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An explanation of potential challenges for assessment during your field education experience

Refer to the topics covered in this week’s resources and incorporate them into your blog.

By Day 3

Post a blog post that includes:

  • An explanation of potential challenges for assessment during your field education experience
  • An explanation of personal action plans you might take to address assessment in your field education experience

My internship is with jasmine trangucci-clinical social worker in private practice

Required Readings

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.
Chapter 6, “Social Work Practice in the Field: Working with Individuals and Families” (pp. 117-154)

Savaya, R., & Gardner, F. (2012). Critical reflection to identify gaps between espoused theory and theory-in-use. Social Work, 57(2), 145–154

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head-to-toe assessment skills demonstration last week and now will document your results. it is “nonpalpable,” if you can’t hear something just state they were not

 You completed your full head-to-toe assessment skills demonstration last week and now will document your results. Continue to document only the objective findings for this section without bias or explanation. Remember if you can’t feel something then it is “nonpalpable,” if you can’t hear something just state they were not heard such as no bowel sounds heard (unless you listened for the full five minutes which we wouldn’t want to do for our purposes – then you could document absent bowel sounds). Be descriptive if necessary but at the same time be brief. 

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Psychological assessment guides

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

Introduction and Overview
Tests of Intelligence
Tests of Achievement
Tests of Ability
Neuropsychological Testing
Personality Testing
Industrial, Occupational, and Career Assessment
Forensic Assessment
Special Topics (student’s choice)
References
Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

Definition of a Test (e.g., What is a Test?)
Briefly define psychological assessment.
Types of Tests
Identify the major categories of psychological assessment.
Reliability and Validity
Briefly define the concepts of reliability and validity as they apply to psychological assessment.
Role of testing and assessment in the diagnostic process
Briefly explain role of assessment in diagnosis.
Professionals Who Administer Tests
Briefly describe the types of professionals involved in various assessment processes.
Culture and Testing
Briefly describe issues of cultural diversity as it applies to psychological assessment.
Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.). Be sure to reference the content requirements (Links to an external site.) prior to completing each of the information sheets on the following categories of assessment.

Tests of Intelligence
Tests of Achievement
Tests of Ability
Neuropsychological Testing
Personality Testing
Industrial, Occupational, and Career Assessment
Forensic Assessment
Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)
Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

Testing Preschool-Aged Children
Testing Elementary School-Aged Children
Testing Adolescents
Testing Geriatric Patients
Testing First Generation Immigrants
Testing in Rural Communities
Testing English Language Learners
Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
Testing Individuals Who Are Incarcerated
Testing for Competency to Stand Trial
Testing in Child Custody Cases
References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.). The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.) to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.) website for information and further instructions on using this portfolio tool.

The Assessment Guide

Must be 14 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
Must include a separate title page with the following:
Title of guide
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

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Introduction and overview

What is a test?

            A psychological test is described as using scientific approach to attempt to establish a better understanding of behavioral, emotional and cognitive functioning. There are various types of techniques that psychologists and researchers uses to arrive at a hypothesis about individual’s capabilities, personality and behavior.

Psychological Assessment

            It is the responsibility of the test users to ensure that they use psychological tests appropriately. They use the selection, administration, interpretation, and use of the results. According to Turner et al. (2001), “Test user guidelines highlight the importance of understanding the impact of ethnic, racial, cultural, gender, age, educational, and linguistic characteristics in the selection and use of psychological tests”. Therefore, the qualifications of test users are determined based on the psychometric knowledge. The test users must have a comprehensive understanding of all aspect relating to validity, measurement error, reliability, measurement knowledge, psychometric, ethics, process and meaning of test scores.

Different type of test

            The primary types of assessment are behavioral assessment, personality assessment, assessment of intellectual functioning and clinical interview.

Reliability and validity

            According to Gregory (2014), “Reliability and measurement error are really just different ways of expressing the same concern: How consistent is a psychological test? The interdependence of these two concepts will become clear if we provide a further sketch of the classical theory of measurement”. There are three different types of validity which include construct validity, criterion-related validity and content validity. Concepts of reliability and validity as they apply………………………………………………………………………………………………

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Assessment & Intervention Service Plan

*****Use a 7 years old boy who leave with his mother and father figure not present in the child’s live. the child is not focus and get frustrated easily and has some behavioral problem but was never diagnose*********** Part I. Client Assessment Ask your agency Field Instructor to assist you in choosing a client with whom, ideally, you will work for a few months. Ongoing work in is not always possible, especially in settings such as homeless shelter, hospital, or rehabilitation facility. To help the student develop cultural awareness and assessment skills, client’s background should be different than student’s background. Interview the client to complete the Client Assessment form found in Blackboard under Course Documents. Since not all clients are competent to provide all information, it is acceptable to use collateral information from family members and team members, as long as you cite the source or information. Each section of the Assessment must have sufficient details (at least 5 sentences per each section unless section is not applicable). Part II. Client Intervention Service Plan Develop an Intervention Service Plan using the Intervention Service Plan form available on BB under Course Documents. Begin by summarizing (do not copy and paste) Client Assessment reflecting social work person-in-environment (PIE) perspectives / systems theory. Prioritize the list of client needs following Maslow’s Hierarchy of Needs. The goal of the Intervention Service Plan should be mutually developed by the client and the student. All goals and objectives to follow SMART format (Specific, Measurable, Achievable, Realistic, Timely) There should be at least two (2) objectives per goal.


