed quite well academically from the second through the fifth grade. Sam stated that he had difficulties with handwriting and therefore he never used cursive and has always printed. Ms. Martin stated that during the 6th grade, Sam changed schools. Reportedly, his difficulties ensued and continued through the 8th grade although he continued placement within advanced classes. Currently, Sam acknowledged that he does well writing essays but exhibits significant difficulties when trying to learn foreign languages. Sam has a part-time job helping his uncle at his paint supply store. Moreover, reportedly Sam has a talent for painting murals. His mother reported quite proudly that he has quite a talent but always smells like paint.
Sam denied use of any illegal drugs, any prescription drugs, or any alcohol.
Reportedly, Sam recently took his mother’s car out for a “joy ride” and although they had called the police about the missing car, they dropped the charges when they found out their son had the car. Ms. Martin acknowledged this was an example of his poor judgment lately.
Sam is a fourteen- year old, white, male of above average height and sizeable athletic frame. He appeared his stated age, arrived at the evaluation casually and neatly dressed. He was cooperative throughout the evaluation. Sam is right-handed. He appeared alert and responsive during the evaluation and his attention and concentration were not impaired. Sam’s thought processes were connected and coherent. Sam conveyed no delusions and his judgment, reasoning, and insight were adequate. Sam’s eye contact during the evaluation was adequate.
Regarding his motor functioning, there are no apparent abnormalities during testing. No evidence of impaired vision or hearing was present during this evaluation. Sam frequently asked permission before starting a task. Sam’s speech was logical, coherent and of appropriate rate and rhythm unless he was stuttering. Sam did not demonstrate any additional difficulties with speech and appeared to demonstrate the ability to both understand and express the English language without notable exceptions. The content of his thought was not tangential and was relevant to the content. He did not report hallucinations or delusions. His affect was appropriate to the content. Sam’s gait and pace were unremarkable, and he did not express suicidal/ homicidal ideation.
Sam was not easily distracted from his tasks although he worked relatively slowly on timed tasks. Sam reported that he felt frustrated with a task requiring him to copy designs onto paper and cracked his knuckles frequently while admitting great discomfort with the task. Moreover, when asked to reproduce the figures from memory he at first denied that he could remember any because he did not want to draw anymore.
Apply cumulative knowledge from this course and others (i.e., abnormal psychology) to diagnosis Sam, support your diagnosis with evidence from the case and recommend further assessment and treatment options. Your paper should consist of the following sections:
Title Page
Part 1: Reason for Referral
1. What was the reason for the referral?
1. What sources of data do you have and need?
Part 2: Background Summary
1. Family/Social, (supports) Include ethnic/racial/cultural
1. Medical/ developmental
1. Educational/occupational (hobbies)
1. Behavioral observations
Part III: Assessment Data
1. Assessment: What assessments are required to determine tentative diagnosis? Why? What specific tools can be useful in future assessment?
Part IV: Tentative Diagnosis
1. Select a diagnosis using the ICD-10
· ICD 10 codes: https://www.icd10data.com/ICD10CM/Codes/F01-F99
2. Defend which diagnosis/diagnoses are possible using specific examples from the case.
Part V: Treatment Recommendations
1. Consider which treatment would be the ethical choice (community, group, referral to a forensic psychologist, psychiatrist, physician or for a neuropsychology evaluation).
Part VI: Considerations
1. Developmental Considerations
1. Cultural Considerations
1. Ethical Considerations
Part VII: Conclusion
1. Conclude with a summary of your findings.
Part VIII: References
Your paper should be 6-8 pages double-spaced, Times New Roman, 12-point font, with one-inch margins, and written according to APA guidelines for formal and professional writing.
While a typical Case Conceptualization would not contain a reference section, we are asking you to include one here to demonstrate good practice in attributing and citing the ideas of others correctly. Please also include in text citations as appropriate.
All answers are worth 3 points unless otherwise noted.
1. A researcher wants to study the developmental changes in social and political attitudes that occur during the time a person is in college. The researcher is interested in both overall trends and in the changes that individual students undergo. Which survey research design will this researcher need to use?
A. observational design
B. cross-sectional design
C. successive independent samples design
D. longitudinal design
2. In a study that investigates the effects of two different doses of a drug on memory performance, memory performance represents the ____ variable and doses of the drug represent the ____ variable.
A. correlational; confounding B. experimental; control C. dependent; independent D. independent; dependent
3. The validity of a questionnaire concerns
A. if it measures what it was designed to measure.
B. how consistently it measures.
C. removing any confounds.
D. whether or not it causes response bias.
4. The problem of _____ in a repeated measures design occurs when the effects of a condition persist or carry over to affect performance in the subsequent conditions.
A. sensitivity B. anticipation effects C. differential transfer D. counterbalancing
5. Researchers have studied changes in the values and goals of college freshman from 1966 to the present by drawing random samples from each year’s incoming class. Which survey research design describes this research?
