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
Psychological Evaluation Assignment Report
Psychological, Evaluation, Assignment, Report
Reason for Evaluation: The evaluation was conducted as an assignment for a senior-level undergraduate course on psychological testing. Mr. MacTivity volunteered to participate. There were no presenting problems or issues.
Evaluation Instruments: Psychosocial interview; Peabody Picture-Vocabulary Test (PPVT-IV), Eysenck Personality Questionnaire – Short Form (EPQ-R); Rotter Incomplete Sentences Blank (RISB).
Brief Identifying Information: Mr. MacTivity is a 20-year-old single white male employed in retail sales and attending community college on a part-time basis while residing in the family home with his mother.
Behavioral Observations: Mr. MacTivity presented on time for the evaluation appointment. A slender man looking slightly younger than his stated age, he was dressed casually but neatly in khaki slacks, a striped shirt, and loafers. He looked flustered upon arrival and explained that he had hurried to the appointment after finishing a shift at work. Initially a bit anxious, he settled quickly into the assessment routine and was cooperative and pleasant throughout.
Psychosocial History: Mr. MacTivity grew up in a Connecticut shoreline community, where he attended public schools. The youngest of three children born to a middle-class married couple, he describes his early years as having been idyllic; he played indoor and outdoor games with many neighborhood friends and generally enjoyed school as well as his close-knit family life.
This was shattered at his age 11 when his adored father left the family to move in with another woman in a distant state, a traumatic separation that coincided with his transition to middle school and early stirrings of puberty. His middle and high school years were marred by his grief over the loss of his father, concern for his mother (who appeared to be struggling with major depression), the successive departures of his siblings (who were 3 and 5 years older than he), and increasing perceived academic pressure as he strove to keep up with his ambitious classmates.
His high school grades were adequate but not outstanding, he found himself struggling with anxiety, and eventually he took his guidance counselor’s advice to switch to a less demanding curriculum. Now he regrets that decision, stating that it makes him feel like a “quitter” or “loser” and that he wishes he had gone away to a residential four-year college like most of his friends. Socially, he says, high school was “all right, but a big letdown after such a great childhood.”
He had a few close friends but was not considered one of the “popular” kids. His main recreational interests were in role-playing fantasy games and underground music (he mentions dubstep, ska, and emo as genres he had followed at one time or another). He acknowledges some recreational use of marijuana, but states that this was never more than once or twice per week. He states that he does not enjoy the effects of alcohol and denies all other drug use.
He describes his sexual orientation as heterosexual, but states that he tends to lack confidence with women. During high school, he had one short-lived sexual relationship with a girl he describes as “an outcast.” He broke this relationship off when his friends teased him about it.
He expresses regret for having hurt the girl’s feelings and for having let himself be pressured into giving up something precious. Recently he has begun a flirtation with a co-worker at the clothing store where he has worked since high school, and he is optimistic that this will develop into a “real” relationship.
Cognitive Functioning: The PPVT-IV is a measure of receptive vocabulary. Scores on the PPVT-IV correlate fairly strongly with overall verbal intelligence, but it must be remembered that this is not a comprehensive intelligence test, so the results are only suggestive of anything other than the extent of the test-taker’s word knowledge. Mr. MacTivity obtained a standard score of 108, an average-range result corresponding to the 70th percentile of the population.
Personality Structure and Dynamics: Mr. MacTivity’s EPQ-R results place him in the Average range on Extraversion, the High range on Neuroticism, and the Low Average range on Psychoticism. These results suggest that he is a pleasant person who suffers more than most from negative emotions such as anxiety, depression, or guilt, and may have difficulty adjusting when confronted with stressful circumstances.
Mr. MacTivity’s RISB score of 148 indicates that he is experiencing some adjustment problems at this time. Qualitative analysis of the RISB protocol suggests several themes:
- Considerable concern over his current life situation and future prospects (e.g., “Other people seem to be more successful than me,” “The future seems clouded and uncertain,” “I can’t seem to make progress in life”);
- Concern for his mother’s emotional state (“Back home my mother is always sad”) mingled with frustration over the obligation he feels toward her (“I wish I could just move away without feeling guilty over my mom being left alone”);
- A mixture of sentimental recollections from childhood (“When I was a child I played happily with the other kids”) with regrets for how things since then have worsened (“In high school I never stood out;” “What pains me is how life seems to go downhill as you grow up”);
- High levels of anxiety (e.g., “I feel nervous and shaky a lot of the time,” “My nerves frankly could be a lot stronger than they are”).
It will be noted that these themes overlap with both his life history (as obtained via interview) and his self-reported personality traits.
Summary and Recommendations: Mr. MacTivity may be described as a kind, gentle young man who functions adequately but suffers from chronic anxiety and inhibitions. There may be some familial vulnerability to negative emotionality, but his specific problems appear to stem from his father’s traumatic abandonment of the family when the boy was on the threshold of major life transitions.
The successive departures of his elder siblings reinforced this sense of abandonment and cast him in the role of dutiful son, attending to his mother’s emotional needs as much as to his own. He has been unable to accept the role of a competitive, ambitious youth or young man (perhaps due to a rejection of his father’s self-centered life decision) and has fallen into a circumscribed life pattern.
It is important to emphasize that this does not imply significant psychological disorder; he is able to manage work, school, and some kind of social life. But he is understandably dissatisfied with his current situation. Mr. MacTivity would be a good candidate for either insight-oriented psychotherapy or cognitive-behavioral treatment; either could help him to break free of his inhibitions and pursue a more gratifying life.
Upload your practice assessments here. In addition to your report, make sure to include copies of the EPQ-R and RISB protocols (showing your scoring) and the notes you took on the psychosocial interview – in other words, all the raw data on which your report is based.
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. |
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