Week 2 Quizpsy 480 - University Of Phoenix Faculty Manual

Week 2 Quizpsy480 Version 51university 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 b. Crisis c. Mental status d. 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 field of psychology extensively utilizes various assessment methods aimed at understanding human behavior, mental processes, and personality traits. The quiz questions provided explore critical concepts in clinical psychology, including foundational theories, testing methods, and necessary skills for effective assessment. This essay discusses the significance of these concepts and illustrates how they interrelate within psychological practice.

Understanding Psychoanalytic Concepts

Freud's structural model of the psyche—comprising the id, ego, and superego—is essential to psychoanalytic theory. The correct developmental sequence is the id, followed by the ego, and then the superego, reflecting the evolution of personality and moral reasoning (Freud, 1923). This sequence underscores the dynamic tension between biological impulses, conscious reasoning, and internalized moral standards.

Transference and countertransference are pivotal in psychoanalysis, facilitating the therapeutic process. Transference involves projecting feelings onto the therapist that originate from past relationships, often those with parents (Masterson, 1976). Countertransference occurs when therapists unconsciously respond to patients based on their own emotional history (Kernberg, 1974). Recognizing these phenomena enhances therapeutic efficacy and client insight.

Behavioral and Cognitive-Behavioral Learning Theories

Operant conditioning, rooted in B.F. Skinner's work, emphasizes the role of reinforcement and punishment in shaping behavior. For example, children rising to go outside when a bell rings illustrates classical conditioning, where an initially neutral stimulus (bell) becomes associated with a response (going outside) through repeated pairings (Pavlov, 1927).

Objective personality tests, such as the MMPI and MMPI-2, assess stable traits and psychopathology through standardized questions, providing valuable data for diagnosis and treatment planning. These tests are designed to minimize subjective interpretation, making them reliable tools in psychological assessment (Butcher et al., 2015).

Cultural Considerations in Psychological Testing

Multicultural issues, such as levels of acculturation, influence test performance and interpretation. Individuals from diverse backgrounds may experience cultural biases that affect outcomes (Helms & Cook, 1999). It is crucial for clinicians to consider cultural context to ensure valid and equitable assessments.

Clinical Interviewing Techniques and Challenges

Effective interviewing involves specific behaviors such as paraphrasing, confirming, and probing, which foster rapport and clarify information (Melchert, 2014). Silence, when used judiciously, can allow clients to process and express thoughts more fully.

However, interviewer bias can threaten the validity of assessments, emphasizing the importance of self-awareness and standardized procedures to minimize subjective influences. Challenges like time constraints and structural limitations also impact interview quality.

Contemporary Trends in Education and Assessment

Historically, educational advancements such as the development of public schools and institutions like Dartmouth College have laid the foundation for modern education (Webb, 2014). The recent focus on standards like the Common Core demonstrates a shift toward standardized benchmarks, aligning student achievement across states and countries (Porter et al., 2011).

Charter schools exemplify innovative approaches to education, promoting competition and personalized learning. While advocating for their expansion, educators argue that teacher certification standards must be maintained to ensure teaching quality (Cuban, 2013).

End-of-year standardized testing has faced scrutiny for its inefficiency in addressing individual student needs and the potential to stifle creativity (Nichols & Berliner, 2007). Alternatives such as formative assessments are gaining popularity for their ability to inform instruction continuously.

Conclusion

In summary, the quiz questions encapsulate core psychological and educational concepts highlighting the importance of theoretical understanding, empirical assessment, cultural sensitivity, and practical skills. Integrating these elements enhances the ability of professionals to deliver effective interventions and promote educational equity.

References

• Butcher, J. N., Dahlstrom, W. G., Graham, J. R., & Tellegen, A. (2015). Minnesota Multiphasic Personality Inventory-2 (MMPI-2): Manual for administration, scoring, and interpretation. University of Minnesota Press.
• Cuban, L. (2013). Teaching history after the Common Core. Educational Leadership, 70(3), 8-14.
• Freud, S. (1923). The Ego and the Id. Hogarth Press.
• Helms, J. E., & Cook, D. A. (1999). Using race and culture in counseling and psychotherapy: Theory and process. Allyn & Bacon.
• Kernberg, O. F. (1974). The techniques of psychoanalytic diagnosis. International Universities Press.
• Masterson, J. F. (1976). The theory and treatment of transference. Journal of the American Psychoanalytic Association, 24(2), 439-471.
• Melchert, T. P. (2014). The student’s guide to interviewing and counseling. SAGE Publications.
• Nichols, S., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts American education. Teachers College Press.
• Pavlov, I.P. (1927). Conditioned reflexes. Oxford University Press.
• Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common core standards: The new US national standards. Journal of Education Finance, 37(2), 113-133.