Washington state passed the Death with Dignity Act (Links to an external site.)Links to an external site. in 2008, where it is currently legal under specific circumstances to request assistance from a physician in order to end one’s life (see the link for more specifics). For this option, watch the Frontline documentary “The Suicide Plan” (Links to an external site.)Links to an external site. and research an area of death, dying and bereavement that interests you, and that you can share with others in your group on seminar day. It does not have to be a scholarly article, but it should be from a reputable source. Please answer the questions below: 

1. Under what circumstances is it legal in Washington state for someone to request assisted dying? Do you think there are adequate safeguards in place? Why or why not?

2. Why do people explore this option? What are the effects of legalizing this option? How often is this option utilized, and by whom? Use the data from both Oregon and Washington: 

Death with Dignity act data from Washington state (Links to an external site.)Links to an external site.

Death with Dignity act data from Oregon state (Links to an external site.)Links to an external site.

3. What topic did you choose to learn more about, and what did you learn?  Please include a link and reference to the source. Were there any controversies raised?  Were there differences in what the article and the documentary reported?

4. What is your reaction to studying this topic? What are your beliefs and feelings about death and dying, and how were your perspectives informed? Did the reading and documentary change your perspective? If so, in what way(s)? Feel free to share any personal experiences you have with death and dying, although you are not obligated. You may wish to also discuss your fears and concerns about facing end of life issues personally and for your loved ones. 

  

Laypersons are often unaware of the extent to which memory errors (including memory of events that did not occur and memory distortions) are commonplace and widespread. The purpose of this assignment is to make you think of not only memory errors in real life, but also the reasons behind their occurrence. Consider the steps listed below: Read the “Adaptive Constructive Processes and the Future of Memory” and “A Range of Memory Possibilities: The Challenge of the false Memory Debate for Clinicians and Researchers” articles, which offer an overview of memory errors and their origins. Keep in mind that your textbook is another valuable source of information regarding memory errors. Select a case mentioned in a news article where memory errors have been known or can be assumed to have occurred (e.g., eyewitness testimony, instances of recovered memories of traumatic experiences, etc.). Describe the main features of the errors, their consequences, and their possible sources (i.e., what are the features of human memory that make the errors possible?).

Engage your critical thinking skills: Explain what cognitive psychology suggests that people do to decrease the occurrence of the memory errors that you discuss in your paper. If these errors cannot be avoided, what does cognitive psychology suggest that people do to prevent the often damaging consequences of such errors? Note that statements regarding the inaccuracy of human memory, and strategies to decrease the occurrence of errors and their consequences are to be supported by scientific evidence collected by experts. Thus, review the literature on memory errors and use at least two peer-reviewed articles that can answer the questions above. Must begin with an introduction to the selected topic in which you define all concepts that will be discussed in the paper. Include a brief description of the memory errors featured in the selected news article as well as discussing potential sources and known or likely consequences according to the guidelines described above. Include a conclusion expressing your thoughts about how these memory errors can be prevented or reduced, and the extent to which their often dreadful consequences can be minimized. Keep in mind that although your opinion is valuable, it needs to be supported by scientific evidence.

The Memory Errors in Real Life Paper Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must use at least two additional scholarly sources in addition to the course text. The articles that you are asked to read for this assignment (Madill, 2004; Schacter, 2012) can be mentioned in your paper and can be included in the reference section, but a minimum of two additional articles is required. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

  

Unit 10 Discussion 1 

Additional Theories

Read the Discussion Participation Scoring Guide to learn how the instructor will evaluate your discussion participation throughout this course.

For this discussion, select one of the theories described in your text in the assigned readings for this unit. Describe how it may be applied to the case you used for your case study assignment, noting how specific interventions would support treatment goals from your treatment plan.

Unit 10 Discussion 2 

Counseling Theory and Change Theories

Read the Discussion Participation Scoring Guide to learn how the instructor will evaluate your discussion participation throughout this course. 

Reflect on your understanding of addictions from the beginning of our course. Consider rereading some of your early discussion posts from the first three units to refresh your memory. How has your understanding of counseling theory and change theories expanded this term? Which readings, activities, or resources had the most impact on solidifying your understanding?

Unit 10 Discussion 1 and Discussion 2. Due (Sunday) 3/11/2018. 

Psychological Assessment Report

A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.

Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.

Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report: 

The Reason for Referral and Background Information
In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.

Assessment Procedures
In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.

Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.

General Observations and Impressions
In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client’s behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.

Test Results and Interpretations
In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.

Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.

Summary and Recommendations
In this section, students will summarize the test results.  They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report.

Pathbrite Portfolio 
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 Psychological Assessment Report, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Psychological Assessment Report to the portfolio. Use the Pathbrite Quick-Start Guide  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 website for information and further instructions on using this portfolio tool. Writing the Psychological Assessment Report

The report: Must be six to ten double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must include the required headings and content as listed above. Must address the topic of the paper with critical thought. Must utilize assessment manuals as necessary to support the inclusion and results of the assessments. Must use a minimum of four peer-reviewed sources, at least two of which must be 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.