that presents to a person who is required to indicate

QUESTION

Historical Use of the TermsMeyer and Kurtz (2006) define the historical use of the term “objective” to classify“Personality test as the instruments in which the stimulus is an adjective, proposition, or questionthat presents to a person who is required to indicate how accurately it describes his or herpersonality using a limited set of externally provided response options.”The term,” “projective” refers to instruments in which the stimulus is a task or activitythat is presented to a person who is required to generate a response with minimal externalguidance or constraints imposed on the nature of that response (Meyers and Kurtz, 2006).” Thedesign of the test is to allow an individual to respond to ambiguous stimuli, in the hopes that itwill reveal hidden emotions as well as internal conflicts- such test would be of an Inkblot testRorschach Inkblot Test. (Cohen, Swerdlik, Sturman, 2013).Problems classifying termsThe problem with using “objective” to classify personality tests is how the test taker:interprets the data, accurately report their own behavior or emotions, honesty, and if the assessorcan have similar definitions of the concept, they are measuring (Meyer and Kurtz, 2006). Theproblem using “Projective” to classify personality test is reliability, validity as well as the lackingconcept of standardization (Meyer and Kurtz, 2006). The idea of projective testing is to observethe test-taker in different performance tasks, which means the observer, identify behaviors duringthe performed assessment as well have common ideologies; this is hard to achieve ideas ofvalidity and reliability if the test cannot be replicated.Meyer and Kurtz (2006) suggestions to specific tests.“Objective” is view by Meyer and Kurtz of 2006 of having concerns of scoring erroridentified in (2000); self-reporting/self- interpretation (1945) – Is the test taker interpreting thequestion that it is intended for as well as labeling- unintended prejudice in a positive manner.“Projective”The Minnesota Multiphasic Personality Inventory- Adolescent (MMPI-A)The Minnesota Multiphasic Personality Inventory- Adolescent (MMPI-A) is to aid in theassessing clinical conditions. The MMPI-A is 478 True/False questions (Stokes, Pogge, &Zaccario 2013). The MMPI-A uses a 105 rating scale based on Validity Indicators, ClinicalScales, Clinical Subscales (Harris-Lingoes and Social Introversion Subscales), Content Scales,Content Component Subscales as well as Supplementary Scales (Handel, Archer, Elkins, Mason,& Simonds-Bisbee, 2011). The clinical scales include:1 Hs – Hypochondriasis , 2 D Depression , 3 Hy – Hysteria , 4 Pd – Psychopathic Deviate , 5 Mf – Masculinity / Femininity , 6Pa – Paranoia , 7 Pt – Psychasthenia , 8 Sc – Schizophrenia , 9 Ma- Hypomania , as well as 0 Si- Social Introversion. During assessment the Minnesota Multiphasic Personality InventoryAdolescent (MMPI-A) is used to create profile analysis, help with treatment plans, assist withdifferent diagnosis, provide measurements in regards to psychopathology as well aspersonal/social/behavioral problems (Lufi & Awwad 2013).Case Study: Tyler WalshIdentifying DataClient Name: Tyler WalshDate of Birth (Age): 09/13/1998 (15)Race: Native AmericanReferral Source: Spokane CountySocial Worker: Sasha SmithIntake Date: 08/26/2015Assessment dates 08/26/2015 to 09/24/2015Report DataRecords Reviewed:[1] Sacred Heart Health Records[2] Rockwood Health Systems records (Behavioral Health)[3] Behavioral health Intake Evaluation , Spokane Mental Health, 05/31/2007[4] Deaconess Hospital records[5] Spokane County Child Protection Records[6] Therapy notes, Lutheran Northwest Counseling[7] Iowa Health, Division of Genetics and Metabolism, June 2009[8] Neuropsychological Evaluation, Travis Heinz, Ph.D. Jan/Feb 2007[9] Neuropsychological Evaluation, Travis Heinz, PhD., Aug/Sep 2012[10] Progress Summary, Richman Kramer & Associates, May 2009[11] Occupational therapy evaluation, Holy Family Hospital, July 2007[12] Daybreak Treatment records[13] Central Valley School District records/evaluationDate of Report: 09/06/2015Report Completed By: Mary WalkerPrimary Counselor: Lilly Ann MartinStrengthsTyler enjoys some sports such as basketball.Tyler has a good sense of humor.Tyler has a dynamic artistic ability – has no formal trainingPresenting ProblemsTyler is a fifteen-year-old boy from Spokane WA. Clay and Kim Walsh adopted him atthe