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Assessment Tool Assigned : Quality of Life Enjoym

Assessment Tool Assigned : Quality of Life Enjoyment and Satisfaction Questionnaire—Short Form (Q-LES-QSF)  Discussion: Assessment ToolsAssessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy.Learning ObjectivesStudents will:Note: By Day 1 of this week, the Course Instructor will assign you to an assessment tool that is used in psychotherapy.To prepare:Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!By Day 3Post an explanation of the psychometric properties of the assessment tool you were assigned. Explain when it is appropriate to use this assessment tool with clients, including whether the tool can be used to evaluate the efficacy of psychopharmacologic medications. Support your approach with evidence-based literature.Read a selection of your colleagues’ responses.   Select Grid View or List View to change the rubric’s layout.Show DescriptionsOutstanding Performance 44 (44%) – 44 (44%)Thoroughly responds to the discussion question(s)is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.supported by at least 3 current, credible sourcesExcellent Performance 40 (40%) – 43 (43%)Responds to the discussion question(s)is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.75% of post has exceptional depth and breadthsupported by at least 3 credible referencesCompetent Performance 35 (35%) – 39 (39%)Responds to most of the discussion question(s)is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.50% of post has exceptional depth and breadthsupported by at least 3 credible referencesProficient Performance 31 (31%) – 34 (34%)Responds to some of the discussion question(s)one to two criteria are not addressed or are superficially addressedis somewhat lacking reflection and critical analysis and synthesissomewhat represents knowledge gained from the course readings for the module.post is cited with fewer than 2 credible referencesRoom for Improvement 0 (0%) – 30 (30%)Does not respond to the discussion question(s)lacks depth or superficially addresses criterialacks reflection and critical analysis and synthesisdoes not represent knowledge gained from the course readings for the module.contains only 1 or no credible referencesOutstanding Performance 6 (6%) – 6 (6%)Written clearly and conciselyContains no grammatical or spelling errorsFully adheres to current APA manual writing rules and styleExcellent Performance 5.5 (5.5%) – 5.5 (5.5%)Written clearly and conciselyMay contain one or no grammatical or spelling errorAdheres to current APA manual writing rules and styleCompetent Performance 5 (5%) – 5 (5%)Written conciselyMay contain one to two grammatical or spelling errorAdheres to current APA manual writing rules and styleProficient Performance 4.5 (4.5%) – 4.5 (4.5%)Written somewhat conciselyMay contain more than two spelling or grammatical errorsContains some APA formatting errorsRoom for Improvement 0 (0%) – 4 (4%)Not written clearly or conciselyContains more than two spelling or grammatical errorsDoes not adhere to current APA manual writing rules and styleOutstanding Performance 10 (10%) – 10 (10%)Meets requirements for timely and full participationposts main discussion by due dateExcellent Performance 0 (0%) – 0 (0%)NACompetent Performance 0 (0%) – 0 (0%)NAProficient Performance 0 (0%) – 0 (0%)NARoom for Improvement 0 (0%) – 0 (0%)Does not meet requirement for full participationOutstanding Performance 9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settingsresponds to questions posed by facultythe use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectivesExcellent Performance 8.5 (8.5%) – 8.5 (8.5%)Response exhibits critical thinking and application to practice settingsCompetent Performance 7.5 (7.5%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice settingProficient Performance 6.5 (6.5%) – 7 (7%)Response is on topic, may have some depthRoom for Improvement 0 (0%) – 6 (6%)Response may not be on topic, lacks depthOutstanding Performance 6 (6%) – 6 (6%)Communication is professional and respectful to colleaguesResponse to faculty questions are fully answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited EnglishExcellent Performance 5.5 (5.5%) – 5.5 (5.5%)Communication is professional and respectful to colleaguesResponse to faculty questions are answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited EnglishCompetent Performance 5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleaguesResponse to faculty questions are mostly answered if posedProvides opinions and ideas that are supported by few credible sourcesResponse is written in Standard Edited EnglishProficient Performance 4.5 (4.5%) – 4.5 (4.5%)Responses posted in the discussion may lack effective professional