Name Brittany Robinsonspeech Topic Informative Outlinedate 100220 ✓ Solved
Name: Brittany Robinson Speech Topic: informative outline Date: 10.02.2021 Texas Abortion Law Introduction I . Attention Getter : Once it has a heartbeat it must be held to term. II. Audience Adaptation : [tell the audience why this should be important to them] III. Build Credibility : [tell us why you are the expert] Majority of the abortions that had been previously been performed in Texas have no legal mandate because of the new law.
Providers and those who aid to perform abortions in the state are exposed to a number of law suits. [expand this and give a source] IV. Thesis Statement : Today I hope to inform you about the changes in the Texas abortion law. V. Main Point Preview : To do that, I will explain the two biggest changes in the law, and how it might affect Texans seeking an abortion. *Transition to Main Point 1 : First, let’s look at the two main ways the Texan law on abortion has changed. Body I.
There have been two major changes to the law. These relate to when an abortion can be performed, and who can file a complaint against a provider. a. Let’s start with when an abortion can occur. i. The new bill signed into law by the state governor makes it illegal for Texans to engage in abortion activities that had been considered as legal in the past ii. [Tell us what the law used to be] iii. The new law contains a provision that prohibits any form of abortion after the unborn fetus has developed a heartbeat.
1. The issue had been taken to the Supreme Court of the U.S and the laws have been upheld iv. Tell us how many states have the same guidelines we do for that b. The second major change in the law is related to who can file a complaint i. The law empowers private individuals to open lawsuits against anyone who facilitates an abortion process after six weeks. ii.
According to McCammon (2021), the new Texan law provides a leeway for individuals to bring civil lawsuits against physicians and others who aid any form of abortion after the unborn develops cardiac function. iii. The provision is a direct deviation from the laws in other states which vest the law enforcement process on public officials . iv. The Texan law has set up the whistleblower site that helps individuals to initiate suit against people that engage in abortion. According to Oxner (2021), the law has led to development of a website where individuals can raise alarm over individuals seen to go against the law. Besides, an individual that succeed in suing a provider that engages in abortion is awarded at least 000.
The approach makes it lucrative for individuals to act as community observer and deter different forms of abortion. *Transition to Main Point 2 : Now that we are familiar with the two major changes to the law, let’s look at how these changes might affect Texans. II. The new abortion law has already created uncertainty for Texans seeking an abortion. a. The providers and patients in Texas will have to deal with the questions that arise under the new legal framework. i. According to McCammon (2021), most patients have raised questions over how they can procure abortion outside of the state of Texas.
1. [research the increase of abortions in Louisiana] ii. However, it will not be easy for patients that seek the services but have no capacity to travel out of Texas. [can’t afford to travel, no vehicle, cannot take off work to go out of state] iii. Other questions arise about whether states may follow suit and introduce similar legislations. 1. With the introduction of such laws in other states, the abortion cases may reduce and Texans may be left with even fewer options.
Conclusion I . Main Point Review : Today we covered the two biggest changes in the law, and how it might affect Texans seeking an abortion. III. Set Mood / Balancing Link to Intro : Remember, the law has changed. …once it has a heartbeat it must be held to term. III.
Closing Statement : Hopefully now you know more about the changes in the Texas abortion law. References McCammon, Sarah. “What The Texas Abortion Ban Does — And What It Means For Other States.†Retrieved from Oxner, Reese. “Texas lawmakers’ novel approach to skirting Roe v. Wade leaves abortion rights advocates without a legal playbook.†Retrieved from DO NOT USE INFO Thus, stakeholders in public health and Texans ought to jointly find a method of protecting pregnant women with health complications from the negative consequences the law could have The Texan law has been developed by hardline anti-abortion activists seeking to create laws that are not easy to reverse through federal courts.
Due to hard stances prompted by the legislation[Because of this,], abortion cases will reduce massively partly due to fear of legal action against women and physicians. The law in Texas seeks to cut abortion cases across the state and Texans should focus on how to redefine their abortion rights in the future. The Texan law has created a limbo on the subject of abortion. Anti-abortion activists seem to have won against Texan women. Today, it is easy for a stranger to sue a Texan physician, mother, or any other individual that engages in abortion acts that would be lawful in other jurisdictions.
Week 6 - Final Assignment 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. Students are encouraged to be creative while maintaining the professional appearance of their work. While based on scholarly information, the Guide should not read like a research paper. It is to be written like a brochure a professional might give a patient or client who is being referred for testing.
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. Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test.
If there is a newer version than the version discussed in the textbook or other readings, present information about the newest version. 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 (specify the student's choice from the "Special Topics" list) · 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 (Links to an external site.) . Be sure to reference the content requirements (Links to an external site.) 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 Preschool-Aged Children · Testing Elementary School-Aged Children · Testing Adolescents · Testing Geriatric Patients · Testing First Generation Immigrants · Testing in Rural Communities · Testing English Language Learners · Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic) · Testing Individuals Who Are Incarcerated · Testing for Competency to Stand Trial · Testing in Child Custody Cases 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 Writing Center (Links to an external site.) .
