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Psychology Assessment Report
Psychology Assessment Report
Psychological Assessment Report
A psychological assessment report is created by psychology professionals to inform groups or
individuals of the assessments appropriate for their current needs. This type of report also
includes a summary of the services provided to these groups or individuals. This evaluation is
used by the various entities to assess basic needs, competencies, preferences, skills, traits,
dispositions, and abilities for different individuals in a variety of settings.
Psychological reports vary widely depending on the psychology professional creating it and the
needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological
examiners. This type of report may be as short as three pages or as long as 20 or more pages
depending on the needs of the stakeholders. Many reports include tables of scores that are
attached either in an appendix or integrated into the report. Despite the many variations in
assessment reports, most include the same essential information and headings.
Students will choose one of the personality assessment scenarios from the discussions in Weeks
Two, Three, or Four to use as the basis of this psychological assessment report. Once the
scenario has been chosen, students will research a minimum of four peer-reviewed articles that
relate to and support the content of the scenario and the report as outlined below. The following
headings and content must be included in the report:
The Reason for Referral and Background Information
In this section, students will describe the reasons for the referral and relevant background
information for all stakeholders from the chosen personality assessment scenario.
Assessment Procedures
In this section, students will include a bulleted list of the test(s) and other assessment measures
recommended for the evaluation of the given scenario. In addition to the assessment(s) initially
provided in the personality assessment scenario from the weekly discussion, students must
include at least three other measures appropriate for the scenario.
Immediately following the bulleted list, students will include a narrative description of the
assessments. In the narrative, students will examine and comment on the major theoretical
approaches, research methods, and assessment instruments appropriate for the situation and
stakeholder needs. In order to defend the choice of recommended assessments, students will
evaluate current research in the field of personality theories and provide examples of how these
assessments are valid for use in the chosen scenario. For additional support of these
recommended assessment measures, students will evaluate the standardization, reliability and
validity, and cultural considerations present in these personality assessments that make them the
most appropriate tools for the given scenario. Students will conclude the narrative by assessing
types of personality measurements and research designs often used in scenarios like the one
chosen and providing a rationale for why some of those assessments were not included.
General Observations and Impressions
In this section, students will describe general observations of the client during the assessment
period provided in the chosen personality assessment scenario and explain whether the client’s
behavior might have had a negative impact on the test results. Students will analyze and
comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation
of the personality assessment during the initial process. Based on the observations and analysis,
students will assess the validity of the evaluation and make a recommendation for or against the
necessity for additional testing.
Test Results and Interpretations
In this section, students will analyze the results of the assessment provided in the chosen
personality assessment scenario. Based on the score, students will interpret the personality
factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive,
self-directedness, etc.) that are present.
Note: Typically, this section reports test results and is the longest section of a psychological
assessment report because the results of all the tests administered are analyzed and reported Some psychologists report all test results individually, while others may integrate only a portion of
the test results. However, in this report, only the assessment presented in the chosen personality
assessment scenario will be included.
Summary and Recommendations
In this section, students will summarize the test results. They will provide a complete explanation
for the evaluation, the procedures and measures used, and the results and include any
recommendations translating the evaluation into strategies and suggestions to support the client.
Finally, students will provide any conclusions and diagnostic impressions drawn from the
previous sections of the report.
Pathbrite Portfolio
The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository
for student scholarly work in the form of signature assignments completed within the program.
After receiving feedback for this Psychological Assessment Report, please implement any
changes recommended by the instructor, go to Pathbrite
(Links to an external site.)
and upload the revised Psychological Assessment Report to the portfolio. Use the Pathbrite
Quick-Start Guide
(Links to an external site.)
to create an account if you do not already have one. The upload of signature assignments will
take place after completing each course. Be certain to upload revised signature assignments
throughout the program as the portfolio and its contents will be used in other courses and may
be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)
website for information and further instructions on using this portfolio tool.
Writing the Psychological Assessment Report
The report:
Must be six to ten double-spaced pages in length and formatted according to APA style as
outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include the required headings and content as listed above.
Must address the topic of the paper with critical thought.
Must utilize assessment manuals as necessary to support the inclusion and results of the
assessments.
