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{"id":81656,"date":"2023-05-15T22:26:29","date_gmt":"2023-05-15T22:26:29","guid":{"rendered":"https:\/\/nursingwritersbureau.com\/?p=81656"},"modified":"2023-05-15T22:26:29","modified_gmt":"2023-05-15T22:26:29","slug":"psychology-comprehensive-examination-prep","status":"publish","type":"post","link":"https:\/\/nursingwritersbureau.com\/psychology-comprehensive-examination-prep\/","title":{"rendered":"Psychology Comprehensive Examination Prep"},"content":{"rendered":"FREQUENTLY ASKED QUESTIONS1. What is the purpose of the comprehensive examination?The comprehensive examination is designed to assess the degree to which you have met your program goals and learner outcomes.2. What resources are available to help me prepare for my comprehensive examination?Comprehensive examination guideProgram outcomesCourse materials3. What can I do to prepare for my comprehensive examination?Review the comprehensive examination guide.Review program\u00a0outcomes.Review your course materials.Access the online comprehensive examination toolbox.Read and review examples of questions posted on the online comprehensive examination course.4. When do I take my comprehensive examination?You should work with your\u00a0department chair or designee\u00a0to communicate \u00a0your intention to take the comprehensive examination in the term in \u00a0which you are enrolled in the last course or courses required for your \u00a0program of study.5. How do I take the comprehensive examination?You will be attached to the online comprehensive examination\u00a0course \u00a0during he term in which you are scheduled to take your comprehensive \u00a0examination. The examination questions are made available to students \u00a0within the online comprehensive examination course on the day the exam \u00a0is scheduled to begin. You will have one week to develop your responses \u00a0and submit your work to the examination submissions area\u00a0of the course.6. What is the best way for me to prepare for the comprehensive examination?You should begin preparing for the exam from your very first course \u00a0in the program. Outline essential material as you progress through each \u00a0course so that you will be able to draw from this when preparing for the \u00a0actual exam.7. How long do most students take to study for and prepare for their comprehensive examination?This is a value judgment to be decided on by each student. Keep in \u00a0mind that you are preparing for the exam during every course you take in \u00a0the program. The exam is administered electronically and is open book \u00a0and open note, so keeping your course materials, adding to your \u00a0outlines, or keeping a course-by-course journal will expedite the \u00a0preparation process.8. Do I have to use APA format in my comprehensive examination?Yes, the expectation is that you will follow APA guidelines as you complete the comprehensive examination.9. How important are correct grammar and spelling in my comprehensive examination?Correct spelling and grammar are expected at all times from\u00a0all students.10. \u00a0Are the readers of my comprehensive examination expecting me to know all of the theories associated with my concentration?The readers expect you to exhibit a thorough knowledge of all relevant theories as studied throughout your courses.11. If English is not my primary language, may I have an editor review my responses and make suggestions?Graduate students are expected to complete the comprehensive \u00a0examination without the assistance of an editor or other individuals. \u00a0Independent work is expected of all\u00a0students in completing the \u00a0comprehensive examination.12. Will there be anyone available while I am taking my comprehensive examination to answer questions that I might have?You may address questions related to accessing the comprehensive examination toolbox to your program chair or designee.13. How are my responses assessed?Two\u00a0faculty members will read and assess your work. \u00a0Your responses \u00a0will be scored against program-specific learning outcomes and in \u00a0accordance with graduate level expectations of performance.14. How am I notified of the results?Your department\u00a0chair or designee\u00a0will post your exam results in the \u00a0course and\/or email the results to you by the final day of the term.15. How long do I have to wait for the results?You will be notified of your results prior to the end of the session in which you take the comprehensive examination.16. What happens if I do not pass?You have\u00a0two more opportunities to