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Violence Risk Assessment

Violence risk assessment is an important clinical duty in all settings. In the correctional setting, it is imperative that these assessments are routinely administered and monitored. In your role as a forensic mental health professional, one of your vital duties will be to ensure that potentially violent offenders are adequately assessed and that interventions are successfully administered.

Tasks:

Using at least three scholarly resources from the professional literature, research violence risk assessment. The literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

On the basis of your research, in a minimum of 300 words, respond to the following:

Research shows that specific factors are associated with increased risk for violence. Explain which factors associated with violence risk may be encountered with incarcerated offenders.
1.) Identify and explain two to four examples of each of the following:
a.) General needs that any released offender might have as he or she transitions back to society
b.) Specialized needs that certain offenders might have, particularly if they have mental health issues
Apply APA standards to cite sources.

………………………………………………

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Psychology: Violent Risk Assessment

(Course Instructor)

(University Affiliation)

(Student’s Name)

(Date)

Violence Risk Assessment

            The United States prison is one of the largest in the world. The rate of mental illness among the incarcerated offenders is disproportionately represented, with over 50% of the prisoners having mental illness, compared to the 11% of the general population (Hoke, 2015). The increased risk to violence among the incarcerated population is associated with a number of factors.

Factors Associated with Violence Risk among the Incarcerated Offenders

            According to (Arbach-Lucioni, Martinez-Garcia, & Andres-Pueyo, 2012), the prison environment offers a number of limitations to an offender as opposed to the outside environment. The presence of these limitations creates a close environment, which may be a source of psychological stresses. The author asserts that many studies have shown a positive correlation between the prison psychological stress and the risk to violence among the incarcerated offenders. Moreover, the closeness to other offenders may create an environment where other prisoners are coerced into interactions and relationships that may alter their self needs.             The other factor that is associated…..………………………………………………….

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Differentiate between the use of addictions assessment tools and clinical assessment tools

Introduction

Consider the following scenario:

Terrence is considering next steps for a client, Angela, who has come for therapy at the family counseling center where he works. When Angela scheduled her appointment on the telephone, she had described her concerns with marital difficulties, insomnia, and depression. During her first session, however, Terrence noticed that Angela had a very nervous demeanor, picked at her skin constantly, and had a rasping cough. When Terrence asked Angela about her employment, she admitted that she had lost her job and that her husband was angry about it. She said she was afraid her husband was on the brink of becoming abusive.

Terrence is not sure what to do first. He suspects Angela might have a substance addiction, but clearly she has several interlocking problems, and many are urgent. Should Terrence administer a screening for addiction or a more general clinical assessment? If he does decide to administer an addictions assessment, which of the many that are available should he choose and why?

This week, you differentiate between the use of addictions assessment tools and clinical assessment tools and review several assessment tools in order to evaluate one of them.

Objectives

Students will:

  • Differentiate between the use of addictions assessment tools and clinical assessment tools  
  • Critique an addictions assessment tool

Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

  • Gupta, R., Nower, L., Derevensky, J. L., Blaszczynski, A., Faregh, N., &Temcheff, C. (2013). Problem gambling in adolescents: An examination of the pathways model. Journal of Gambling Studies, 29(3), 575–588.
    Problem Gambling in Adolescents: An Examination of the Pathways Model by Gupta, R.; Nower, L.; Derevensky, J.; Blaszczynski, A.; Faregh, N.; Temcheff, C., in Journal of Gambling Studies, Vol. 29/Issue 1. Copyright 2013 by Human Sciences Press – Journals. Reprinted by permission of Human Sciences Press – Journals via the Copyright Clearance Center.

    Focus on the three Pathways (pp. 577–578).
  • Larimer, M. E., Cronce, J. M., Lee, C. M., & Kilmer, J. R. (2004/2005). Brief intervention in college settings. Alcohol Research & Health, 28(2), 94–104.
    Retrieved from the Walden Library databases.  

