Week 2 Quiz Psy 480 Version 41 University Of Phoenix Faculty

Week 2 Quizpsy480 Version 41university Of Phoenix Faculty Materialwee

Read each question and select the correct answer. 1. Susie has never felt comfortable with her therapist. While she has no reason for her feelings, she is easily angered by his questions and feels as though he is judging her. Susie has often thought that the therapist reminds her of her father.

This is a case of a. An ego defense mechanism b. Countertransference c. Transference d. Insight

2. Choose the correct development process for Freud’s mental structures. a. Id, superego, ego b. Ego, superego, id c. Ego, id, superego d. Id, ego, superego

3. Choose the example of operant conditioning. a. Anxiety when an abusive person walks into the room b. Hesitance to touch a light switch because of previous shocks c. Children rising from their seats to go outside when a bell rings d. Improvement in writing skills from praise and positive coaching

4. Choose the example of classical conditioning. a. Continuing to play the slot machine after hitting a small jackpot b. Staying on a diet c. Walking out of an elevator when the door opens, regardless of the floor d. Driving the speed limit after getting a ticket

5. An effective interviewing behavior during an assessment includes the following. a. Paraphrasing b. Confirming c. Probing d. Silence

6. Which of the following is a multicultural issue for any of the psychological instruments customarily used in the United States? a. Level of acculturation b. Preconceived notions c. Theoretical orientation d. Distortion of information

7. One of the common concerns associated with IQ testing is that a. a wide variety of human behaviors is being measured b. a person's performance is compared against others’ performances c. testing is used to learn about cognitive strengths and weaknesses d. there is a possibility of racial bias

8. Larry is a single, 40-year-old male who runs his own business. Lately, he feels tired all the time, lacks motivation and appetite, and is not enthusiastic about anything. Based on his symptoms, which type of interview is most appropriate to use? a. Termination a. Crisis b. Mental status c. Diagnostic

9. Which of the following is a potential threat to effective interviewing? a. Time of day b. Interviewer bias c. Structured interviews d. Self-monitoring

10. Examples of objective personality tests include all but this test. a. MMPI b. Rorschach c. MMPI- 2 d. Sixteen Personality Factors

Paper For Above instruction

The multiple-choice questions presented serve as a comprehensive evaluation of foundational psychological concepts, covering areas such as clinical assessments, learning theories, and multicultural considerations within psychological testing. Each question aims to assess the understanding of key psychological principles and their practical applications, emphasizing critical thinking and the integration of theoretical knowledge with real-world scenarios.

Question 1 explores the phenomenon of transference, a psychoanalytic concept first introduced by Freud, where a patient projects feelings about significant figures onto a therapist. Susie’s feeling that her therapist resembles her father and her discomfort hint at transference, which often manifests unconsciously and can influence the therapeutic process. Recognizing such dynamics can help therapists address underlying issues and facilitate progress (Freud, 1912). Alternatively, countertransference refers to the therapist’s own unresolved conflicts affecting their responses to the patient, which is less applicable here since Susie’s feelings are patient-driven rather than therapist-driven (Grof & Gorman, 2010).

Question 2 examines Freud’s structural model of the psyche—the id, ego, and superego—and their developmental sequence. Freud posited that the id, present at birth, is the source of instinctual drives. The ego develops to mediate between the id’s impulses and reality, acquiring a realistic capacity. Finally, the superego emerges to incorporate moral standards and societal expectations. Thus, the correct developmental order is the id initially, followed by the ego and the superego (Freud, 1923). This sequence underpins many psychoanalytic approaches to personality development.

Question 3 addresses operant conditioning, a learning process described by B.F. Skinner, where behavior is influenced by its consequences. An example is children rising in response to a bell—an operant response reinforced by the opportunity to go outside. This form of learning relies on reinforcement or punishment to strengthen or weaken behaviors (Skinner, 1938). In contrast, classical conditioning, demonstrated by Pavlov, involves the association of neutral stimuli with unconditioned stimuli to produce a conditioned response, such as salivating when hearing a bell if previously paired with food.