successfully complete the \u00a0examination if you do not pass the first time. \u00a0See the Comprehensive \u00a0Examination Guide for additional details.SAMPLE QUESTIONSPlease note that the following vignettes represent \u00a0samples of the types of questions you will be asked to respond to on the \u00a0comprehensive exam. You will NOT receive these questions on the \u00a0comprehensive exam; they are for study purposes only.VignettePlease compose a well-written and organized essay in response to each \u00a0of the following questions. When writing your essays, pleaseUse APA (6th\u00a0edition) Style, with 1-inch margins, double-spaced, 12 font,with a reference list at the end.Write clearly and concisely.Cite appropriate, and especially current, literature (empirical and\/or theoretical).Avoid all sexist idioms and allusions.Remember to demonstrate your multicultural competence where appropriate.Vignette: Utilize this scenario for all of your responsesA 42-year-old African American woman was brought to the emergency \u00a0room by police officers for evaluation prior to going to jail to await \u00a0disposition. She reported that she had been shopping when “something \u00a0happened.” She said that she had no recollection of events between the \u00a0time she entered the store and an hour later, when she was arrested for \u00a0shoplifting in a nearby department store with a considerable amount of \u00a0stolen property on her person. She protested her innocence and became so \u00a0agitated, belligerent, and profane that the arresting officers took her \u00a0to the hospital for evaluation. At the hospital she reported that two \u00a0years previously she had been arrested for shoplifting and had had \u00a0amnesia for the act.The charges against her were then dropped because \u00a0she explained that both the shoplifting and the amnesia resulted from \u00a0her forgetting to eat after taking her insulin. Of note, her blood-sugar \u00a0level on testing in the emergency room was elevated.The patient calmed down appearing asymptomatic after the evaluation \u00a0and was transferred to jail pending a preliminary hearing.When she \u00a0learned that her release was planned for the next day and that the \u00a0charges against her would not be dropped, she became extremely agitated, \u00a0angry, and abusive to the officers. Shortly thereafter, she complained \u00a0of a headache and said she had no recollection of her abusive behavior. \u00a0Later that evening she accosted an officer angrily. When the officer \u00a0responded and addressed the patient by name, “Naomi,” the patient said \u00a0that her name was “Oprah” and that she would not allow herself to be \u00a0called “Naomi,” whom she described as a “wimp and a loser.””Oprah\u2019s” voice and movement were somewhat different from those of \u00a0“Naomi.” She claimed that she had done the shoplifting and stepped back \u00a0so that “Naomi” could be caught and humiliated, and that if she had \u00a0wanted to, she could have evaded detection easily. She was returned to \u00a0the ER and subsequently admitted to the inpatient psychiatric unit for \u00a0observation.For the next two days, the patient had many apparent \u00a0switches of personality, accompanied by conspicuous changes in dress, \u00a0makeup, and demeanor. On several occasions “Oprah” was disruptive, and \u00a0twice “Naomi” reported to nurses that she had found things belonging to \u00a0other patients in her possession.There were no consistent differences in blood-sugar levels in the \u00a0different personalities or changes at the time of the shifts. A \u00a0neurological workup with extensive electroencephalographic studies \u00a0proved unremarkable. The patient began to complain that her behavior was \u00a0out of her control and that she could not be held accountable for it. \u00a0Each day’s progress notes revealed further details of the differences \u00a0between “Oprah” and “Naomi.”A counselor was asked to see the patient. He observed the presence of \u00a0both “Oprah” and “Naomi” and documented their polarized and clear-cut \u00a0differences. The personalities were detailed and elaborate as they \u00a0discussed issues relating to the patient’s current legal difficulties. \u00a0He learned that the patient had an extensive history of discrepant \u00a0behaviors that she had “forgotten,” to which many witnesses would \u00a0attest, and that her family often remarked that she was “like two \u00a0different people.”He found that these episodes had usually occurred \u00a0when the patient had engaged in behavior that brought adverse personal \u00a0consequences upon her. He noted that