    Focus on the section titled “Advantages and Efficacy of Screening and Brief Interventions in College Populations,” paying particular attention to the direct effect of assessment on substance use.
  • Muñoz, Y., Chebat, J-C.,& Borges, A. (2013). Graphic gambling warnings: How they affect emotions, cognitive responses and attitude change. Journal of Gambling Studies, 29(3), 507–524.
    Graphic Gambling Warnings: How they Affect Emotions, Cognitive Responses and Attitude Change by Muñoz, Y.; Chebat, J.; Borges, A., in Journal of Gambling Studies, Vol. 29/Issue 1. Copyright 2013 by Human Sciences Press – Journals. Reprinted by permission of Human Sciences Press – Journals via the Copyright Clearance Center.

    Focus on the section titled “Use of Graphic Images” (p. 510).
  • Nagy, T. F. (2011). Ethics in psychological assessment. In Essential ethics for psychologists: A primer for understanding and mastering core issues (pp. 171–183). Washington, DC: American Psychological Association.
    Retrieved from the Walden Library databases.  

    Focus on the reasons behind selection of different types of assessments and why multiple assessments might be needed. This article also includes excellent information on ethics of assessment.
  • Samet, S., Waxman, R., Hatzenbuehler, M., &Hasin, D. S. (2007).  Assessing addiction: Concepts and instruments.Addiction Science & Clinical Practice,4(1), 19–31. Retrieved from http://archives.drugabuse.gov/pdf/ascp/vol4no1/Assessing.pdf

    Focus on the types of assessments used for addictions treatment and the characteristics of each that might elicit data relevant to addictions rather than some other type of psychiatric disorder. Table 1 on p. 25 provides a snapshot of many common addictions assessments.
  • Suissa, A. J. (2011). Vulnerability and gambling addiction: Psychosocial benchmarks and avenues for intervention. International Journal Of Mental Health & Addiction, 9(1), 12–23.
    Retrieved from the Walden Library databases.

    Focus on the section titled “A Hidden Area of Vulnerability: Internet Gambling.” It is suggested that the entire article be read, as it is important. In particular, it provides good information on gambling addiction.

Optional Resources

Week 4 Assignment:

Application: Evaluating an Addictions Assessment Tool

Addictions professionals can choose from many types of tools. Addictions assessments are divided into screening and assessment tools. Addictions screening tools are meant to determine if an addiction might be a possibility; they are not intended to diagnose. Addictions professionals use them to gain a basic idea of an individual’s orientation to an addiction. Addictions assessment tools are typically geared toward detecting dependence on or addiction to a specific, identified substance or behavior. These tools are broader in scope and often take special training and considerable time to administer.

The difficulty often is not in finding a tool to use with a client, but rather in choosing the most effective and appropriate tool from a wide variety. Though choices of screening and assessment tools is often made by the organization in which an addictions professional works, many considerations including cost, time to administer, training, and accuracy enter into the selection of the right test for each individual with a potential substance or process addiction. Thus, it is important that addictions professionals be familiar with the tools available to them and understands the effectiveness of these tools in assessing what they are intended to assess.

In this Assignment, you select one assessment tool from several well-known addictions assessment tools and research and provide an evaluation of its purpose, administration, and efficacy.

To prepare:

Review the Learning Resources, including the following:

  • “Brief Intervention in College Settings”
  • “Ethics in Psychological Assessment”
  • “Assessing Addiction: Concepts and Instruments”

Assignment Directions:

Select one of the following assessment tools, found in this week’s Learning Resources:

  • Substance Abuse Subtle Screening Inventory-3
  • The Michigan Alcoholism Screening Test
  • The Addiction Severity Index

Research and select two articles of your choice on your chosen addictions assessment tool.

Submit by Day 7 a 2- to 4-page critique of the addictions assessment tool you chose. Include the following:

  • Brief purpose of the assessment
  • Reliability of the assessment
  • Validity of the assessment
  • Type of normative data the assessment assesses
  • Time of administration
  • Cost
  • Reading level, if known
  • Any special administration considerations (e.g., need for a computer or special training)
  • Benefits and limitations
  • Overall utility of the test in an addictions assessment

References:
McLellan, A. T., Luborsky, L., O’Brien, C. P., & Woody, G. E. (1980). An improved diagnostic instrument for substance abuse patients, The Addiction Severity Index.Journal of Nervous and Mental Diseases, 168, 26–33.

Miller, G. A., Roberts, J., Brooks, M. K., &Lazowski, L. E. (1997). SASSI-3 user’s guide. Bloomington, IN: Baugh Enterprises.

Seltzer, M. L. (1971). The Michigan Alcoholism Screening Test: The quest for a new diagnostic instrument. American Journal of Psychiatry, 127, 1653–1658.

……………………………………………………………………………………………………

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Psychology: Evaluating an Addiction Assessment Tool

(Course Instructor)

(University Affiliation)

(Student’s Name)

January 30th 2016.