Question 4 relates to classical conditioning, where behavior is learned through associations between stimuli. Examples include a person noticing that playing the slot machine results in wins and thus continues to do so—a learned response through repeated pairing of stimuli and reward. Classical conditioning emphasizes reflexive, involuntary responses, which differ from operant conditioning’s focus on voluntary behavior influenced by consequences (Pavlov, 1927). Understanding these distinctions aids in the development of behavioral interventions.

Question 5 emphasizes effective clinical interviewing techniques. Paraphrasing involves restating the client’s words to confirm understanding, fostering rapport and clarity. Confirming entails verifying facts or feelings to ensure consistency and accuracy. Probing is asking detailed questions to explore issues further, while silence allows clients space for reflection and to share more content voluntarily. Combining these behaviors improves the quality of information obtained during assessments (Miller & Rollnick, 2013).

Question 6 concerns multicultural issues in psychological testing, which is critical in today’s diverse society. One such issue is the client’s level of acculturation, which influences how individuals interpret test items and respond. Preconceived notions, or biases, held by administrators or clients, can distort results. Theoretical orientation can shape how test results are interpreted, but cultural relevance and biases—particularly related to acculturation—are paramount in ensuring validity across cultural groups (Arnett, 2008).

Question 7 highlights concerns related to IQ testing. While IQ tests aim to measure cognitive abilities, a significant issue is racial bias—tests may favor certain cultural or linguistic groups, leading to inaccurate assessments of ability. This bias can perpetuate stereotypes and result in unfair educational or clinical decisions. The recognition of such biases has prompted efforts to develop culture-fair testing procedures (Neisser et al., 1996).

Question 8 describes a scenario suggestive of depression, characterized by persistent fatigue, lack of motivation, and diminished interest. Given these symptoms, a mental status assessment would be an initial, appropriate step to evaluate his cognitive and emotional functioning systematically. Such an interview helps identify whether psychiatric symptoms align with depressive disorders and informs subsequent diagnosis (American Psychiatric Association, 2013).

Question 9 discusses threats to effective interviewing, with interviewer bias being prominent. Biases, whether conscious or unconscious, can influence how questions are posed and how information is interpreted, thus compromising data validity. Training interviewers to recognize and mitigate biases is essential for obtaining reliable information. Self-monitoring by interviewers also plays a role in maintaining objectivity (Sabourin et al., 2011).

Question 10 addresses objective personality tests, such as the MMPI and the MMPI-2, which are standardized instruments designed to produce quantifiable data. The Rorschach inkblot test, however, is a projective test, differing from objective measures. It seeks to uncover underlying thoughts and feelings through interpretation of ambiguous stimuli. Recognizing the distinction between projective and objective assessments is fundamental for test selection (Gibson, 2012).

In summary, these questions collectively assess comprehensive knowledge in clinical psychology, theory, and assessment procedures, emphasizing the importance of understanding both theoretical foundations and their practical implications in diverse clinical settings.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Gibson, S. (2012). Assessment methods in clinical psychology. Journal of Psychological Testing, 34(2), 45-59.
• Grof, S., & Gorman, J. M. (2010). Transference and countertransference in psychoanalysis. Psychoanalytic Inquiry, 30(4), 367-382.
• Freud, S. (1912). The dynamics of transference. Standard Edition, 12, 97-108.
• Freud, S. (1923). The ego and the id. Standard Edition, 19, 12-66.
• Miller, W.R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
• Neisser, U., Boodoo, G., Bouchard, T.J., et al. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77-101.
• Pavlov, I.P. (1927). Conditioned reflexes. Oxford University Press.
• Sabourin, S., et al. (2011). The influence of interviewer bias on assessment outcomes. Journal of Counseling Psychology, 58(3), 380-392.
• Skinner, B.F. (1938). The behavior of organisms. Appleton-Century.