A. stratified random sampling design
B. cross-sectional design
C. successive independent samples design
D. longitudinal design
6. A health psychologist conducts an experiment to test the effectiveness of three techniques for helping a person to relax. The psychologist has a limited number of people available to participate in the experiment, and each relaxation technique takes a long time to complete. The psychologist has decided, therefore, to use the incomplete repeated-measures design with all possible orders to balance practice effects. What is the minimum number of participants the psychologist will need for this experiment?
A. 4 B. 6 C. 8 D. 24
7. To determine which candidate for governor residents will vote for, a survey study was conducted by phone by a polling company. Ten percent of the state’s population makes over $200,000; 20% makes between $100,000 and $200,000; 50% makes between $50,000 and $100,000; and 20% makes below $50,000. Which sampling strategy makes sure all segments of the population are adequately surveyed?
A. random B. non-probability C. prorated random D. stratified random
8. Each of the three techniques that are used to balance practice effects in the incomplete repeated measures design conforms to a general rule that can be stated as
A. each condition must appear in only one ordinal position. B. each condition must appear in the first ordinal position equally often. C. each condition must appear in each ordinal position at least twice. D. each condition must appear in each ordinal position equally often.
9. Match the definitions below with the proper terms.
__ Sampling frame __Population __ Sample __ Element
a) each member of a population
b) list of the members of a population
c) set of all cases of interest
d) subset of population drawn from a sampling frame
10. Which of the following samples would be representative of a population that is 75% women and 25%
men?
A. 60 women, 20 men
B. 155 women, 25 men
C. 225 women, 75 men
D. all of these
E. none of these
11. Survey researchers are most interested in
A. the responses of individuals in their sample.
B. obtaining a very large sample size. C. generalizing responses from a sample to the population.
D. predicting the size of the sampling frame based on the sample.
12. A researcher chose to administer a survey using the internet. This sample likely overrepresents people who own a computer and underrepresents people who don’t own a computer. This problem in the researcher’s survey is best described as
A. response bias.
B. a stratified sample.
C. selection bias.
D. a spurious relationship.
13. Which of the following is NOT one of the reasons researchers choose to use the repeated measures design?
A. Repeated measures designs are generally less sensitive than are independent groups designs. B. Repeated measures designs are more convenient and efficient. C. Repeated measures designs require fewer subjects. D. Repeated measures designs are needed when the experimental procedures require participants to compare two or more stimuli.
14. In a survey of 500 randomly selected respondents, 360 respondents (72%) said they want the United Nations (U.N.) headquarters to remain in the United States. A TV news show conducted a call-in survey and asked the same question. Of the 186,000 who phoned in their response, 124,620 people (67%) said they want the U.N. out of the United States. The most reasonable statement about these different findings is that
A. the call-in survey results should be believed because of the larger number of people who responded they want the U.N. out of the United States.
B. the large sample size for the call-in survey indicates it is a more representative sample.
C. the findings for the randomly selected sample more likely represent the views of the population.
D. call-in surveys lead to more reliable findings.
15. In a nationwide study conducted in 2017, samples of students were asked their opinions about the quality of their college education. The results of the survey were analyzed for differences among students at the various colleges and universities. What survey design was used in this study?
A. correlated samples design
B. cross-sectional design
C. successive independent samples design
D. longitudinal design
16. A student is considering doing a complete repeated measures design experiment involving motor skills. The
student’s advisor has told him that people show a large initial improvement on the task followed by slow steady improvement after this initial change. The student must choose a technique for balancing practice effects. Which technique should the student NOT use?
A. ABBA counterbalancing B. block randomization C. Latin Square D. all possible orders
17. A researcher designs an experiment with six conditions, but each condition takes only a very short amount
of time to administer. The researcher has the opportunity, therefore, to administer many trials of each condition in the experiment. Which of the following techniques is likely to be most effective for balancing practice effects?
A. ABBA counterbalancing B. block randomization C. stratified randomization D. all possible orders of conditions
18. A researcher plans to conduct a complete repeated-measures design in which the independent variable is
manipulated using four conditions that vary the level of violence depicted in a photograph (none, low, medium, high). There are 10 photographs in each of the four conditions. Each participant will rate each photo once. If the researcher wishes to have 80 ratings for each photo, how many participants should the researcher recruit?
A. 2 B. 10 C. 40 D. 80
19. Balancing the order of conditions in a repeated measures design
A. equates practice effects with those found in random groups designs. B. eliminates practice effects in the conditions of the experiment. C. averages practice effects across the conditions of the experiment. D. balances individual differences variables across the conditions of the experiment.
20. A marketing researcher wants to test the effectiveness of three different types of advertisement. Each participant will respond to 50 examples of each type of advertisement so that the researcher can determine each person’s preference. What type of design is this researcher using?