The Addiction Severity Index (ASI)

            The success of an addiction assessment process depends on the competency of the addiction professional and the choice of the assessment tool, among other factors. Owing to the availability of numerous addiction assessment tools, it is pertinent that an addiction professional to have appropriate knowledge regarding the tools (McLellan, Luborsky, O’Brien & Woody, 1980). Although the organizations often choose addiction assessment tools for specific disorders, having appropriate knowledge regarding the tools ensures that an effective assessment of a disorder is performed. The addiction severity index is a structured interview that is intended to assess several problem areas in substance abusing clients.

            The main purpose of the Addiction Severity Index (ASI) is to assess substance abuse, for example alcohol abuse (McLellan, Luborsky, O’Brien & Woody, 1980). The tool provides an assessment of other number of assessment areas, such as employment status, family relationships, legal problems, and psychiatric status (Carey, Cocco, & Correia, 1997). According to (Deady, 2009), the use of Addiction Severity Index (ASI) has yielded mixed results from different populations. However, (Carey, Cocco, & Correia, 1997) and (Deady, 2009) asserts that the tool has been found to have good inter-rater, split half, internal consistency and test-retest reliability. Moreover, the Addiction Severity Index (ASI) has been found to have good construct, content and criterion validity. The tool has been shown to have a varying internal consistency scales such as 0.89 for medical problems and 0.65 for employment problems (Carey, Cocco, & Correia, 1997) and (Deady, 2009).           The Addiction Severity Index (ASI) has been used in treatment planning and evaluation (Deady, 2009). The tool typically assesses normative data b………………………..

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Assessment of the Patient

Introduction

Consider the following scenario:

Jenny, a young and newly licensed addictions counselor, is nervous about seeing her first client, a 35-year-old woman named Alyssa. Jenny observes that Alyssa has her arms folded in her lap and seems angry and defensive in Jenny’s office. So far, Alyssa has fluctuated between one-word answers and rambling rants that do not relate to the actual questions. Jenny thinks to herself, “What questions do I ask to get the best information? What referral information is most relevant?”

Questions like these are common for individuals learning how to conduct interviews. This week you evaluate interview strategies for addictions assessment, apply professional terminology to describe client status, integrate referral information into an interview process, and create effective interview questions.

Objectives

Students will:

  • Evaluate interview strategies for addictions assessment
  • Apply professional terminology to case study
  • Create effective interview questions based on referral information
  •  
  •  
  • Week 3 Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To access select media resources, please use the media player below.

Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

  • Perkinson, R. R. (2012). Chemical dependency counseling: A practical guide (4th ed.). Thousand Oaks, CA: SAGE.
    • Chapter 4, “The Biopsychosocial Interview”

      Focus on the particular questions asked by the interviewer and whether they are effective in assessing the biological (bio); emotional, attitudes, and behavior (psycho); and social (socio) aspects of the individual’s addiction.
    • Appendix 6, “Sample Biopsychosocial Interview”

      This section is the basis for the week’s Assignment. Focus on Jane Roberts’s history of the present illness and past history. How might these aspects of her life affect the questions you would ask her during an addictions assessment?
  • Greenfield, S. F., & Hennessy, G. (2015). Assessment of the patient. In M. Galanter, & H. D. Kleber (Eds.), The American Psychiatric Publishing textbook of substance abuse treatment (5th ed.). Washington, DC: American Psychiatric Publishing.
    Retrieved from the Walden Library databases.

    Focus on the importance of open-ended interview questions to circumvent defense mechanisms in the assessment process.
  • Arria, A. M., &McLellan, A. T. (2012). Evolution of concept, but not action. Addiction Treatment. Substance Use & Misuse, 47(8/9).
    Retrieved from the Walden Library databases.

    Focus on the evolution in how addictions and addiction treatments are conceptualized and the treatment services that are frequently offered.

Media

  • Laureate Education (Producer). (2012a). Interviewing techniques [Video file]. Retrieved from https://class.waldenu.edu

    This video concerns the same individuals from Week 1. This time, view it in the context of determining effective interviewing skills
  • Week 3 Discussion

Interviewing Techniques

One of the best ways to learn how to do an interview is to watch someone else conduct one. This week, you will view a media clip of someone conducting an interview that is part of an addictions assessment. The interview uses a biopsychosocialapproach, in that it collects information about medical aspects (prior illnesses, current medications), social history (childhood, school, employment) and psychological functioning (anxiety, depression). The goal of the interview is to start developing an overall picture of the client.

In this Discussion, you will evaluate which interview strategies would be more effective than others in an addictions assessment.

To prepare:

Review the Learning Resources, including the following:

  • Chapter 5, “Assessment of the Patient,” in The American Psychiatric Publishing Textbook of Substance Abuse Treatment
  • Chemical Dependency Counseling: A Practical Guide
    • Chapter 4, “The Biopsychosocial Interview”
    • Appendix 6, “Sample Biopsychosocial Interview”
  • The media titled Interviewing Techniques

Post by Day 4 a response to the following:

Based on your observation of the addictions professional in the scenario, describe one interview strategy you believe was effectively modeled. Explain why it was effective.