age of six with two of his biological siblings. Tyler has demonstrated emotional as well asbehavioral difficulties since a young age. He experienced neglect and sexual abuse prior toadoption. In addition, he witnessed an accident that caused his biological father to become aquadriplegic. Tyler has made allegations towards his adoptive father for abuse. He has alsodemonstrated difficulties in the home such as stealing his parents’ cell phones and textingexcessively as well as seeking out pornography on computers and cell phones. Tyler has recentlysent threatening messages to peers as well as writing sexually explicit notes to male and femalepeers. He has had outpatient services in the past including: individual therapy, psychiatric care,evaluations, as well as day treatment services. Most recently, Tyler was hospitalized due tounsafe behaviors. Currently, Tyler’s adoptive parents are pursuing a Joint Implemented Planorder as they cannot effectively parent Tyler or maintain safety in their home. Through theassessment process as well as those, working with Tyler can identify other services/supports thancan continue to benefit him.VCI: 75 (5th percentile)PRI: 100 (50th percentile)FSIQ: 82 (12th percentile)Executive Functioning- problem solving was above average as well mental shifting.However, there were indications of difficulty in maintaining attention. [8]Working Memory- overall below average and demonstrated inconsistency. [8]Processing speed- 80 (9th percentile)Mrs. Walsh (foster parent at that time) indicated concerns about depression and anxiety atthe time of the evaluation. [8]Diagnosis:Axis I: ADHD, NOSCognitive Disorder, NOSDepressive Disorder, NOSAnxiety Disorder, NOSAxis II: Oppositional Defiant Disorder [8]July 2007- Occupational Therapy Evaluation, Holy Family Hospital, [11]Tyler had "definite differences" (+ or – two standard deviations from other childrenwithout disabilities) in the following areas: Auditory processing, Emotional/Social responses,emotionally reactive, Inattention/Distractibility, and Sedentary. [11]It was determined that Tyler would participate in one or two additional Occupationaltherapy Sessions to establish a sensory diet with goals of improving his ability to listen andfollow directions, decrease extreme reactions to verbal directives and physical touch andimprove hygiene thoroughness. [11]Nov/Dec 2014- Psychological Evaluation, Shusha Chatty, School Psychologist, CentralValley High School Area Schools [13]Testing:The Minnesota Multiphasic Personality Inventory- Adolescent (MMPI-A)Diagnosis:Cognitive Disorder- Not otherwise specifiedADHD, Not otherwise specified- By HistoryParaphilia (pornography addiction) – ProvisionalDepressive Disorder- Not otherwise specifiedAnxiety Disorder- Not otherwise specifiedOppositional Defiant Disorder- Provisional20014- Iowa Health, Division of Genetics and Metabolism, [7]Tyler’s birth father reported during the pregnancy, his mother exposed him to largeamounts of alcohol. [7]Physical Examination resulted in the following: "mildly distinctive appearance but noovertly dysmorphic features. Height and weight record as just below the 50th percentile. Headcircumference was in the 90th percentile. Craniofacial exam shows small appearing palpebralfissures but by measurement, they are 25mm in length, which is at the 25th percentile. He doeshave epicanthic folds but has mild telecanthus with an inner canthal distance of 36mm. Hisocular alignment is normal. His ears are up folded and slightly cupped. He has mild midfacialflattening but a very distinctly formed filtrum and normal upper lip. His oral exam shows anormal palate and uluval. Mandible is normal. Neck, Chest, and Limb exam were all normal.[7]Identified /recorded of Alcohol related neurodevelopmental disorder (ARND). [1]May 2014- Progress Summary, Dr. Raymond Kraal, LP [10]Dr. Kraal felt Tyler had the most severe Reactive Attachment Disorder of the threesiblings. He noted to monitor for conscience development or lack of development.Diagnosis: Reactive Attachment Disorder, Post-Traumatic-Stress-Disorder, Conduct Disorder,Possible Sexual Abuse, and Enuresis with no Medical ReasonOctober 2014- Neuropsychological Evaluation, Travis Heinz PhD, LP [9]Testing- WISC-IV- Wechsler Intelligence Scale for Children® – Fourth Edition- Verbal Comprehension- 73- Perceptual reasoning- 92- Working memory- 97- Processing Speed- 78- FSIQ- 80

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