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In this interactive assignment, you will create a story for children to educate them about psychological assessment. To begin, select a targeted developmental or reading level pre-K through grade 6. Review the elements required for each section of your storybook below. Visit the My Storybook websiteLinks to an external site. to familiarize yourself with this technology. Please review the instructions on the home page for Take a Writing Lesson, Build your Storybook, and Keep your Stories by selecting the link for Try it Now.  After you create your free account and develop your story book, make sure you select Publish Public so that you can share your story book.  You will be provided a link that you can share in the Week Two Interactive Assignment page so that other students can review your story.  Do not select “share” or “download” as those require you to pay, which is not necessary for this assignment.  As an alternative, you can develop a PowerPoint presentation with a screenshot of each page of your book for each slide.  Please contact your instructor if you have any questions. 

Your username will become the professional author name for your book. Therefore, when you register for your My Storybook account it is recommended that you use the following format for your username: first initial followed by last name (e.g., JSmith). If you receive a message that your username has been taken, it is recommended you include your middle initial (e.g., JASmith). Do not use Internet handles and/or other unprofessional appearing pseudonyms.

Review the information in Chapter 5 of your textbook corresponding to the assessments appropriate for the age group you selected and review the Mental Health AssessmentLinks to an external site. (2013) article for examples of information provided to the public about psychological testing. You may choose any appropriate title for your story. Be sure to address each of the following questions in your storybook in an age-appropriate manner:

• Why is the character in the story being referred for testing?
• Who will conduct the assessment?
• What is being measured?
• How long will testing take?
• Who will be present during the assessment process? If not in the room, where will parents and/or guardians be while the character in the story is being tested?
• How will the results be used? Who will have access to the results (e.g., medical doctor, family, the court, teachers), and why? This will vary depending on the character and plot in your story.
• How will the tests be taken?  
• What will be the outcome of the assessment? How will the information be used? How might this information impact the life of the character in your story?

Include content to address any developmentally appropriate fears that individuals of the age group you selected may have. For example, young children commonly associate going to the doctor with getting a shot.

Be sure to include all the required material from the instructions above in your online storybook without naming any specific tests in your storybook. Once you have created your storybook, include the link in your initial post. In your initial post, note the age or grade level for the target audience of the story. Briefly analyze and comment on the challenges and benefits related to explaining psychological assessment concepts using language that is developmentally appropriate for children. Compare at least two individually administered tests of intelligence or achievement for the age group you selected. Include in-text citations and references for all sources used.

Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook or other readings, recommend the newest version.

Note: It is highly recommended you complete all written work in a separate document first and then cut and paste the required content into your online storybook. This will allow you to edit and save your work separately from the online storybook, should any technical failures occur. This approach will also allow you to work on your content without having to remain connected to the Internet, which will make it easier to develop and edit your content prior to publishing it to your online storybook.  

If you experience any technical difficulties, please visit the My Storybook Help CenterLinks to an external site.. The technical support offered through your Student Portal will not be able to assist you with the My Storybook website. As stated above, as an alternative, you can develop a PowerPoint presentation with a screenshot of each page of your book for each slide.

Social Work Program

SOCIAL WORK 492 – Diversity Paper (Midterm)

Grading Criteria Rubric: Each section of your paper will be assessed using the below rubric.

Purpose EP 3.0 – Diversity

The BSW Program’s expectation for diversity is reflected in its learning environment, which provides the context through which students learn about differences, to value and respect diversity, and develop a commitment to cultural humility.  The dimensions of diversity are understood as the intersectionality of multiple facts including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status.  The learning environment consists of the program’s institutional setting; selection of practicum education settings and their clientele; composition of program advisory or practicum committees; educational and social resources; resource allocation; program leadership; speaker series, seminars, and special programs, support groups; research and other initiatives; and the demographic make-up of its faculty, staff, and student body.

The program provides specific and continuous efforts to provide learning opportunities that model affirmation and respect for diversity and difference.

Paper Overview

Scholars will research diversity competent practice with a diverse and disadvantaged and/or oppressed population (the definition of this can be broad – e.g., some groups that could be considered include those with developmental or other physical/mental challenges age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status). The goal of this assignment is to assist the scholar in using the social work literature to identify techniques and strategies supported by research in working with diverse groups.

Paper Format

Part I – Identify the Diverse group of Focus (25 points)

• The group should be different from the group the scholar identifies with or is in.
• The history of the group or how the group identifies as being different.
• What key factors make this group different? (the is the make-up of the group)

Part II – What types of social work practice(s) have been developed? (30 points) (Provide details and examples in this section, it must be supported by the literature)

• Theories; strategies, techniques
• Evidenced Base Practices
• Documented Evidence of success

Part III – Self-reflection (30 points)

• What did the scholar learn?
• What were prior assumptions about this group? In history? At your site? Your assumptions? Etc.
• How has their perspective changed and how will it impact the scholar’s perspective in the future of your work as a social worker?