Which interviewing strategies used by the interviewer in the media would you avoid, and why?

……………………………………………………………………………………………………

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Psychology: Interviewing Techniques

(Course Instructor)

(University Affiliation)

(Student’s Name)

January 18th 2016.

Interviewing Techniques

            One of the key in practicing as a psychologist is to conduct a holistic psychosocial assessment, in order to evaluate effectively the problem of a client (Perkinson, 2012). To achieve this goal, proper interviewing techniques and appropriate assessment tools are employed. An effective interview often employs effective interviewing strategies in order to get relevant information regarding the client problem.

The Interview Strategy that Was Modeled Effectively

Based on the observation of the addictions professional in the scenario presented in the media file, the interview strategy that was best modeled was the evaluation of the patient childhood experiences. The interview began by asking the patient where he was born and his childhood relationships with his parents. In doing so, the interview was able to get good information regarding the genesis of the client problem.

Moreover, the interviewer proceeded to ask questions related to perceptions of the client towards his father, mother and brother. The information provided by the client regarding the questions provided effective Biopsychosocial assessment of the client. The way the interview questions unfolded depicts a lucid assessment of the client. This particular interview strategy was found to be effectively modeled since it provided a clear understanding of patient past childhood growth and its probable impact on his later adulthood life.

The Interview Strategies that Would Be Avoided           Based on the observation of the media file, the interview strategies that would be avoided is asking the reason that brought the client in and delving directly into his problem without effective introduction. According to (Greenfield, & Hennessy, 2015) an effective interview assessment must start with an appropriate introduction. A good introduction enables the psychologist to win the confidence and trust of the patient. However, by asking the client the reason behind his visit to the psychologist was not only intimidating, but also it provided for ineffective introduction. This allowed the psychologist to interrupt the introductory part that would seek knowledge about where client was from, a fact she wa………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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Steps of Addictions Assessment Processes

Week 1 Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To access select media resources, please use the media player below.

Required Resources

Readings

  • Perkinson, R. R. (2012). Chemical dependency counseling: A practical guide (4th ed.). Thousand Oaks, CA: SAGE.
    • Chapter 1, “The First Contact”

      Focus on the descriptions of client perspectives in the “Treatment Works” and “How to Develop the Therapeutic Alliance” sections and how these descriptions relate to the codes of ethics and principles addictions professional should follow (see this week’s Discussion area). Also focus on the information on treatment facilities and group practice to learn more about the need for multidisciplinary teams for your Assignment.
    • Chapter 14, “The Clinical Staff”

      Focus on the various types of professionals that might need to be included in the multidisciplinary team.
  • American Psychological Association. (2013). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx

    Focus on the Preamble, which provides a rationale for following codes of ethical principles and standards. Focus also on the General Principles, which sets the stage for other information on ethics violations.
  • The Association for Addiction Professionals. (2013). NAADAC code of ethics. Retrieved from http://www.naadac.org/resources/codeofethics

    Focus on the standards listed in the section titled “The Counseling Relationship” for an excellent overview of expected behavior on the part of counselors.

Media

  • Laureate Education (Producer). (2012b). Starting the process [Video file]. Retrieved from https://class.waldenu.edu

    Note: The approximate length of this media piece is 17 minutes.

Week 1 Assignment

Application: Steps of Addictions Assessment Processes

Addiction may take many forms. A person may be addicted to a substance, such as cocaine, or a behavior, such as gambling. Individuals who enter into addictions assessment generally have exhibited certain hallmarks of addiction, such as an increase in the behavior, problems in relationships and life functioning, and withdrawal symptoms upon ceasing the behavior.

Someone with a potential addiction may be facing a host of issues. He or she might require medical and/or legal help. A teenager may be a minor requiring parental consent for any treatment and might already be receiving help from a guidance counselor or school psychologist. It is true that individual assessments have unique features and should be tailored to the needs of and aspects related to each individual being assessed. However, there are important steps common to most assessments that allow addictions professionals to gather reliable, valid, and relevant information about the clients they serve, as well as to enlist the best set of professionals to form the multidisciplinary team.

This week, you describe the steps of a standard addictions assessment and reflect on the importance of using a multidisciplinary team.

To prepare:

Review the Learning Resources, including the following:

Chemical Dependency Counseling: A Practical Guide

  • Chapter 1, “The First Contact”
  • Chapter 14, “The Clinical Staff”

Assignment Directions:

Submit by Day 7 a 2- to 4-page paper that includes the following:

  • The steps of an addictions assessment
  • An explanation of why each step is important
  • One example of a multidisciplinary team and the contribution each of the team members might make to the assessment

Cite your sources using APA guidelines.

……………………………………………………………………………………………………

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Psychology: Steps of Addictions Assessment Processes

(Course Instructor)

(University Affiliation)

(Student’s Name)

January 6th 2016.