the patient was on a unit that, by \u00a0coincidence, had three other patients with similar symptomology and \u00a0that, beginning the day the patient learned that the charges against her \u00a0would not be dropped, she had begun to associate more frequently with \u00a0those patients.An extensive history, taken over several days, and ancillary sources \u00a0failed to reveal any history of childhood abuse and there was no \u00a0indication that the patient had experienced any other overwhelming \u00a0traumatic events.Furthermore, the history indicated that the patient, \u00a0despite the apparently classic nature of her two personalities, had \u00a0never shown or complained of any other significant psychological \u00a0symptomology. Her history includes having been raised as an only child \u00a0in a middle-class urban environment by her mother and grandmother.She \u00a0reports that she has a good relationship with all members of her family \u00a0although she has a more distant relationship with her father, who works \u00a0long hours as an engineer. His mother and grandmother work as teachers \u00a0in nearby private schools. Both her parents are of Haitian descent \u00a0though the patient was born and has lived her entire life in the United \u00a0States.The patient\u2019s developmental history includes having met all physical \u00a0and cognitive developmental milestones on time, with mild difficulties \u00a0in reading and peer relationships. In early elementary school she was \u00a0reported to have had some \u2018acting out\u2019 problems including hitting \u00a0another child, and talking back to adults, however, these behaviors were \u00a0not severe or long-term enough to warrant suspension or ongoing \u00a0concern. In high school, no behavior problems were noted, and she was \u00a0described as socially somewhat reclusive, having only one or two close \u00a0friends.Prior hospital records were found for \u201cNaomi\u201d indicating a long \u00a0history of alcohol, heroin, and cocaine use, but upon confrontation \u00a0about this history she claimed to have been clean for three weeks prior \u00a0to her arrest. Her initial blood work was positive for both opiods and \u00a0cannabis.The counselor also noted that the “Naomi” he was interviewing was \u00a0somewhat different from the “Naomi” with whom her family and friends \u00a0were familiar. The usual “Naomi” was pleasant and mild-mannered unless \u00a0“crossed,” at which times she became angry and belligerent. He also \u00a0found that the patient was not very hypnotizable.He undertook a \u00a0prolonged interview in which he covered a wide range of topics over \u00a0several hours. As the interview proceeded, “Oprah,” who was completely \u00a0consistent in her presentation during her discussion of matters related \u00a0to the shoplifting and disruptive events on the ward, began to become \u00a0inconsistent in her voice and manner. She complained that the consultant \u00a0disbelieved her and was trying to “trick” her.As “Oprah” seemed unable \u00a0to maintain her presentation, “Namoi” vehemently reproached the \u00a0consultant for doubting the account offered by “Oprah,” for whose past \u00a0behaviors and current interactions with the consultant she had \u00a0consistently maintained she had amnesia. At these angry moments, her \u00a0behavior was indistinguishable from “Oprah’s.” After another hour’s \u00a0interviewing, during which the patient made several efforts to convince \u00a0the consultant that she had amnesia during the shop lifting episode, she \u00a0ceased to display the amnesiac behaviors.When she was introduced to her public defender who told her she would \u00a0be arraigned the following day, she flew into a rage and threatened \u00a0that she would slash her wrists with the first sharp object she could \u00a0find. She also claimed that she was hearing voices in her head telling \u00a0her to kill herself.Based on the vignette provided, please compose a well-written \u00a0and organized response to each of the following questions.