Concept Writer Only

Personality Analysis Prior to beginning work on this assignment, review Chapter 3 in your textbook and the HumanMetrics Jung Typology Test website, and read the Choca (1999), Paris (2005), and Westen (1998) articles.

For this assignment, choose a historically important figure or a character from a movie, novel, or TV show, then address the following in your paper:

  • Examine your figure or character from the perspective of Jung’s theoretical approach to personality and describe your chosen figure or character based on the dichotomous facets of personality as defined by Jung.
  • Evaluate the current Myers-Briggs Type Indicator (MBTI) personality instrument, which is based on Jung’s theories, and provide your impression of your chosen figure or character through the major facets of the MBTI.
  • Analyze how ethical issues might affect the implementation of MBTI personality assessment in the setting native to your chosen figure or character.
  • Assess the MBTI and its use to provide results on your chosen figure or character and describe the efficacy and reliability of this assessment as it relates to your chosen person.
  • Summarize and present your opinion about how well this theory describes the person in question. Provide research to support your claims.

The Personality Analysis

  • Must be three to five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must address the topic of the paper with critical thought.
  • Must use at least three peer-reviewed sources, including a minimum of three from the Ashford University Library.  These may include the required articles for the assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Due 7/16/18

Discipline-Based Literature Review

For this discipline-based literature review, you will research peer-reviewed articles that were published within the last 10 years in the Ashford University Library on the following major perspectives of personality.

  • Psychodynamic
  • Behavioral
  • Trait
  • Learning/Social
  • Humanistic

You will utilize your researched article to create your literature review. The review should be formatted with the headings and content designated below.

Introduction
Assess the types of personality measurements and research designs used in in the peer-reviewed articles you researched. Briefly describe the main theoretical models represented within each of the perspectives of personality and explain the commonalities found across all five.

Discussion
Examine the major theoretical approaches, research methods, and assessment instruments used in the five perspectives of personality. Evaluate and describe the current research in these perspectives using a minimum of one peer-reviewed article for each of the five required perspectives. Present a detailed critique of each of the perspectives by evaluating the standardization, reliability and validity, and cultural considerations present in the most common personality assessments used within each. Support your opinions about each model by substantiating them with scholarly research.  Be sure to include the following:

  • The theoretical framework(s) for the selected models
  • The major contributors to those fields
  • The methods of inquiry and assessment usually associated with those models
  • An overview of the characteristics, strengths, and weaknesses of the models

Conclusion
Provide a summary of your evaluation addressing the current use and relevance of these perspectives in explaining personality citing research as appropriate.

Writing the Discipline Based Literature Review

The paper:

  • Must be seven 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
    • Your name
    • Course name and number
    • Your instructor’s name
    • Date submitted
  • Must begin with an introduction that describes and the main theoretical models represented within each of the perspectives of personality.
  • Must address the topics of the paper with critical thought.
  • Must end with a conclusion that summarizes your evaluation addressing the current use and relevance of these perspectives in explaining personality.
  • Must use at least five peer-reviewed sources 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.

Due 7/26/18

Prior to beginning work on this discussion, read the required article by Appel and Kim-Appel (2010) and watch the Episode: 118 – Inside Out: An Introduction to Psychology – The Enduring Self video excerpt, which is accessible through the ProQuest database in the Ashford University Library.  For this discussion, you will build on your experience in the “Personality Theory at Work in Popular Media” discussion from last week by re-examining the major theoretical approaches studied in the class (psychodynamic, behavioral, learning, trait and type, and humanistic) within the realm of social networks. In addition to these five domains, you will also consider the theoretical approaches related to complex models. Your initial post will be presented in a video format. Please see the instructions for this below.

To begin, choose a social networking site (this may be Facebook  (Links to an external site.)Links to an external site.LinkedIn (Links to an external site.)Links to an external site. or Twitter  (Links to an external site.)Links to an external site.). Choose someone you know in your personal or professional life who has a profile on one of these three social networking services. It is important in your posts and responses not to disclose identifying information about your subject. You may choose a pseudonym by which to identify your selected subject in this discussion.

Choose one of the five domains (psychodynamic, behavioral, learning, trait and type, and humanistic) and create a personality profile based on your current knowledge of your chosen subject using the framework of your selected domain. Then, review the online profile or feed of your subject in your chosen social networking site and create a personality profile based on the information your subject has published on the site using the framework of your selected domain.

Compare and contrast the two different personality profiles. Provide an analysis of any differences between the two profiles. Select one of the models with the complex models domain. Explain the reasoning for the differences between the real world and online personality of your subject using your selected model within the complex models domains. Research a minimum of two articles on your chosen model and use these to support your statements. Evaluate and describe the usefulness of complex models as they pertain to this exercise in personality theory.