The Steps of an Addiction Assessment

            Addiction iscondition that may show itself in different forms, for example, addiction to computer games, addiction to drugs/alcohol and gambling (Perkinson, 2012). However, the diagnosis of the problem usually begins with an addiction assessment.  The main purposes of addiction assessment process are to determine whether actually addiction exists, and whether there are any co-occurring conditions. Moreover, the results from the initial assessments provide useful information for the development of the addiction treatment plan. A successful addiction assessment must be carried by trained professionals, such as doctors, psychologists, therapists and nurses and must follow certain recommended steps.

Assessment Steps

            The process starts by the client filling a standardized questionnaire, asking about the current addiction problem. In addition, the questionnaire has questions related to any treatment history, the effects of the problem on the health of the client, the health history, the behaviour pattern, effects and symptoms.           The second step is a confidential face-to-face interview with the clinician in charge of the diagnosis of the client’s condition (The Association for Addiction Professionals, 2014). In most circumstances that involve the doctor undertaking the diagnostic process, the doctor often checks for other co-occurring symptoms (cause relapse and account for most addiction), which should be treated alongside the addiction problem. If the non-medical teams such as the psychologists, social workers and counselors, carry out the assessment, they have to refer the client to a trained doctor for diagnosis of the co-occurring symptoms. The co-occurring……………………………………………………………….

……………………………………………………………………………………………………….

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Writers Solution

Steps of Addictions Assessment Processes

Week 1 Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To access select media resources, please use the media player below.

Required Resources

Readings

  • Perkinson, R. R. (2012). Chemical dependency counseling: A practical guide (4th ed.). Thousand Oaks, CA: SAGE.
    • Chapter 1, “The First Contact”

      Focus on the descriptions of client perspectives in the “Treatment Works” and “How to Develop the Therapeutic Alliance” sections and how these descriptions relate to the codes of ethics and principles addictions professional should follow (see this week’s Discussion area). Also focus on the information on treatment facilities and group practice to learn more about the need for multidisciplinary teams for your Assignment.
    • Chapter 14, “The Clinical Staff”

      Focus on the various types of professionals that might need to be included in the multidisciplinary team.
  • American Psychological Association. (2013). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx

    Focus on the Preamble, which provides a rationale for following codes of ethical principles and standards. Focus also on the General Principles, which sets the stage for other information on ethics violations.
  • The Association for Addiction Professionals. (2013). NAADAC code of ethics. Retrieved from http://www.naadac.org/resources/codeofethics

    Focus on the standards listed in the section titled “The Counseling Relationship” for an excellent overview of expected behavior on the part of counselors.

Media

  • Laureate Education (Producer). (2012b). Starting the process [Video file]. Retrieved from https://class.waldenu.edu

    Note: The approximate length of this media piece is 17 minutes.

Week 1 Assignment

Application: Steps of Addictions Assessment Processes

Addiction may take many forms. A person may be addicted to a substance, such as cocaine, or a behavior, such as gambling. Individuals who enter into addictions assessment generally have exhibited certain hallmarks of addiction, such as an increase in the behavior, problems in relationships and life functioning, and withdrawal symptoms upon ceasing the behavior.

Someone with a potential addiction may be facing a host of issues. He or she might require medical and/or legal help. A teenager may be a minor requiring parental consent for any treatment and might already be receiving help from a guidance counselor or school psychologist. It is true that individual assessments have unique features and should be tailored to the needs of and aspects related to each individual being assessed. However, there are important steps common to most assessments that allow addictions professionals to gather reliable, valid, and relevant information about the clients they serve, as well as to enlist the best set of professionals to form the multidisciplinary team.

This week, you describe the steps of a standard addictions assessment and reflect on the importance of using a multidisciplinary team.

To prepare:

Review the Learning Resources, including the following:

Chemical Dependency Counseling: A Practical Guide

  • Chapter 1, “The First Contact”
  • Chapter 14, “The Clinical Staff”

Assignment Directions:

Submit by Day 7 a 2- to 4-page paper that includes the following:

  • The steps of an addictions assessment
  • An explanation of why each step is important
  • One example of a multidisciplinary team and the contribution each of the team members might make to the assessment

Cite your sources using APA guidelines.

……………………………………………………………………………………………………

SEE SOLUTION BELOW

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Psychology: Steps of Addictions Assessment Processes

(Course Instructor)

(University Affiliation)

(Student’s Name)

The Steps of an Addiction Assessment

            Addiction is a condition that may show itself in different forms, for example, addiction to computer games, addiction to drugs/alcohol and gambling (Perkinson, 2012). However, the diagnosis of the problem usually begins with an addiction assessment.  The main purposes of addiction assessment process are to determine whether actually addiction exists, and whether there are any co-occurring conditions. Moreover, the results from the initial assessments provide useful information for the development of the addiction treatment plan. A successful addiction assessment must be carried by trained professionals, such as doctors, psychologists, therapists and nurses and must follow certain recommended steps.

