PSY 603 Psychology Goal Attainment Scaling Worksheet
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
PSY 603 Psychology Goal Attainment Scaling Worksheet
Let’s now talk about nomothetic and idiographic assessment. So I mentioned before that it’s often helpful whenevaluating a couple to use different approaches and almost like a funnel approach where we might initially start witha measure that compares our couple to other couples who have taken a similar assessment tool. And so this is callednomothetic assessment. It’s the same as norm referenced assessment.
And when we’re doing that kind of assessment, we’re essentially giving the same set of scales or items orquestionnaires or measures to assess all individuals that we may evaluate, and we’re comparing their scores tonormative data. So if I’m a couples therapist, I might decide I really like to use this particular measure, x, to evaluateall couples who I see. And that would be a nomothetic assessment, if we’re comparing the couples scores to theresults of the normative sample for measure x.
The idiographic assessment is a nice complement to nomothetic assessment. This is where I might be evaluatingdifferent sets of variables for each client– in this case, a couple or individual who I might see and hear what is goingon for the couples specifically or for the individuals within a couple is my reference point for interpreting andselecting– for selecting assessment measures and interpreting the resulting data.
Let me give you an example. If I determine that members of a couple are conflict-avoidant– they don’t like to bring updisagreements that they’re having about certain issues– I might determine that from a general questionnaire aboutrelationship satisfaction. But then if I delve a little bit deeper, I may discover that one member of the coupleexperienced physical abuse as a child. And so that individual has associations to whenever conflict comes up, thatthere is a possibility of some kind of violent retaliation occurring. And so that is definitely a contributing factor for thatparticular member of a couple being conflict-avoidant.
Knowing that unique factor about that person’s background might lead me to do further idiographic assessmentabout how that history of child abuse continues to affect that individual, both in terms of the couple’s relationship andthen also just in terms of that person’s individual functioning. So both approaches can be helpful and cancomplement each other.
Now, one specific example of an idiographic graphic assessment that I want to talk with you about is somethingcalled goal attainment scaling. And this is a personalized way to track progress towards therapy goals. It’s essentiallycreating a unique assessment measure for an individual, for a couple, or for a family.
So what I can do is to take a particular problem– let’s say that the couple is working on in therapy– and translate thatproblem into specific goal that I’m hoping the couple will reach by the end of treatment. And I can place these goalson individual goal attainment scales that identify several different possible outcomes.
I can identify what I think is most likely to occur at the end of treatment if there is some success in treating thisparticular problem and achieving a goal related to that problem. I can also think through what might be a somewhatbetter outcome and a much better than expected outcome with regard to that particular goal. And I can think throughwhat might be a less than expected outcome and a much less than expected outcome with respect to that particulargoal.
And so I’ve got a number of different possible outcomes– one, expected; two, better than expected; two, less thanexpected, and I’m going to assign each of these a number ranging from minus 2, to those that are less than expected,all the way up to positive 2 for those that are more than expected. And I think it will become clearer if I show you aspecific example of a goal attainment scale.
So here I have a goal for a couple that I would like them to be able to acknowledge their partner’s efforts to change.So maybe right now, when I start therapy, what’s happening is that if one member of the partner is trying to changetheir behavior in a positive or adaptive way, the other partner tends not to ever comment on that and vice versa. AndI’d like for them start noticing these changes and reinforcing them verbally.
So what I’m going to do is identify what I think is the most likely outcome with treatment, and that would be what’sright in the middle that I have a score of 0 4, where I might expect that members of the couple will start to commenton the absence of negative behaviors by their partner. So a member of the couple might say something like, Iappreciate you not criticizing the way that I clean up around the house. So the partner is commenting on the absenceof a negative behavior.
That’s an OK outcome, but a somewhat better than expected outcome would be if the couple starts to comment onpositive behaviors that their partner is displaying. So saying things like, I appreciate you planning a date night for usthis week. An even better than expected outcome, a much more than expected outcome that I’m going to assign avalue of positive 2, is if I see strong and regular comments of that nature being made by each member of the couple.
And I can also identify behaviors in the opposite direction that are less than the expected outcome. And I’m going tolabel those minus 1 and minus 2, depending upon how much less than the expected outcome I think those behaviorsqualify for. So for example, a less than expected outcome might be that really neither member of the couple is makingany comments on positive efforts that their partner is making to change. And a much less than expected outcome atminus 2 is that we’re continuing to see complaints about the partner’s behavior instead of any kind of positivecomment. So it’s not just the absence of any comments, it’s that the comments that are being made are mostlynegative.
And so I’ve created a scale now that I can use to evaluate this particular goal. I could rate this goal every couple ofweeks if I wanted to. I could even graph the results and show the couple over time, and this can give them a sense ofthe change that they are achieving with respect to this goal. It also gives me feedback about whether or not we’remaking progress towards this particular goal. And if we’re not for some reason, then I need to go back to the drawingboard and think through what other interventions could I be using in the therapy to try to better achieve this goal.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!