\u00a0 When \u00a0writing your responses, please:Use APA (6th edition) Style, with 1-inch margins, double-spaced, 12 font, with a reference list at the end.Write clearly and concisely.Cite appropriate, and especially current, literature (empirical and\/or theoretical).Avoid all sexist idioms and allusions.Remember to demonstrate your multicultural competence where appropriate.Psychological Theory and PracticeWhat assessments would you conduct to enhance your understanding of \u00a0the problems of the person in the vignette and how would your choice of \u00a0assessment(s) inform your diagnostic formation and treatment planning? \u00a0Assessments may include structured or unstructured interviews, valid and \u00a0reliable assessment measures, and\/or formalized assessment procedures \u00a0that may be conducted by yourself or by someone else referred by you.Provide your diagnostic impressions (based on the DSM-5) for this \u00a0individual. In narrative form, please describe how the individual meets \u00a0the diagnostic criteria for the disorder(s) chosen in addition to the \u00a0differential diagnostic thought process that you used to reach your \u00a0hypotheses. Be sure to include any additional (missing) information that \u00a0is needed to either rule out or confirm your differential diagnoses \u00a0impressions.Legal Theory and ApplicationExplain the background, current presentation, and behavior of the \u00a0person in the vignette utilizing biological, learning, and social \u00a0theories on offenders to support your position. Do not simply restate \u00a0the background information from the vignette. Instead, provide a \u00a0theoretically-based discussion to understand the criminal behaviors of \u00a0the person in the vignette.Consider the type of crime in the vignette and discuss how that type \u00a0of crime generally impacts a victim of it.\u00a0 Do not limit yourself to \u00a0discussing just the victim in this vignette.\u00a0 Instead obtain scholarly \u00a0sources for information on how this type of crime can affect any victim, \u00a0their family members, and other members of society.Describe the psycholegal standards and\/or definitions for each of \u00a0the following: competence to stand trial, duty to warn, and insanity. \u00a0Identify and describe one or more landmark case(s) for each standard (at \u00a0least three cases total). Describe the elements or issues that a mental \u00a0health professional usually focuses on when assessing a person\u2019s \u00a0adjudicative competence, risk and insanity, and any additional items \u00a0that might be especially important to focus on in the provided vignette.Assessment, Research and EvaluationDescribe tests or assessment procedures you would employ to address \u00a0the psycholegal issues of (competence to stand trial, risk of \u00a0dangerousness, and insanity). You may refer to these from the \u00a0Psychological Theory and Assessment Section “A” if you already covered \u00a0them there.\u00a0 Discuss what the anticipated conclusions would be based \u00a0upon information provided in the vignette.Develop a research question and a testable research hypothesis \u00a0regarding offenders or the type of crime that is discussed in the \u00a0vignette (such as, addiction, recidivism, criminal behavior, etc.).\u00a0 \u00a0Explain the variables in your question and the type of research study \u00a0that could answer your question as well as why that research would make a \u00a0contribution to the field of forensic psychology.Leadership, Consultation, and EthicsWhat are the ethical and legal dilemmas this vignette introduced? \u00a0What would be your immediate steps and why? Please be specific and make \u00a0sure that you describe your process of ethical decision making and the \u00a0solutions\/consequences to which this process might lead. Your discussion \u00a0should be informed by the American Psychological Association\u2019s Ethics \u00a0Code as well as the Specialty Guidelines for Forensic Psychologists.Interpersonal EffectivenessWhat diversity factors, cultural considerations, or other \u00a0demographic variables pertaining to the person in the vignette would you \u00a0take into account in rendering diagnoses, choosing assessment measures, \u00a0forming case conceptualizations, and designing the treatment plan?\u00a0 Be \u00a0sure to discuss cultural\/diversity factors that could apply even if they \u00a0are not explicitly mentioned in the vignette.Your writing, use of citations, ability to form a logical argument, \u00a0and proper APA Style, including the use of paraphrasing, will be \u00a0evaluated as a measure of your interpersonal effectiveness. No response \u00a0is required for “B”.APA FormatWritten Assignment StandardsAll written assignments submitted are expected to be of the highest \u00a0caliber and consistent with quality professional standards and should \u00a0demonstrate mastery of standard American English. The \u00a0university-approved edition of the Publication Manual of the American \u00a0Psychological Association must be followed. The manual provides explicit \u00a0instructions on how to structure work, construct references, create \u00a0headings, present ideas, generate tables, report