Due 7/30/18

 

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.)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.)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.)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.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

 

 

PSY615: Week Two Counseling-Based Personality Assessment Scenario

PSYCHOLOGICAL EVALUATION

(Williamsburg Mental Health Center)

Jane Smith Date of Evaluation: 10/12/2013

Case No.: 12783A

Admission Date: 10/8/2013

PURPOSE FOR EVALUATION:

This is the second admission of a 32-year-old female to the Center. The client has 14 years of formal

education and is employed as an administrative assistant at a local community college. She was admitted

due to signs of major depression with possible psychotic features.

 

The purpose of this clinical evaluation is to assess the client’s current mental well-being and the extent of

her need for clinical intervention.

 

ASSESSMENT PROCEDURES:

The clinical psychiatrist on duty recommended the following assessments:

 

• Minnesota Multiphasic Personality Inventory-2 (MMPI-2)

• Mental Status Examination

• Review of Prior Psychological Assessment

• Review of Prior Medical Records

• Clinical Interview

 

ASSESSMENT RESULTS:

Note: Typically, this section reports test results of all the recommended assessments. Here you are

provided with the abbreviated results from the MMPI-2, the Mental Status Examination, Review of Prior

Medical Records, and Clinical Interview.

 

Adjustment Level

Jane’s elevated scores on Depression (T = 94) and Psychasthenia (T = 92) scales indicate her

dissatisfaction with her life situation and feelings of hopelessness and inadequacy.

Symptoms

Jane appears to suffer from major depression, which is evident in her elevated Harris-Lingoes

subscales on depression (D1, T = 101; D2, T = 89; D3, T = 80; D4, T = 99; and D5, T = 80).

These scores and a high score on the Social Introversion scale (T = 79) indicate chance of suicidal

 

 

PSY615: Week Two Counseling-Based Personality Assessment Scenario

tendencies. She may withdraw from personal relationships and struggle with separation, which

links to her depression.

Perceptions of Environment and People

Jane’s elevated scores on Fears (T = 77) and Anxiety (T = 80) indicates that she does not feel safe

or comfortable in most environments.

Reaction to Stress

Jane’s elevated D1 subscale and low ego strength indicate that she is not able to cope well with

stress, even under normal circumstances. Jane likely reacts to stress by withdrawing and isolating

herself from the stressors.

Self-Concept

Jane’s score on Low Self-Esteem (T = 89) is evidence of low ego strength and a poor self-

concept.

Emotional Control

Jane seems to have a lack of emotional control with her depression. She appears to be struggling

with feelings of hopelessness and despair. Elevations in level of depression should be monitored,

particularly if the elevations extend over a long period of time.

Interpersonal Relationships

In addition to her depression, Jane’s score on Social Introversion (t = 79) indicates she is aloof,

ruminative, and withdrawn. Other indicators include elevated scores on Familial Discord (T =

72) and Family Problems (T = 83), which supports the evidence that she may have turmoil in the

family.

Psychological Resources

Jane has attended college and appears intelligent. She has some satisfaction with work, so she

knows that she is successful on some level. Her high score on Negative Treatment Indicators

(TRT, T = 85) coupled with depression may indicate a negative attitude toward therapy.

Social Dynamics

Jane’s parents are divorced and her home life was likely filled with conflict and dissention. Her

parents were highly critical, which may be the source of her isolated introversion, anxiety, and

depression.

Diagnostic Impressions

Jane’s MMPI profile indicates that she suffers from major depressive disorder and she is at risk

for suicidal tendencies. Jane may also have a bipolar personality and problems with mental

processes, but she does not appear a danger to others at this time.

 

 

 

PSY615: Week Two Counseling-Based Personality Assessment Scenario

BACKGROUND INFORMATION:

The client is a 32-year-old, single white female who was previously admitted one year ago for possible

suicidal ideation and major depression. She has an associate’s degree and is currently working for a local

community college as the administrative assistant for the dean of the business school. She does not have

a record of suicide attempts or long-term hospitalization in a mental health facility. She is a single female

with no family history of mental illness.

 

MENTAL STATUS EXAMINATION:

Observational conclusions of the patient’s attitude were as follows:

 

Open and cooperative, and her mood was euthymic. Her affect was appropriate to verbal content and

showed broad range. Her memory functions seemed grossly intact and she was able to recall events and

factual information. Her thought process was intact, goal oriented, and well organized. The client

indicated no evidence of delusions, paranoia, or suicidal/homicidal ideation. Her level of personal insight

appeared to be good, as evidenced by ability to state her current diagnosis and by ability to identify

specific stressors that precipitated the current exacerbation. Social judgment appeared good, as evidenced

by appropriate interactions with staff and other patients in the center and by cooperative efforts to achieve

treatment goals required for discharge.

 

 

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