Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Parental involvement is critical in excellent assessment and therapy. As a result, they must be open and honest with the youngster about the evaluation. It is critical to provide accurate but balanced information to youngsters between the ages of 9 and 11. It’s critical to explain some of the advantages of the appointment, comfort them that everything will be fine, and offer to accompany them to the exam. Children aged 12 and up think more thoroughly about issues and are more aware of the implications of their actions (Raising Children Network, 2019). It’s critical to provide them with the information they need about expectations, different types of services, and the requirement for privacy and secrecy during the exam.
Furthermore, you must inform them of any changes you have observed in them and reassure them that the test will not harm them. Although the assessor and the youngster will be alone during the assessment to help them feel more comfortable discussing their memories, the test response is normally shared to the parents. However, under the collaborative approach to feedback, the child may receive input, but in an emotionally and intellectually secure manner (Tharinger, Finn, Hersh, Wilkinson, Christopher, & Tran, 2008). The process assessor should safeguard the child while also taking into account the parent’s new understanding and shifts in commitment within the client’s family.
Questions:
During the assessment procedure, parents and their assistance are absolutely essential. However, I believe that parents can sometimes be an impediment to the testing procedure. I also had a few questions that I hoped you would be willing to answer.
*Do you believe that the parents will be an impediment to the testing procedure, and if so, how will they do so?
*Could you expand on where you mentioned “it is necessary to tell them about the changes in them that you have noticed, and reassure them that the test will not harm them”?
*Might you elaborate on where you mentioned the youngster could receive input in an emotionally and cognitively stable modality?
Finally, you mentioned that “the assessor should protect the child and include the parent’s new understanding and changes in dedication inside the client’s family,” could you maybe explain on that?
*As a follow-up for your consideration, how important is it for the counselor to understand the legal consequences if there is a non-custodial parent?
Please respond to the *question for the conversation; there is no requirement for a minimum number of words.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Follow-up on Teens’ Psychological Testing |
Follow-up on Teens’ Psychological Testing