numbers and statistics \u00a0correctly, and more. The manual organizes all written work products and \u00a0all students must strictly adhere to APA style, format, and \u00a0organization.APA ResourcesThe following reference materials on style and format are published by the American Psychology Association ( http:\/\/www.apastyle.org\/):APA Publications Web Sitehttp:\/\/www.apa.org\/pubs\/index.aspxAPA Manual & Related Resourceshttp:\/\/www.apastyle.org\/pubmanual.htmlAPA Style Helper (Electronic)http:\/\/www.apastyle.org\/elecref.html( if interested here are the Instructors final scores, comments from the first exam taken by the previous tutor)!!!MA FORENSIC PSYCHOLOGY COMPREHENSIVE EXAMSTUDENT ID: \u00a0Student AFall A 2017PSYCHOLOGICAL THEORY AND PRACTICE: \u00a0ASSESSMENT (A)Grade: \u00a0Unacceptable (1)The \u00a0student demonstrates insufficient knowledge of how the assessment \u00a0process might be utilized to enhance understanding of the client\u2019s \u00a0presenting problems, as well as aiding in formulating diagnostic \u00a0impressions and a treatment plan. \u00a0The student states that he\/she would \u00a0conduct \u201cpersonality assessment, family relationship assessment and \u00a0mental health assessment to analyze the problems of the Abby\u201d but does \u00a0not detail any specific assessment instruments that would be recommended \u00a0(other than a structured interview). \u00a0There is also no mention of \u00a0specific mental health issues that would be addressed in assessment \u00a0(e.g. intellectual functioning, suicidality, homicidality, psychosis, \u00a0sociopathy). \u00a0There are statements in this section that reflect a lack \u00a0of familiarity with and accuracy of understanding the assessment \u00a0process, e.g. discussion of psychiatrists rather than psychologists \u00a0conducting diagnostic testing and the statement that assessment results \u00a0increase patient confidence and make them more aware of their own \u00a0capacity. \u00a0Finally, this section is poorly written grammatically, making \u00a0it somewhat difficult to follow the student\u2019s communications.PSYCHOLOGICAL THEORY AND PRACTICE: \u00a0DIAGNOSTIC IMPRESSIONS (B)Grade: \u00a0Emerging (2)The \u00a0student lists Obsessive Compulsive Disorder and Schizophrenia Spectrum \u00a0Disorder as possible diagnoses, but the student\u2019s provided list of \u00a0diagnostic criteria is not matched to these diagnoses. \u00a0One of the \u00a0criteria listed in the DSM-5 for a diagnosis of OCD is that the \u00a0disturbance is not better explained by the symptoms of another mental \u00a0disorder. \u00a0In this case, Trichotillomania (Hair Pulling Disorder) would \u00a0more precisely describe the client\u2019s presenting symptoms. \u00a0The student \u00a0identifies some specific disorders within the broad category of \u00a0Schizophrenia Spectrum Disorders (e.g. Delusional Disorder, \u00a0Schizoaffective Disorder, \u201cPersonality Disorder\u201d, and Schizophrenia), \u00a0but does not indicate why one of these diagnoses might better fit the \u00a0presenting data than another.The student does \u00a0not include any discussion of whether the client\u2019s symptoms might merit a \u00a0diagnosis within the category of Disruptive, Impulse Control and \u00a0Conduct Disorders. \u00a0Additionally, there is no mention of whether Bulemia \u00a0Nervosa and Pyromania might be listed as provisional (rule out) \u00a0diagnoses meriting further investigation, alongwith \u00a0consideration of possible organic factors, exposure to trauma and \u00a0possible intellectual disabilities. \u00a0Finally, the student mentions that \u00a0the client\u2019s level of openness should be considered in formulating a \u00a0diagnosis, but does not elaborate on this point or offer other \u00a0individual\/cultural factors which might be considered.Overall, this section does not represent a proficient understanding of the diagnostic process.LEGAL THEORY AND APPLICATION: \u00a0THEORETICAL FORMULATIONGrade: \u00a0Emerging (2)The \u00a0key task in this section is to conceptualize the client utilizing a \u00a0specific theoretical framework. \u00a0The student provides a description of \u00a0social, biological and learning theories, but does not seem to \u00a0understand the meaning of these theories and does not link them at all \u00a0to actual events in the client\u2019s history\/presentation which may explain \u00a0her symptoms, such as pregnancy and birth complications, developmental \u00a0delay, sexual trauma by father and brothers, etc. \u00a0Further, the student \u00a0does not sufficiently address the topic of