Part IV – References (15 points)

• At least three scholarly sources
• Must be double-spaced
• Must be in Times New Roman font
• Must be in 12-inch font.
• This page should be 6-8 Pages in length, No more than 8 pages.

Using APA 7^th edition formatting, list all the references you used to help you complete this assignment. Remember that each reference must be cited in the text of your paper. In-text citation is required and additional points will be deducted if not included. The paper should be documented and edited very carefully, as errors will affect your overall grade for this assignment.

Prior to beginning work on this discussion, read Chapters 5 and 6 in the textbook and the required articles for this week, and view the IQ: A history of deceitLinks to an external site. video.

For your initial post, you will present at least two viewpoints debating professional approaches to assessment used in psychology for your assigned age group. Please see the list below for your assigned age group. In addition to the required reading, research a minimum of one peer-reviewed article from the University of Arizona Global Campus Library on ability testing research at is pertains to your assigned age group.

In your initial post, you must

• Briefly compare and discuss at least two theories of intelligence and the most-up-to-date version of two intelligence tests related to those theories.
• Analyze challenges related to testing individuals in your assigned age group and describe any special ethical and sociocultural issues which must be considered.
• Analyze and provide evidence from research on the validity of the tests you selected that supports or opposed using those specific intelligence tests with your assigned populations.
• Present the pros and cons of individual versus group intelligence testing.
• Summarize the implications of labelling and mislabeling individuals in your assigned age group as a result of testing and assessment.

Last name begins with

• A through E: Preschool-aged children through age 7
• F through J: Children ages 7 through 16
• K through O: Adolescents and young adults ages 16 through 25
• P through T: Adults ages 26 through 60
• U through Z: Adults age 61 and older

1. Discuss the relationship between autonomic, instinctive, associative and cognitive
minds as articulated in Reason and Less. Offer a characterization of each, noting their
strengths and weaknesses. Does one capture human behaviour better than another, or
do we need all four systems? Illustrate with examples. Start with the first six chapters of
Reason and Less and go to other sources, as necessary.
2. During a deadly pandemic millions of Canadians and Americans refused to wear a
face mask and/or get vaccinated, despite scientific evidence showing the safety and
efficacy of both measures. Our existing models of human behavior totally failed to
predict this behavior. How do we explain it? One way of approaching this is to start with
the following general article
https://theconversation.com/vaccine-hesitancy-why-doing-your-own-research-doesnt-
work-but-reason-alone-wont-change-minds-169814
and then turn to the textbook, particularly chapters 9-13. You are also free to offer other
accounts, as long as you can defend them.
3. What is the case to be made for and against multiple memory systems? How has
neuropsychological data informed this issue over the past several decades? You might
want to begin your readings with the Memory chapter in Gazzaniga, Ivry, and Magnan
textbook “Cognitive Neuroscience: The Biology of the Mind” and then follow up with
other sources.
4. How has neuropsychological data informed cognitive theories of reasoning over the
past several decades? Begin with the readings in Topic 7 and then follow up with other
references.
5. The most popular theory of human reasoning is Daniel Kahneman’s “Fast and Slow
Thinking” account. It is a variation of what are known as dual mechanism theories.
Illustrate Kahneman’s account, differentiate it from other dual mechanism theories of
reasoning, and indicate what it gets right and wrong. What are the conceptual criticisms
of his account raised in Chapter 7 of Reason and Less? Kahneman has a new book
called “Noise”. What does this add to his theory?

The purpose of the Vignette Assignments are to provide you with an opportunity to practice applying
human behavior theories to a case vignette provided to you at the end of this assignment. You will use
the theories and perspectives from our textbook, readings, and coursework to give context for the
situations in the vignette.
Directions
Review and choose one case vignette located in the Case Studies section. For this assignment you will
chose Case 1: Birth, the Newborn Child and Infancy.

Requirements
Developmental Concepts Application
o Pick 2 elements of lifespan development covered in your textbook in chapters 2-5 that
are described in the case. For each element:
Describe the developmental concept using information from your textbook.
How is this demonstrated in the case study?
Is this element of development typical or atypical given the client’s age?
Ecological Systems Theory Application
o Describe the situation for your case using the ecological systems theory including
information about the micro, mezzo and macro levels of the systems around the child.
Lifespan Development Theory Application
o Select one lifespan development theory (i.e., theories from Erickson, Piaget, Kohlberg or
Freud) and use it to describe the situation or issues facing your client. For example, you
might use Erickson’s psychosocial theory to describe which stage your client is currently
in developmentally and how this is impacted by their situation or is impacting their
functioning or behavior.
Culture and Intersections of Diversity
o Consider your own intersections of diversity and life experiences with those mentioned
in the vignette. How are you similar to and different from the family in the case?
o Would you have any barriers or hesitations when working with this family?
o How would you engage with and learn more about this family in a culturally humble and
responsive way?
References
o Include at least 3 academic references You may cite lecture materials or coursework, but they will not count towards
the minimum references.
The text and applicable course readings may be used and will count toward the
minimum requirement.
o References should be on their own sheet as per APA style.
o All references must also be properly cited in the body of the paper.

