PSY550 Milestone

Introduction

My choice is the vignette one. In this, the focus is mainly on Ms. G, who is 33 years of age. She is a Caucasian female, lives a single life, and has a condition known as spina bifida. Ms. G has managed to overcome one challenge, which is completing two years in college learning. She continuously felt as if she is not fit for academic learning, as she found it a difficult struggle. Her current prescribed medication to help her reduce her depression condition are Zoloft and Xanax, drugs that help her manage her anxiety. She has also been constantly attending counseling. Ms. G experiences several symptoms of her condition, such as depression, fearing to vomit, and also being anxious in general. Also, she has had three major occasions where she has experienced several depressions. Currently, Ms. G has the will to continue pursuing her education, and she needs someone to assist her in setting both vocational goals and those of education. Ms. G is in serious need of assistance to help her manage and control her anxiety, social constraints, and managing her depression conditions. She has noticed that she constantly loses her friends and fails to understand why this keeps happening. It is also important to mention that she has faced several hardships in mental health, career, and education. She has made several steps to deal with and manage her condition, such as seeking to take the Millon Clinical Multiaxial Inventory – III (MCMI-III) and the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV), as first steps to resolving her problems.

Developmental analysis of the assessment and test: (WAIS-IV)

This test was mainly administered in tow ways; the web-based as well as the pencil and paper. The test’s duration takes about one to one and a half hours, as it involves completion of the demonstration of the samples and the items to be taught (Hartman, 2009). This test involves a norm reference group, and individuals aged between sixteen to ninety years, both male and female, can participate in the test. The normative group of the sample is 2200, where thirteen groups of ages participated. The normative population reflects that the ratio of men to women numbers is equal in the younger population. Still, in the case of groups with older people, women’s representation gets higher than that of men (Pearson, 2018). The WAIS-IV test measures the cognitive capacities and uses a core battery, which involves ten different subtests. Each subtest focuses on the various specification of intelligence, like the comprehension of verbal ideas, reasoning perceptions, the speed of processing, and the working memory. In a comparison between WAIS-IV with the RIAS, it was observed that there is a close correlation between the tests, and hence it was observed that WAIS-IV is a valid test. The demographics of Ms. G corresponds to the normative population. Furthermore, Reynolds et al.  (2013) observe the test’s reliability, giving consistent results across or rage of ages.

Developmental analysis of the assessment and test: (MCMI-II)

The MCMI-II is a test that comprises a total of 175 questions, where the participants are required to fill in true or false responses. The test duration is about twenty-five to thirty minutes. It is administered through online platforms, paper, and pencil, or even through a computer. The normative group of this test is psychiatrist patients. The test has twenty-seven scales, which are subdivided into four subgroups. These groups include severe syndrome, clinical personality patterns, clinical syndrome, and severe personality pathology. All data collected from the scales are analyzed together with a DSM-IV to outline treatment plans and improve the general care and perspective of clinical approaches (Craig, 2005). The test falls under a desirable rage. Ten out of fourteen tests fall within a desirable range; this proves that the test is reliable. Through a three-stage validation process, the MCMI-II verifies its unique validity and reliability. The stages are the external stage, the inductive, as well as the deductive stage. The external stage categorizes an individual through a broad pool of items. The inductive stage depends on sampling and gives the approach that there is a dimensional structure for every personality. Finally, the deductive stage answers the shortcoming observed in both the inductive and the external stages (Craig, 2005).