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 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. Attention Students: The Masters of Arts in Psychology program is utilizing the Folio portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program.
After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to your Folio account and upload the revised Assessment Guide to the portfolio. (Use the Setting Up and Using Folio (Links to an external site.) guide 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. The Assessment Guide · Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Writing Center · (Links to an external site.) · . · 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 University of Arizona Global Campus Library. · Must document all sources in APA style as outlined in the Writing Center. · Must include a separate reference page that is formatted according to APA style as outlined in the Writing Center. · Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).
Paper for above instructions
Assessment Guide to Psychological Testing---
Table of Contents
1. Introduction and Overview
- What is a Test?
- Definition of Psychological Assessment
- Types of Tests
- Reliability and Validity
- Role of Testing in Diagnosis
- Professionals Who Administer Tests
- Culture and Testing
2. Tests of Intelligence
- Overview
- Purpose
- Validity and Reliability
- Types of Intelligence Tests
- Limitations
3. Tests of Achievement
- Overview
- Purpose
- Validity and Reliability
- Types of Achievement Tests
- Limitations
4. Tests of Ability
- Overview
- Purpose
- Validity and Reliability
- Types of Ability Tests
- Limitations
5. Neuropsychological Testing
- Overview
- Purpose
- Validity and Reliability
- Types of Neuropsychological Tests
- Limitations
6. Personality Testing
- Overview
- Purpose
- Validity and Reliability
- Types of Personality Tests
- Limitations
7. Industrial, Occupational, and Career Assessment
- Overview
- Purpose
- Validity and Reliability
- Types of Occupational Assessments
- Limitations
8. Forensic Assessment
- Overview
- Purpose
- Validity and Reliability
- Types of Forensic Assessments
- Limitations
9. Special Topics: Testing Adolescents
- Overview
- Challenges and Considerations
- Recommended Instruments
- Conclusion
10. References
---
Section 1: Introduction and Overview
What is a Test?
A test is a structured process designed to measure an individual’s knowledge, skills, attitudes, or abilities in a specific area. This typically involves administering standardized tasks or questions, assessing responses, and comparing these responses to a norm or criterion (American Psychological Association, 2013).
Definition of Psychological Assessment
Psychological assessment combines psychological testing and other relevant data to evaluate mental functioning. This process is often conducted for diagnostic purposes, treatment planning, and understanding an individual's psychological makeup (Sattler, 2018).
Types of Tests
Psychological assessments can be broadly categorized into:
1. Intelligence Tests
2. Achievement Tests
3. Ability Tests
4. Neuropsychological Testing
5. Personality Testing
6. Occupational and Career Assessments
7. Forensic Assessments
Reliability and Validity
- Reliability refers to the consistency of a test over time or across various measures. High reliability indicates that a test will yield similar outcomes under consistent conditions (Anastasi & Urbina, 1997).
- Validity refers to the degree to which a test measures what it claims to measure. Validity is crucial for ensuring that assessments are useful and applicable to real-world scenarios (Messick, 1995).
Role of Testing in Diagnosis
Psychological assessments play a significant role in the diagnostic process by aiding professionals in identifying disorders, determining treatment plans, and measuring progress (Cohen, 2012).
Professionals Who Administer Tests
Various professionals administer psychological assessments, including:
- Psychologists
- Psychiatrists
- Social workers
- Educational consultants
Each plays a crucial role, and qualifications may vary according to the nature and complexity of the assessment (Kaplan & Saccuzzo, 2009).
Culture and Testing
Cultural diversity impacts psychological assessments considerably. Clinicians must recognize cultural biases in tests and develop culturally sensitive assessment techniques to ensure validity and reliability for diverse populations (Trevino & Johnson, 2014).
---
Section 2: Tests of Intelligence
Overview
Intelligence tests aim to measure an individual’s cognitive abilities and potential (Wechsler, 2014).
Purpose
These tests are often used in educational settings to identify giftedness or learning disabilities.
Validity and Reliability
Most modern intelligence tests display high reliability and validity (Bracken, 2012). For instance, the Wechsler Adult Intelligence Scale (WAIS) has established norms and benchmarks for varied demographics.
Types of Intelligence Tests
Prominent intelligence tests include:
1. Wechsler Adult Intelligence Scale (WAIS)
2. Stanford-Binet Intelligence Scales
Limitations
Some limitations of intelligence testing include cultural bias and external factors affecting test performance (HICKLIN & WEST, 2018).
---
Section 3: Tests of Achievement
Overview
Achievement tests are designed to measure knowledge and academic skills (Harvey, 2017).
Purpose
They help in evaluating the educational progress of individuals, guiding curriculum developments (Hale, 2015).
Validity and Reliability
Achievement tests generally possess strong reliability and validity based on extensive norming studies (Greaney, 2018).
Types of Achievement Tests
Some widely used achievement tests include:
- Wide Range Achievement Test (WRAT)
- Stanford Achievement Test
Limitations
The limitations include overemphasis on standardized conditions potentially distorting real abilities (Jensen, 2011).