victim\/offender psychology, \u00a0as there is much in this client\u2019s history which suggests that her \u00a0history of trauma (biological and psychological) may have contributed to \u00a0her forensic presentation. In conclusion, the student does not \u00a0sufficiently grasp the purpose of a theoretical formulation as a means \u00a0of understanding the client\u2019s behavior and their alleged crime.LEGAL THEORY: \u00a0DESCRIPTION OF CRIMEGrade: \u00a0Unacceptable (1)The \u00a0student describes the crime in the present case as arson. \u00a0While this \u00a0is a component of the crime, it would be important to note that the \u00a0client was charged with attempted murder of her brother by arson. \u00a0\u00a0Furthermore, life imprisonment is not necessarily the penalty for arson. \u00a0Additionally, if convicted, this client would be convicted of attempted \u00a0murder, not just of arson. \u00a0The student offers one scholarly citation \u00a0discussing the general impact of arson on its victims.LEGAL THEORY AND APPLICATION: \u00a0LEGAL IMPLICATIONSGrade: \u00a0Unacceptable (1)The \u00a0student provides a sufficient description of the legal definition of \u00a0Competency to Stand Trial, but does not provide a specific legal \u00a0standard\/landmark case precedent relevant to this standard, focusing \u00a0incorrectly instead on the forensic psychologist\u2019s evaluation of the \u00a0patient facing trial.The student\u2019s description of the \u00a0concept of Duty to Warn is poorly written, with confusion about \u00a0references to therapist, client, and victim. \u00a0It is not accurate that \u00a0clinicians fail to warn out of fear of being found liable under Duty to \u00a0Warn; in fact, liability would more likely arise out of a failure to \u00a0warn an identifiable victim. \u00a0Again, the student provides no landmark \u00a0cases in this area, misunderstanding the concept of a landmark case \u00a0precedent.The student\u2019s description of the concept of \u00a0Insanity is also poorly written, with references to \u201cabnormal\u201d \u00a0behavior\u2026violation of community norms, \u2026and dangerousness.\u201d \u00a0This \u00a0definition is not accurate and also does not reference the important \u00a0point that the insanity defense pertains to the defendant\u2019s mental state \u00a0at the time of the commission of the crime. \u00a0The student cites a case \u00a0where a defendant was found to have feigned insanity, rather than a case \u00a0where a defendant was found to be criminally insane at the time of the \u00a0commission of the crime.This section is poorly written and demonstrates an unacceptable level of understanding of the three key legal concepts.RESEARCH AND EVALUATION: \u00a0FORENSIC EVALUATIONGrade: \u00a0Unacceptable (1)The \u00a0student discussed no specific instruments which might be used to \u00a0address the forensic questions in this case. \u00a0In fact, the student seems \u00a0not to understand the idea of how specific assessment instruments might \u00a0be used to determine the client\u2019s psycho-legal status. \u00a0The student \u00a0mentions seeking a patient history, which is valid, but focuses on \u00a0potential data such as interviewing police officers and people who have \u00a0interacted socially with her, rather than actual police\/court records \u00a0and records from her lengthy mental health settings and services.While \u00a0evaluating context is always useful, and assessment of the patient\u2019s \u00a0current state of arousal may offer clues, there is no mention of \u00a0standardized measures to assess the client\u2019s possible insanity at the \u00a0time of the crime, risk of danger to self\/others and competency to stand \u00a0trial.Finally, rather than rendering a judgment as to \u00a0whether the client meets the three psycho-legal standards, the student \u00a0states that the client may be suffering from a \u201cpersonality and mental \u00a0health disorder\u201d such as OCD, which the student offers as an explanation \u00a0for the behavior which led to the alleged crime of attempted murder by \u00a0arson.Overall, there is no meaningful linkage of \u00a0clinical data with legal standards to address the relevant forensic \u00a0questions in this section.RESEARCH AND EVALUATION: RESEARCH PROPOSALGrade: \u00a0Emerging (2)The student begins by proposing the following research question:\u201cWhat are the effects of personality aspect of Abby to her criminal behavior?