Assessment Steps

            The process starts by the client filling a standardized questionnaire, asking about the current addiction problem. In addition, the questionnaire has questions related to any treatment history, the effects of the problem on the health of the client, the health history, the behavior pattern, effects and symptoms.

            The second step is a confidential face-to-face interview with the clinician in charge of the diagnosis of the client’s condition (The Association for Addiction Professionals, 2014). In most circumstances that involve the doctor undertaking the diagnostic process, the doctor often checks for other co-occurring symptoms (cause relapse and account for most addiction), which should be treated alongside the addiction problem. If the non-medical teams such as the psychologists, social workers and counselors, carry out the assessment, they have to refer the client to a trained doctor for diagnosis of the co-occurring symptoms. The co-occurring symptoms greatly influence the addiction treatment process. Therefore, it is inherent that its diagnosis is carried out earlier in the course of the addiction assessment process.           The final step is the assessment of the information obtained through the questionnaire, physical examination and interviews. At this stage of…………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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Assessment Method/Finalist for the job of Human Resources Director

Topic: Assessment Methods/Finalists for the Job of Human Resources Director
This assignment requires you to apply the concepts learned to date and especially those in Chapter 9. This is an interesting case about filling the position of HR Director at a law firm, Guilty, Guilty & Guilty.
Please read the case and answer the following:

