Students Will Submit A Written Evaluation Of A Colleague

Students Will Submit A Written Evaluation Of A Colleague Based Upon In

Students will submit a written evaluation of a colleague based upon interviews, family genogram, family developmental history, SII, MBTI, NEO-PI-R, and other data accumulated during the course. In addition to your interview content with the biopsychosocial interview, summarize the information from your partner including five of their chosen assessment tools they have provided you (self-care, etc. passed out in class). This paper should be a polished document reflective of what you would submit in a client chart. No diagnostic qualities should be inferred or noted in this document as it is based on your student peer. Note approximately three potential behavioral treatment planning goals you might address if this was a client. An example will be provided on the Course Site. This report should be approximately 3–5 pages. References are not necessary, but general APA style should be followed.

Paper For Above instruction

The assignment requires students to compose a professional, polished written evaluation of a peer, integrating data obtained from various psychological and developmental assessments conducted during the course. The evaluation is expected to serve as a comprehensive summary akin to what would be documented in a client’s chart, emphasizing objectivity and clinical professionalism while avoiding any diagnostic terminology or qualities. The evaluation must encompass insights gained from interviews, family genogram, family developmental history, and assessments such as the Minnesota Multiphasic Personality Inventory (MMPI), Self-Report Psychopathology Inventory, Myers-Briggs Type Indicator (MBTI), and NEO Personality Inventory-Revised (NEO-PI-R). Additionally, students should include a synthesis of findings from five selected assessment tools, such as self-care inventories, that the peer has provided.

The purpose of this assignment is to demonstrate the integrative capability of utilizing multiple assessment methods to gain a holistic understanding of an individual’s psychosocial profile. It is also an exercise in professional documentation, emphasizing clarity, accuracy, and adherence to ethical reporting standards. Importantly, students are instructed to refrain from making diagnostic inferences or qualifications within the evaluation to maintain objectivity and professionalism.

Furthermore, students are asked to propose three potential behavioral treatment goals that could be considered if the peer’s profile represented a client needing intervention. These goals should be concrete, measurable, and grounded in the data summarized, providing a foundation for future clinical planning. The report should be between three and five pages in length, offering sufficient depth without exceeding the specified scope. While references are not mandated, proper adherence to APA style is expected throughout the document to ensure clarity and scholarly integrity.

This exercise aims to develop competency in clinical documentation, critical assessment, and treatment planning while fostering appreciation for the complexities of human behavior as illuminated through diverse psychological assessments. The assignment also encourages professional tone, precision, and the application of ethical standards in documenting psychosocial evaluations.

References

• American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.).
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• Hogan, R. (2014). Personality assessment. Annual Review of Psychology, 65, 99–125.
• Neubauer, A. C., & Neufeld, J. (2021). The NEO Personality Inventory-Revised. In The Corsini Encyclopedia of Psychology (4th ed., pp. 1–3). Wiley.
• Mulholland, M. P. (2017). MBTI and vocational preferences: Perspectives from a clinical setting. Journal of Career Assessment, 25(2), 233–245.
• Trull, T. J., & Durrett, C. A. (2018). Clinical Personality Assessment. In The Oxford Handbook of Psychological Assessment (pp. 450–468). Oxford University Press.
• Wampold, B. E. (2015). The Great Psychotherapy Debate: The Evidence for What Makes Psychotherapy Work. Routledge.
• Zenasni, F., & Lubart, T. (2019). Creativity and personality assessments: Implications for therapy. Creativity Research Journal, 31(2), 192–200.
• Zimmerman, M., et al. (2016). Structured clinical assessment in psychological practice. Journal of Clinical Psychology, 72(9), 827–839.