Stacy was recently interviewed and reported she is currently stressed with school and work. As a full time college student, she has two part-time jobs and finds it difficult to balance going to school and working. She often feels overwhelmed and feels like she needs a break from everything. She reported that she does not get enough sleep and stays up most night finishing school assignments. On average, she gets about five and a half hours of sleep at night. Stacy is also stressed about receiving a number of parking tickets due to the difficulty of finding parking when commuting to school. She does not report any emotional, psychological, or physical problems. She has developed within normal expectations for a female. She reported she does not have a lot of time to spend with friends but during the summer she will get more time. She does not have a significant other and enjoys being single. She reported no history with any substance or alcohol use. When asked how she described herself she reported she was independent, outgoing, and …show more content…
The IGAT consisted of three verbal subtests and three nonverbal subtests. The verbal subtests included Information, Analogies, and Vocabulary. The nonverbal subsets included Spatial Relations, Mazes, and Language Comprehension. The verbal tests examine the understanding and comprehension skills of the test taker. The Spatial Relations and Mazes tests examines the test taker’s broad visual intelligence and ability to analyze abstract visual stimuli. The Language Comprehension test examines the test taker’s ability to find words in a sequence of scrambled letters as quickly as possible. The scores on the IGAT are given in three areas including verbal score, nonverbal score, and a total score. The scores of the IGAT are represented by standard scores and percentiles. The scores on this test have an average of 100 and a standard deviation of
The study required that participants must be given IQ tests, and also that they be observed in a classroom setting while interventions were put in place. Thus the adminsitratiors were able to draw results both from IQ scores and actual classroom preformance.
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
Major current stressors in patient H’s life are normal for a girl of her age; attending college at a prestigious university, a new puppy, and friends. Patient H also is suffering from a variety of mental illnesses (this will be discussed later), and her family majorly stresses her. Patient H is an only child and therefore has had her parents
The diagnosis of bipolar I disorder with acute manic phase is made for Ms. IC after rule out medical condition and substance abuse.
Before answering the questions let find out what intelligence test is. It is a test consisting of a series of tasks requiring people to use various verbal and non verbal skills to measure the individual’s intellectual ability. Now that we know what an intelligence test is we can now answer the question better. Three important short comings of intelligence test that have nothing to do with intelligence are: having low motivation or high anxiety which can greatly influence the performance on the test, also IQ test may contain cultural biases in their language and or tasks that may place people of one background above people of another back ground, and members of minority groups may have little experience with this kind of test or may be uncomfortable with examiners of a different ethnic back ground than them (Comer, 2013, pp.107).
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
Anne is a 22-year-old Caucasian female currently enrolled in college. She is enrolled as a full time student majoring in Criminal Justice. She lives in a single room on campus and is three hours away from her family. She is currently in the Later Adolescence stage of development and is dealing with several different life issues.
Amanda has a label of either mental retardation or cognitive disability. She appears to have spent years enjoying school, bonding, with friends and engaging in extracurricular activities. Lately, her demeanor has changed enough to warrant a meeting to discuss immediate and future concerns
Lucinda lives in a small apartment off-campus. She has been frequently late for classes and missed multiple class periods each semester. She has been experiencing a lot of stress trying to keep up with her class work and considering dropping 1 to 2 courses this semester. ...
Stress comes from many areas of life especially as an adult student incorporating school at a time in life when family and work are paramount. “Adults just returning to school have substantially higher anxiety about school in general and writing in particular than younger students.”3 Stress, best described by its "synonyms: strain, pressure, (nervous) tension, worry, anxiety, trouble, difficultly"1 has a medical history "According to the American Psychological Association, the majority of office visits to the doctor involve stress-related complaints, and stress is linked to the six leading causes of death: heart disease, cancer, lung ailments, accidents, cirrhosis of the liver, and suicide."2 If managed, stress can be a way to inform me; learning how to recognize my level of stress capacity is important. The Holmes-Rahe Life Stress Inventory 5 http://www.stress.org/holmes-rahe-stress-inventory/ is a list of stressful events that contribute to illness. My personal score on this life stress inventory is 236; I fall in the category of about a fifty percent chance of a major health breakdown in the next...
The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.
Environment and life experiences also affect students risk for depression. College students are subject to many overwhelming challenges, which is often characterized by stress. (Depression and College Students, 2012) College students also likely adapting to homesickness living on their own for the first time, figuring out who they are and they belong, worrying about finances and experiencing conflict in relationships can lead students to feel isolated. All these things are major trigger of contribute transitions and major life stressors. (Mayo Clinic Staff 2013) Anxiety is often leads to depression among college students. In a study of 47% of the 27% out of 283 students who identified as depressed, also had high anxiety ratings. Females scored higher anxiety rating than their male counter parts. The students with high depression scores also had high scores on anxiety, intrusive thoughts, controlling intrusive thoughts and sleep disturbances. Controlling intrusive thoughts are known to lead to depression and to insomnia. Sleep disturbances (such as insomnia) are also known to trigger depression. Sleep disturbances are a common quandary among college students (Vazquez & Blanco, FIELD, TIFFANY, DIEGO, MIGUEL, PELAEZ, MARTHA, DEEDS, OSVELIA, DELGADO, JEANNETTE, 2012) Students level of self -esteem and support from friends and family was often found to trigger depression in university students, especially with the added stress of transitioning to adulthood. (Lee, Dickson, Conley, & Holmbeck 2014) A study suggested that societal pressure to be perfect was the main stressor among college students. (Jeffrey Klibert, Dorian A. Lamis, Walt Collins, K. Bryant Smalley, Jacob C. Warren, C. Thresa Yancey, and Carrie Winterowd,
Today a college education can overload students with too many stressful situations. Not only does Stress overload today's college students, but it is also the leading cause of personality disorders. In her essay, Cathy Bell explains that major depressive disorder strikes 5-12% of men and 10-20% of women; half of these people will have more than one occurrence and 15% of them will commit suicide ("Depression for the young"). For instance, many depressives are first recognized and treated during their years in college. For a large amount of people, depression exposes itself because of traumatizing experiences, such as leaving home and/or academic stress. For other students alcohol and drugs become a first time experience.
The test under analysis is the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) which is thoroughly explained through the technical manual of the intelligence assessment (Roid, 2003). The Stanford-Binet Intelligence Scales, Fifth Edition, Technical Manual and the SB5 test in general was authored by Gale H. Roid (Roid, 2003). The manual was published by Riverside Publishing in the year 2003 after enduring many years of development (Roid, 2003). The SB5 is an assessment of both cognitive abilities and intelligence (Roid, 2003). The SB5 complete kit is provided via the publisher for the total price of $1...
This normative base was especially important because such factors as age and development are crucial to the interpretation of scores. The scoring of Bender-Gestalt II was designed to assess visual-motor integration functioning. Thus, it is helpful in differentiating the neurological, learning and psychological problems. Basically when interpreting the test scores for the Bender-Gestalt test II of copy and recall phase have been converted to standard scores and percentile scores, the mean is 100 and standard deviation is 15. The classification of scores ranges from 145-160 (extremely advanced or high) to 40-54 (extremely low or moderately delayed) (Brannigan et al.,