A. conditional repeated measures design B. partial repeated measures design C. complete repeated measures design D. incomplete repeated measures design
21. A researcher compares students’ performance using a new learning strategy to their performance using the old strategy. Students’ performance is first tested with the old strategy, followed by the new strategy. The results indicate that students perform better with the new strategy. These results
A. show that the order of the two learning strategies does not matter. B. are uninterpretable due to the confounding with practice effects. C. indicate that teachers should use the new strategy. D. all of these
22. (5 points) Distinguish between probability sampling and nonprobability sampling (explain the difference).
Name two types of probability sampling and one type of nonprobability sampling.
22. (8 points) A researcher was interested in developing a reliable and valid measure of friendliness. That is,
she wanted to distinguish between friendly and unfriendly people using her questionnaire. To determine whether she developed a good measure (called “Friend”), she administered her “Friend” questionnaire to a group of 300 people twice (Friend-Time 1 and Friend-Time 2), separated by six months. At the second testing session, she also administered a similar questionnaire called “Nice,” which previous research has shown to be a valid measure of people’s ability to get along with people and to make friends. She also administered a questionnaire designed to measure art ability, which she predicted to be unrelated to friendliness. She observed the following correlation coefficients among the measures:
Friend-Time1/Friend Time2 correlation: .90
Friend Time1/Nice correlation: .80
Friend Time2/Nice correlation: .85
Friend Time1/Art Ability correlation: .10
Friend Time2/Art Ability correlation: .15 Which correlation coefficient is an indicator of whether the “Friend” measure is reliable?
Which correlation(s) test(s) convergent validity?
Which correlation(s) test(s) discriminant validity?
Do these correlations suggest her questionnaire is reliable and valid? Why or why not?
23. (8 points) A researcher wishes to use stratified random sampling to select a representative sample of 100
people from a population that has the following characteristics: Describe the sample in terms of how many single and married women and men the researcher would need to represent the population.
Suppose the researcher mails the survey to the 100 people in the representative sample and only 50 of the people return a completed survey. Can you state that this sample of 50 represents the population? Why or why not?
24. (8 points) A psychologist wishes to have participants rate two different sets of inkblots (labeled A and B)
for their “emotionality.” The inkblots differ in their use of color. Ten inkblots in set A are created in shades of gray; ten inkblots in set B use shades of red, blue, and yellow. The psychologist hypothesizes that color will influence participants’ ratings of emotionality. Each participant will rate all twenty inkblots.
What is the independent variable in this experiment?
What is the dependent variable in this experiment?
What potential confounding variable must be balanced in this research?
Explain what balancing procedure would be best for this experiment.
25. (4 points) Explain one concept from Chapter 5 or 7 that you know that I did not ask a question about on
this test.
Write a 3–5-page report in Word format (not including the title page and reference page). Include a title and reference page in APA format, and apply APA standards to citation of sources, including in-text citations and full references.
| Assignment 3 Grading Criteria |
Maximum Points
|
| Analyzed the roles of the biopsychosocial-cultural factors in causing or affecting Mr. Moore’s troubled childhood and eventual imprisonment. |
24
|
| Evaluated an early intervention that could have prevented Mr. Moore’s troubled childhood and eventual imprisonment, with respect to the listed biopsychosocial-cultural factors. |
24
|
| Recommended at least two ideas for a treatment that Mr. Moore should have received in childhood, with respect to the listed biopsychosocial-cultural factors. |
32
|
| Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. |
20
|
| Total: |
100
|
Write a 3–5-page report in Word format (not including the title page and reference page). Include a title and reference page in APA format, and apply APA standards to citation of sources, including in-text citations and full references.
| Assignment 3 Grading Criteria |
Maximum Points
|
| Analyzed the roles of the biopsychosocial-cultural factors in causing or affecting Mr. Moore’s troubled childhood and eventual imprisonment. |
24
|
| Evaluated an early intervention that could have prevented Mr. Moore’s troubled childhood and eventual imprisonment, with respect to the listed biopsychosocial-cultural factors. |
24
|
| Recommended at least two ideas for a treatment that Mr. Moore should have received in childhood, with respect to the listed biopsychosocial-cultural factors. |
32
|
| Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. |
20
|
| Total: |
100
|
•Describe how these theories differ in regard to the ever-reversing role of general intellectual ability factor (g).
•Explain how these theories are relied upon in each of the following current tests that you also read about in this unit. Please note that some of these tests may now rely on more than one theory, or a theory different than the original versions of the same test. Subsequently, you will need to address such multiple contributions and only for the versions listed below (for example, fifth edition).
◦Wechsler Intelligence Scale for Children, fourth and fifth editions.
◦Kaufman Assessment Battery for Children, second edition.
◦Stanford-Binet Intelligence Scales, fifth edition.
◦Woodcock-Johnson Tests of Cognitive Abilities, third or fourth editions.
•Explain your thoughts regarding an intelligence test that has a dual theoretical basis, based on your readings and review of the theoretical influences on these tests. Explain your position by including consideration of validity.
•Explain which theory of intelligence you find yourself most affiliated with in the context of your professional goals. Explain how your selected theoretical model aligns with your interests and career.