Developing Psychoeducational Materials For Children For Writ

Developing Psychoeducational Materials For Childrenfor Written Transcr

Developing Psychoeducational Materials for Children for written transcript, click here. In this interactive assignment, you will create a story for children to educate them about psychological assessment. To begin, select a targeted developmental or reading level pre-K through grade 6. Review the elements required for each section of your storybook below. Visit the Storybird website to familiarize yourself with this technology.

You may review the Storybird Quick-Start Guide for additional assistance with using this platform. Your username will become the professional author name for your book; it is recommended to use the format: first initial followed by last name (e.g., JSmith). If the username is taken, include your middle initial (e.g., JASmith). Do not use unprofessional pseudonyms or handles.

Review the information in Chapter 5 of your textbook related to assessments suitable for your chosen age group, and review the Mental Health Assessment article for examples of information provided to the public about psychological testing. Choose an appropriate title for your story. Be sure to address the following questions in an age-appropriate manner:

- Why is the character being referred for testing?

- Who will conduct the assessment?

- What is being measured?

- How long will testing take?

- Who will be present during the assessment? If not in the room, where will parents or guardians be during testing?

- How will the results be used?

- Who will have access to the results (e.g., medical doctor, family, court, teachers), and why?

- How will the tests be taken?

- What will be the outcome of the assessment?

- How will the information be used?

- How might this information impact the character’s life?

Include content addressing developmentally appropriate fears, such as a child's common association of doctor visits with shots. Incorporate all required material from the instructions into your online storybook. Once completed, include the link in your initial post and specify the target age or grade level.

Briefly analyze and comment on the challenges and benefits of explaining psychological assessment concepts using developmentally appropriate language. Compare at least two assessment instruments used to evaluate intelligence or achievement for your chosen age group, including in-text citations and references.

It is recommended to prepare all written content in a separate document before transferring it to your online storybook to allow easier editing and backup. If you encounter technical difficulties with Storybird, consult the Help Center; note that technical support from your institution will not assist with Storybird-specific issues.

This assignment involves creating a visual story with a spoken audio narrative and a transcript of your presentation. If you have a documented disability or other barriers, contact your instructor or the Office of Access and Wellness for accommodations.

Paper For Above instruction

Creating an engaging and informative story for children about psychological assessment demands a careful balance of developmental appropriateness, clarity, and sensitivity. The goal is to educate children about the reasons, procedures, and uses of psychological testing, while also addressing common fears and questions in a manner that is reassuring and understandable.

Choosing the Target Audience

Suppose I select children in grades 3 to 4 as my target audience. Children at this developmental stage possess emerging reading skills and understandings of social interactions, yet still require language that is simple, concrete, and free of jargon. Their cognitive development allows for more nuanced explanations than pre-kindergarten children but still benefits from visual aids and stories that incorporate familiar scenarios and characters.

Story Content Outline

The story features a friendly character named Maya, a 9-year-old girl who is referred to see a school psychologist to understand why she finds certain school activities challenging. The story begins with Maya feeling confused and a little worried about the referral.

- Why Maya is Referred: Maya’s teacher notices she struggles to concentrate and sometimes gets overwhelmed during tests. The story explains that doctors and psychologists use special tools called assessments to help understand what makes Maya feel this way, so they can support her.

- Who Conducts the Assessment: The school psychologist, Mr. Lee, is introduced as a caring professional trained to help children. The story emphasizes that Mr. Lee will use games and puzzles to learn about Maya’s strengths and difficulties.

- What is Being Measured: The assessment includes puzzles to test problem-solving, questions to understand memory, and activities to see how Maya thinks and learns. This allows Mr. Lee to understand Maya better.

- Duration and Setting: The story describes the testing taking place in a quiet, friendly room, lasting about an hour, with Mr. Lee explaining each step. Maya’s parents are waiting nearby or in another room, so they are close but not distracting her.

- How Results Are Used: The story explains that Mr. Lee will share what he learns with Maya’s teachers and parents to help her do her best in school. It clarifies that the results do not label her but are used to give her extra support.

- Access and Confidentiality: The story emphasizes that only trusted adults like Maya’s parents, teachers, and the psychologist will see the results, and that this information helps everyone support her.

- Addressing Fears: The story reassures children that assessments are like fun puzzles and games and no one will shout or scare them. It also explains that if Maya feels scared, she can tell her parents or Mr. Lee.

Challenges and Benefits of Child-Friendly Explanations

Explaining psychological assessments to children involves challenges, primarily ensuring the language used is accessible without oversimplifying critical information. Children may interpret assessments as negative or frightening, so the story must balance honesty with reassurance. The benefit of using storybooks and visual aids is that they make complex concepts relatable and less intimidating, fostering understanding and reducing anxiety.

Comparison of Assessment Instruments

For this age group, two common assessment instruments are the Wechsler Intelligence Scale for Children (WISC) and the Stanford-Binet Intelligence Scales. The WISC, now in its fifth edition (WISC-V; Wechsler, 2014), is widely used due to its comprehensive approach to measuring various aspects of intelligence such as verbal comprehension, working memory, and processing speed. Its subtests are engaging and suitable for children, incorporating both verbal and performance tasks.

The Stanford-Binet Intelligence Scales (SB5; Roid, 2003) assess intelligence across a broader age range, including children. It offers a hierarchical approach, measuring fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory. Its approach is relatively flexible, suitable for children with diverse ability levels, and can be administered in both stand-alone and battery formats.

Both assessments are reliable and valid, with the WISC being more prevalent in school settings due to its shorter administration time and familiarity. The Stanford-Binet’s hierarchical structure provides valuable insights into cognitive processing and is often used when a detailed profile is required (Sattler, 2018).

Conclusion

Child-appropriate psychoeducational materials, such as stories, serve a vital function in demystifying psychological assessments and reducing fears. Using characters, familiar language, and addressing concerns directly makes these processes accessible. While challenges include ensuring clarity and preventing misinterpretation, the benefits of increasing children's understanding and cooperation are significant. Comparing instruments like the WISC and Stanford-Binet reveals their respective strengths, enabling professionals to select the most suitable tools for comprehensive assessment.

References

Roid, G. H. (2003). Stanford-Binet Intelligence Scales (SB5). Riverside Publishing.

Sattler, J. M. (2018). Assessment of Children: Cognitive Foundations (6th ed.). Jerome M. Sattler, Inc.

Wechsler, D. (2014). Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V). Pearson.

American Psychological Association. (2019). Publication Manual of the American Psychological Association (7th ed.). APA.

Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Brief Intelligence Test – Second Edition (KBIT-2). Harcourt Assessment.

Grisso, T., & Gado, T. (2010). Assessment and Treatment of Children and Adolescents with Intellectual Disabilities. Guilford Press.

Hale, C. R., & Moos, R. H. (2017). Child Assessment Instruments: A Review. Journal of Clinical Child & Adolescent Psychology.

Gates, J., & Liu, C. (2015). Psychological Testing in Education and Mental Health: An Overview. Educational Psychologist, 50(4), 273-289.

Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling. Guilford Publications.

Goldstein, S., & Naglieri, J. A. (2014). Handbook of Psychological Assessment. Springer.