\u201dNot \u00a0only is this statement poorly written grammatically, it focuses on \u00a0researching the client rather than a broader sample of persons charged \u00a0with a similar crime. \u00a0The student correctly states that personality \u00a0factors would be the independent variable in this study and criminal \u00a0behavior would be the dependent variable.The student states that a \u00a0survey method would be used, but does not state who would be surveyed, \u00a0what instruments might be used, what specific aspects of personality \u00a0would be addressed, etc. \u00a0The potential contribution of this proposed \u00a0study is very generic, rather than offering something more specific like \u00a0identifying predictive factors that might contribute to prevention of \u00a0such behavior.The student does not express a clear \u00a0understanding of the value of research methodology in contributing to an \u00a0understanding of criminal behavior in this section.LEADERSHIP, CONSULTATION AND ETHICS: \u00a0ETHICAL ISSUESGrade: \u00a0Unacceptable (1)The \u00a0student erroneously states that the ethical\/legal dilemma is the \u00a0present case is whether the client is a candidate for a community \u00a0resource program. \u00a0This is the referral question, not an ethical\/legal \u00a0dilemma. The student displays further confusion about ethical\/legal \u00a0dilemmas by stating that the client\u2019s potential conflicting issues or \u00a0professional duties should be explored, rather than addressing those \u00a0issues regarding the clinician. As the student continues to detail a \u00a0step by step plan, there is no mention of any actual ethical\/legal \u00a0dilemmas in the present case. \u00a0Further, the student fails to identify \u00a0any specific important ethical considerations, consistent with the APA \u00a0Ethics Code and SGFP, such as informed consent, steps to ensure privacy \u00a0and confidentiality, avoidance of harm and steps that would be taken if \u00a0the client reveals current risk of harm to self or others. \u00a0It should \u00a0also be noted that the court is the “client” in this case. \u00a0Therefore, \u00a0the client must be informed that he is not entitled to confidentiality \u00a0with respect to the court, though his record is otherwise confidential \u00a0with respect to outside parties. It would also be useful to voice \u00a0caution about serving in a potential Multiple Relationship, if serving \u00a0simultaneously in both an assessment\/referral role to the court and a \u00a0treatment role.INTER-PERSONAL EFFECTIVENESS: DIVERSITY AND MULTICULTURAL COMPETENCEGrade: \u00a0Unacceptable (1)The \u00a0student begins this section by stating that sexual orientation, SES and \u00a0physical disability are the relevant diversity factors that would be a \u00a0focus in this case. \u00a0This is curious as there is no mention of the \u00a0client\u2019s sexual orientation or of her being sexually active and there is \u00a0no mention of the client having a physical disability. \u00a0The studentotherwise \u00a0only mentions culture and historical context in a general way as \u00a0important, but offers no specific aspects of the client\u2019s identity that \u00a0may be important to consider in assessing, diagnosing, conceptualizing \u00a0or treating this patient. \u00a0There is no mention of key salient cultural \u00a0factors which were identified in this case such as \u00a0intellectual\/developmental functioning, family constellation, trauma \u00a0history,age, obesity and other medical concerns and psychiatric status.It \u00a0is very unclear why the student offered the following additional \u00a0statement regarding diversity: \u00a0\u201cHowever, the aspect of globalization \u00a0has facilitated multiculturalism thus making it hard for the \u00a0psychiatrists to determine the cultural competence of the patients \u00a0(Hays, 2016).\u201dFinally, there was also no discussion \u00a0of specific areas of competence which the assessing or treating \u00a0clinician should possess in order to work within the boundaries of their \u00a0competence and to serve the client effectively. \u00a0Likewise, areas of \u00a0cultural similarity or difference between therapist and client would \u00a0also be important to consider.INTER-PERSONAL EFFECTIVENESS: \u00a0WRITING IN APA STYLEGrade: \u00a0Unacceptable (1)The \u00a0quality of the student\u2019s writing and expression of ideas is very poor \u00a0throughout the paper and is not at all consistent with graduate school \u00a0scholarship. \u00a0There are citations provided in the paper and listed in \u00a0the reference list, though quotations did not include page numbers in \u00a0the citation per APA guidelines.Total Points: \u00a0\u00a013\/40 FAIL<\/p>\n \n
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