communicationResponse to faculty questions are somewhat answered if posedFew or no credible sources are citedRoom for Improvement 0 (0%) – 4 (4%)Responses posted in the discussion lack effectiveResponse to faculty questions are missingNo credible sources are citedOutstanding Performance 5 (5%) – 5 (5%)Meets requirements for timely and full participationposts by due dateExcellent Performance 0 (0%) – 0 (0%)NACompetent Performance 0 (0%) – 0 (0%)NAProficient Performance 0 (0%) – 0 (0%)NARoom for Improvement 0 (0%) – 0 (0%)Does not meet requirement for full participationOutstanding Performance 9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settings * responds to questions posed by facultythe use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectivesExcellent Performance 8.5 (8.5%) – 8.5 (8.5%)Response exhibits critical thinking and application to practice settingsCompetent Performance 7.5 (7.5%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice settingProficient Performance 6.5 (6.5%) – 7 (7%)Response is on topic, may have some depthRoom for Improvement 0 (0%) – 6 (6%)Response may not be on topic, lacks depthOutstanding Performance 6 (6%) – 6 (6%)Communication is professional and respectful to colleaguesResponse to faculty questions are fully answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited EnglishExcellent Performance 5.5 (5.5%) – 5.5 (5.5%)Communication is professional and respectful to colleaguesResponse to faculty questions are answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited EnglishCompetent Performance 5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleaguesResponse to faculty questions are mostly answered if posedProvides opinions and ideas that are supported by few credible sourcesResponse is written in Standard Edited EnglishProficient Performance 4.5 (4.5%) – 4.5 (4.5%)Responses posted in the discussion may lack effective professional communicationResponse to faculty questions are somewhat answered if posedFew or no credible sources are citedRoom for Improvement 0 (0%) – 4 (4%)Responses posted in the discussion lack effectiveResponse to faculty questions are missingNo credible sources are citedOutstanding Performance 5 (5%) – 5 (5%)Meets requirements for timely and full participationPosts by due dateExcellent Performance 0 (0%) – 0 (0%)NACompetent Performance 0 (0%) – 0 (0%)NAProficient Performance 0 (0%) – 0 (0%)NARoom for Improvement 0 (0%) – 0 (0%)Does not meet requirement for full participation   iety, provide reassurance, and facilitate the flow of information necessary for an accurate diagnosis and appropriate treatment plan.”—Pamela Bjorklund, clinical psychologistWhether you are treating patients for physical ailments or clients for mental health issues, the assessment process is an inextricable part of health care. To properly diagnose clients and develop treatment plans, you must have a strong foundation in assessment. This includes a working knowledge of assessments that are available to aid in diagnosis, how to use these assessments, and how to select the most appropriate assessment based on a client’s presentation.This week, as you explore assessment and diagnosis in psychotherapy, you examine assessment tools, including their psychometric properties and appropriate use. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.Photo Credit: [Wavebreakmedia Ltd]/[Wavebreak Media / Getty Images Plus]/Getty ImagesLearning ResourcesRequired ReadingsWheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. American Academy of Child and Adolescent Psychiatry. (1995). Practice parameters for the psychiatric assessment of children and adolescents. Washington, DC: Author. Retrieved from https://www.aacap.org/App_Themes/AACAP/docs/practice_parameters/psychiatric_assessment_practice_parameter.pdfAmerican Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd ed.). Arlington, VA: Author. Retrieved from http://psychiatryonline.org/doi/pdf/10.1176/appi.books.9780890426760Walden Library. (2017). NURS 6640 week 2 discussion guide. Retrieved from http://academicguides.waldenu.edu/nurs6640week2discussionWalden University. (n.d.). Tests & measures: Home. Retrieved February 6, 2017, from http://academicguides.waldenu.edu/library/testsmeasuresNote: This database may be helpful in obtaining assessment tool information for this week’s Discussion. Required MediaLaureate Education (Producer). (2015a). Counseling competencies—The application of ethical guides and laws to record keeping [Video file]. Baltimore, MD: Author.Provided courtesy of the Laureate International Network of Universities. Note: The approximate length of this media piece is 23 minutes. Accessible player  –Downloads–Download Video w/CCDownload AudioDownload Transcript

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