  1. In the case below, there are seven (7) methods listed as selection techniques. For each method listed, decide whether you would or would not use it in the selection process and discuss why. Are there any selection tools that are not listed that you would suggest? Why?
  2. There is a discussion regarding the three (3) finalists and the selection method that was used by Guilty. Do you think that the 6 selection methods used by Guilty were appropriate? Why or why not?
  3. For each finalist, decide whether you would be willing to hire the person, discuss and state why.
  4. If the FINAL decision was yours to make, which finalist would YOU choose? Discuss your rationale.
    Insert your name as a header on each page. Please do not use a cover sheet, let’s save some trees.
    The Guilty Case
    Guilty, Guilty & Guilty (Guilty) is a law firm specializing in criminal law. However, due to recent economic conditions, the firm has expanded into new areas such as equal employment opportunity, workplace torts, business litigation, and sports/entertainment representation. These new areas of practice have resulted in growth for the firm. The firm has 55 partners and approximately 120 employees. It does business in three (3) states and has offices in 3 major metropolitan areas. The firm has no federal contracts.
    Guilty plans to expand into three (3) additional states with three (3) major metropolitan areas. This is a rather ambitious expansion plan and Guilty is faced with the challenge of how to staff, compensate, train, and retain individuals who fill the positions in the new
    offices. In order to effectively manage these challenges, Guilty wishes to hire an HR director to oversee the recruitment, selection, training, performance appraisal, and compensation activities resulting from the business expansion. In addition, the newly hired HR Director will supervise the HR activities in the existing Guilty offices. The newly drafted job description for the HR Director is set forth below.
    The firm recognizes that this is a critical position which can substantially impact its expansion strategy. The firm wishes to design and then implement a selection system for assessing applicants that will achieve two (2) objectives: (1) create a valid and useful system that will do a good job of matching applicant KSAOs to job requirements, and (2) be in compliance with all relevant federal and state employment laws. Guilty’s managing partner, Mick Miranda, is considering numerous selection techniques for possible use. He wishes that the new HR Director was on-board so he didn’t have to mess with this selection system exercise. This selection system work is taking away from his billable hours. He found a file in his drawer that contained information regarding some positions filled by one of his clients that he is using as a resource. He has decided to consider these methods below:
  5. Job knowledge test specifically designed for HR professionals that focuses on an applicant’s general knowledge of HR management.
  6. Medical exam and drug test at the beginning of the selection process in order to determine if applicants can cope with the high level of stress and frequent travel requirements of the job and are drug free.
  7. Integrity test
  8. A structured behavioral interview that will be specially designed for use in filling only this job.
  9. General cognitive ability test
  10. Personality Assessment
  11. A standard set of interview questions that the firm currently uses for filling any position. The questions in the set include:
    a. Tell me about a problem you solved on a previous job
    b. Do you have any physical impairments that would make it difficult for you to travel on business?
    c. Have you ever been tested for AIDS?
    d. Are you currently unemployed, and if so, why?
    e. This position requires fresh ideas and energy. Do you have those qualities?
    f. What is your definition of success?
    g. What kind of sports do you like?
    h. How well do you work under pressure? Give me some examples.
    For each method listed, decide whether you would or would not use it in the selection process and discuss why. Are there any selection tools that are not listed that you would suggest? Why?
    Attorney Miranda decides, after weighing all of the options, to use the following selection methods to assess applicants for the HR Director job at the firm: resume, cognitive ability test, job knowledge test, structured interview, and questions (f) and (g) from the list of standard questions.
    Guilty advertised for the position extensively, and out of a pool of 35 initial applicants, it was able to come up with a list of three (3) finalists. Shown in the chart that follows are the results from the assessment of the finalists using Miranda’s chosen selection methods. In addition, information from an earlier resume screen is included for possible consideration and context.
    Using the information in this case study that follows:
     There is a discussion regarding the three (3) finalists and the selection method that was used by Guilty. Do you think that the 6 selection methods used by Guilty were appropriate? Why or why not?
     For each finalist, decide whether you would be willing to hire the person, discuss and state why.
     If the FINAL decision was yours to make, which finalist would YOU choose? Discuss your rationale.
    Results of Assessment of Finalists for Human Resource Director Position
    Finalist 1
    Lola Vegan
    Finalist 2
    Sam Fein
    Finalist 3
    Shawanda Jackson
    Resume
    GPA 3.9/Cornell University
    B.S. Human Resource Management
    5 years experience in HRM
     4 years in recruiting
    No supervisory experience
    GPA 2.8/SUNY Binghamton
    B.B.A. Finance
    20 years experience in HRM
     Numerous HR assignments
     Certified HR professional
    15 years supervisory experience
    GPA 3.2/Auburn University
    B.B.A. Business and English
    8 years experience in HRM
     3 years HR generalist
     4 years compensation analyst
    5 years supervisory experience
    Cognitive ability test
    90% correct
    78% correct
    84% correct
    Knowledge Test
    94% correct
    98% correct
    91% correct
    Structured Interview
    (out of 100 points)
    85
    68
    75
    Question (f)
    Ability to influence others
    To do things you want to do
    Promotions and earnings
    Question (g)
    Golf, Shuffleboard
    Spectator sports
    Basketball, Tennis
    Job Description for Human Resources Director
    JOB SUMMARY
    Performs responsible administrative work managing personnel activities. Work involves responsibility for the planning and administration of HRM programs, including recruitment, selection, evaluation, promotion, training, compensation, and recommended change of status of employees, and a system of communication for disseminating information to workers. Works under general supervision, exercising initiative and independent judgment in the performance of assigned tasks.
    TASKS
  12. Participates in overall planning and policy making to provide effective and uniform personnel services.
  13. Communicates policy through organization levels by bulletin, meetings, and personal contact.
  14. Supervises recruitment and screening of job applicants to fill vacancies. Supervises interviewing of applicants, evaluation of qualifications, and classification of applications.
  15. Supervises administration of tests to applicants.
  16. Confers with supervisors on personnel matters, including placement problems, retention or release of probationary employees, transfers, demotions, and dismissals of permanent employees.
  17. Initiates personnel training activities and coordinates these activities with work of officials and supervisors.
  18. Establishes effective service training rating system and trains unit supervisors in performing employee evaluations.
  19. Supervises maintenance of employee personnel files.
  20. Supervises a group of employees directly and through subordinates.
  21. Performs related work as assigned.
    JOB SPECIFICATIONS
  22. Experience and Training
     Should have considerable experience in area of HRM administration. Six years minimum.
  23. Education
     Graduation from a four year college or university, with major work in human resources, business administration, or industrial psychology. Master’s degree in one of these areas is preferable.
  24. Knowledge, Skills, and Abilities
     Considerable knowledge of principles and practices of HRM, including staffing, compensation, training, and performance evaluation.
  25. Responsibility
     Supervises the human resource activities of 7 office managers, 2 clerks, and one assistant.

……………………………………………………………………………………………………

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Guilty, Guilty & Guilty (Guilty)

Assessment Methods/Finalists for the Job of Human Resources Director

            When organizations expand or its employees retire, some vacancies arise. These vacancies must be filled with the right candidates, who possess the organization specific qualities and competencies required to fulfill the roles as advertised (Edenborough, 2007). However, the ability to select the right candidate depends on the outcomes of the assessment method(s) employed. Numerous assessment techniques have proven to be successful and are recommended in employee recruitment process.

Whether the Six Selection Methods Used by Guilty Were Appropriate

            Some of the selection methods used by guilty are appropriate, however, the nature of questions asked especially parts b, c & d deemed inappropriate. The knowledge test is an appropriate method in that it gives an assessment of the ability of the individual to meet the job responsibilities since it provides an assessment of the individual capabilities. The use of cognitive test is valid and provides the ability of the candidates to learn new ideas in their workplace environment (Thomas, 2010). Furthermore, cognitive tests provide a measurement of how fast a candidate can learn new ideas. On the hand, medical and drug test, are appropriate and recommended for assessment of workplace safety.           Furthermore, the integrity is important in determination of the suitability of the candidate within the company values. Similarly, the personality test is a very important assessment tool as it provides an understanding of the consciousness of the applicants…………………

…………………………………………………………………………………………………….

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