Case 1: Birth, the Newborn Child and Infancy
Background and Context
Ariel is a 23-year-old white female living in Logan, OH. She is the mother of Melody, her first child. Ariel’s
partner, Eric, age 25, is in the Navy and is currently on a 10-month deployment, having left shortly before
Melody’s birth. Typically, Ariel lives on base in California with Eric, but she moved back to Ohio to be
near her family during Eric’s deployment. Eric and Ariel have limited financial resources but manage to
meet their basic needs on Eric’s salary.
Pregnancy and Birth Complications
Melody was Ariel’s first pregnancy, which initially progressed smoothly. Ariel experienced some nausea
but remained healthy and active. Shortly after Eric’s deployment and her move back to Ohio, Ariel went
into labor at 28 weeks gestation. Due to the lack of adequate medical equipment at her local hospital for
such a premature birth, Ariel was transferred to a hospital in Columbus with a neonatal intensive care
unit (NICU), where she delivered Melody at 28 weeks and 2 days.
NICU Stay and Challenges
Melody spent several weeks in the NICU. Ariel tried to visit as often as possible, but the hour-long
commute from Logan to Columbus and the lack of space at the Ronald McDonald House initially limited
her visits to 3-4 times a week after her discharge from the hospital. When Melody was 4 weeks old, Ariel
secured a room at the Ronald McDonald House and was able to visit Melody daily.
Over the first 6 weeks, Melody was very ill and required respiratory and feeding support, which limited
Ariel’s ability to hold and touch her. Despite these challenges, Ariel cherished the increased contact but
was worried about the potential impact of limited physical contact and visits on their bond. Melody’s
health gradually improved, and she was discharged 12 weeks after her birth. Ariel was excited but
overwhelmed, as she had not been caring for Melody without nursing support and had not set up a
nursery at home due to Melody’s early arrival. Despite moving closer to family for support, Ariel found
them unavailable due to work and other childcare commitments, leaving her feeling isolated and alone.
The NICU social worker referred Melody to a home visiting social worker for support after discharge and
gave her information about several other programs that may be beneficial for Melody.
Home Visit and Initial Assessment
Two weeks after arriving home, the home visiting social worker visited Ariel and Melody. Ariel reported
that caring for Melody was “so much harder than I ever thought. She didn’t seem to cry this much when
we were at the hospital, and she won’t stay asleep longer than an hour at a time. It’s just so much, and I don’t know how to help her or make her feel better.” Ariel had taken Melody to the pediatrician twice
due to her concerns but was told there were no physical issues. Ariel felt helpless and frustrated, stating,
“The doctors weren’t any help. They just told me to give it more time, but it’s not getting better; it’s
getting worse.”
Ariel had been reading online about premature babies and attachment issues, which heightened her
fears. She shared her worries with the social worker, expressing concern over Melody’s development and
their bond. The social worker took notes on Ariel’s concerns and explored the resources provided at
discharge. Ariel admitted she had not contacted any resources due to feeling overwhelmed. The social
worker empathized with Ariel’s struggles and discussed establishing a schedule and structure to support
both Ariel and Melody. Ariel was open to the suggestion and scheduled another meeting for the
following week.
Continued Challenges and Referrals
When the social worker returned, Ariel reported that “nothing has changed.” She expressed continued
struggles with comforting Melody and feelings of failure. Ariel questioned whether something was
wrong with her or Melody. The social worker acknowledged the difficulty of change and explored making
referrals for assessments in occupational and mental health support, discussing the potential for sensory
issues and the impact of premature birth as a trauma. Ariel was willing to try anything and agreed to the
referrals.
Progress and Improvements
Six weeks later, the social worker returned for a follow-up visit and noticed Ariel smiling. Ariel shared
that while things were still rough, there had been improvements. Melody had started occupational
therapy for sensory issues identified during the assessment. Ariel and Melody also began seeing an
infant mental health specialist, focusing on parent-baby work. This support helped Ariel understand how
their experiences had impacted them and provided her with coping skills for when she felt
overwhelmed. They also engaged in attachment work, leading Ariel to feel more connected to Melody.
Although they still had a long way to go, Ariel no longer felt hopeless and believed they were on the right
path.