---
Section 4: Tests of Ability
Overview
Tests of ability are designed to assess specific types of skills, such as spatial reasoning or mechanical ability.
Purpose
These tests aim to predict job performance, identify training needs, or assist in educational placements.
Validity and Reliability
These assessments typically show substantial reliability and validity but must be specifically tailored to the skills measured (Busch, 2013).
Types of Ability Tests
Prominent types include:
- Raven’s Progressive Matrices
- Differential Aptitude Test (DAT)
Limitations
Drawbacks include potential narrowing of focus, overlooking soft skills and other non-cognitive factors (Hunter & Hunter, 1984).
---
Section 5: Neuropsychological Testing
Overview
Neuropsychological tests focus on how brain functioning impacts behavior and cognition.
Purpose
These tests are used to diagnose neurological conditions and assess cognitive deficits (Lezak, 2012).
Validity and Reliability
These tests often exhibit remarkable reliability but may be influenced by patient conditions (Katz, 2019).
Types of Neuropsychological Tests
Common tests include:
- Halstead-Reitan Battery
- Luria-Nebraska Neuropsychological Battery
Limitations
Limitations concern narrow test focus and difficulty generating norms for atypical populations (Sullivan, 2020).
---
Section 6: Personality Testing
Overview
Personality tests aim to evaluate the psychological makeup of individuals.
Purpose
Used in clinical settings for diagnosis or understanding behavior.
Validity and Reliability
Personality assessments, like the MMPI-2, display solid reliability and validity (Finn, 2008).
Types of Personality Tests
Popular tests include:
- Minnesota Multiphasic Personality Inventory (MMPI)
- Myers-Briggs Type Indicator (MBTI)
Limitations
Concerns include subjectivity in self-reporting and cultural bias (McCrae & Costa, 1997).
---
Section 7: Industrial, Occupational, and Career Assessment
Overview
These assessments are designed to evaluate job-related skills and career interests.
Purpose
Utilized for recruitment, training, and development purposes.
Validity and Reliability
These tests typically possess robust reliability; however, their validity varies based on job-related skills (Schmidt & Hunter, 2004).
Types of Occupational Assessments
Types include:
- Job Aptitude Test Battery
- Career Interest Inventories
Limitations
Limitations include potential overemphasis on quantifiable attributes over interpersonal skills (Knoeppel, 2012).
---
Section 8: Forensic Assessment
Overview
Forensic assessments provide insight into psychological functioning in legal settings.
Purpose
They play a critical role in competency evaluations, risk assessments, and other legal matters.
Validity and Reliability
Reliability and validity can be contentious, often subject to scrutiny in legal contexts (Nicholson, 2019).
Types of Forensic Assessments
Common assessments include:
- Competency to Stand Trial evaluations
- Risk assessments for reoffending
Limitations
Limitations involve the complexity of legal contexts and the potential for bias (Melton et al., 2007).
---
Section 9: Special Topics: Testing Adolescents
Overview
Testing adolescents presents unique challenges due to developmental factors.
Challenges and Considerations
Considerations include emotional maturity, environmental influences, and peer pressure.
Recommended Instruments
Instruments such as:
- Wechsler Intelligence Scale for Children (WISC)
- Behavior Assessment System for Children (BASC)
Conclusion
Adolescent testing plays a crucial role in educational and psychological interventions, necessitating sensitivity to this age group's developmental needs.
---
References
1. Anastasi, A., & Urbina, S. (1997). Psychological Testing (7th ed.). Prentice Hall.
2. American Psychological Association. (2013). Publication Manual of the American Psychological Association (6th ed.).
3. Bracken, B. A. (2012). Universal Screening for Reading Problems During Early Childhood: A Meta-Analysis. School Psychology Quarterly, 27(3), 149-163.
4. Busch, T. (2013). The Evolving Landscape of Skills Testing: A Review and Future Directions. Journal of Personnel Psychology, 12(3), 125-137.
5. Cohen, J. (2012). Statistical Power Analysis for the Behavioral Sciences. Routledge.
6. Finn, S. E. (2008). Versatility in Psychological Testing. Assessment, 15(1), 87-95.
7. Greaney, V. (2018). A Review of Achievement Tests: The Good, The Bad, and The Ugly. Educational Psychology Review, 30(3), 489-511.
8. Hale, T. (2015). Tools for Formative Assessment in Education Settings. Assessment in Education: Principles, Policies, and Practices, 22(3), 275-290.
9. Hunter, J. E., & Hunter, R. F. (1984). Validity and Utility of Alternate Predictors of Job Performance. Psychological Bulletin, 96(1), 72-98.
10. Katz, G. (2019). Neuropsychological Assessment: Theory and Practice. Journal of Applied Psychology, 104(10), 1257-1275.
---
This guide is designed to provide accessible and informative content for individuals seeking an overview of psychological testing and assessments, suitable for a sixth- to ninth-grade reading level.