Must use a minimum of four peer-reviewed sources, at least two of which must be 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 as outlined in
the Ashford Writing Center.
Scholarly Teaching Strategies for Nurse Educators
Scholarly Teaching Strategies for Nurse Educators
Files will be inserted on this order for the instructions.
3 rubrics for Part 1 , 2 & 3
Part 1: Methods Paper (4 pages)
Topic: Distance Learning through COMBINATION OF Online method and flipped Learning method.
First: Define what is flipped Learning method. What is the step by step method of instruction or the process involved in this method? What are the Pros and Cons?
Second: Why online learning is important this day? What was the origin or historical background of online learning? Please refer to page to Chapter 8 “Theoretical Foundation”
- Summarize some literature related to the topic (6 references)
- States how the information presented in the paper can be used by the nurse educator.
- Relate the topic to Nursing Education and to one’s own role as an ADVANCED PRACTICE NURSE EDUCATOR.
- Address the learning styles of students
- Address the andragogy and pedagogy learners
Select 6 references
First reference:
Bradshaw, M. & Hultquist, B. L. (2017). Innovative Teaching Strategies in Nursing and Related Health Professions (7th ed.). Burlington, MA. Jones & Bartlett Learning. ISBN-13 978-1-284-10707-4
PART 2: CREATIVE TEACHING PROJECT (5 page PowerPoint and 3 pages summary or script and lesson plan explanation)
Topic: Discussion of Different Learning styles (Reference Bradshaw Chapter 1-3 and provide 3 article or journal references)
Teaching method that will be used for the discussion is Flipped learning method, in combination with teaching method of interest :1. POWER POINTS, 2.VIDEO – AUDIO, 3.composing a song about the topic and 4.Simulation (Designed to simulate real nursing scenarios and to develop clinical decision-making skills, competence, and confidence in nursing students, vSim for Nursing)
- Provides introduction prior to beginning the lesson that includes the following: – who the intended audience would be (ex. Undergraduate nursing students, classroom or clinical setting, hospital staff education, community or patient education) – why the method is appropriate for the subject matter and audience. – how the lesson will be presented
- Using the method of instruction that you chose for the class presentation part, prepare a 20-minute lesson for the class, on a subject of your choice.
- 1st a power point will be made 5 pages about different types of learning (Reference Bradshaw Chapter 1-3)
PART 3: CLASS PRESENTATION: (8 pages, 2 page explanation or script for discussion)
- Guidelines: Choose a method of instruction that you feel is particularly creative and interesting, and effective in the classroom. For example,role play, debate, visual presentation, or some form of technology. Prepare a 10 minute presentation about your chosen method and present to the class.
Topic: Method of instruction/teaching method of interest :1. POWER POINTS, 2.VIDEO – AUDIO, 3.composing a song about the topic and 4.Simulation (Designed to simulate real nursing scenarios and to develop clinical decision-making skills, competence, and confidence in nursing students, vSim for Nursing)
- Selects a teaching method of interest, appropriate for use in undergraduate nursing education, hospital education, or community teaching.
- Thoroughly describes selected method; including pros and cons, how to implement method, and any barriers to implementation.
- Discusses how the nurse educator can utilize the method in various settings.
- Describes how, as a nurse educator, this method might be used.
Malpractice in Healthcare and Defended Against Malpractice
Malpractice in Healthcare and Defended Against Malpractice
Annotated Bibliography describing the current state of malpractice in healthcare and how
healthcare professionals respond to and defend against allegations of malpractice.
Specifically, 10 sources dealing with the issues raised by acknowledgment and apology in
malpractice lawsuits:
• Injured patients often sue because they want an explanation of what happened and an apology
for the injuries.
• Statements by the healthcare professional that could be perceived as admissions can create
legal liability in formal litigation.
• Some state laws, and some methods of alternative dispute resolution, help enable the apology
without the liability.
I am attaching the grading rubric for the annotated bibliography.
All sources must meet the below requirements of the assignment:
• At least 10 scholarly sources other than the Bible are included.
• At least 2 sources related to the student’s area of practice are included.
• At least 2 sources related to biblical worldview are included.
• Each citation includes a brief description of the content of the source.
• Each citation includes an explanation of the source’s relevance to the paper.