Week 15 CIIS

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Class 15 : 

Class 15 Review: Class 14: Projectives (cont’d) Presentation on: Incomplete Sentence Blanks—Jeremy Human Figure Drawings—Shana And Neuropsychology and Psychological Testing Presentation on: ADHD--Lindsay Week 15: Psych Testing 1

Class 15 : 

Class 15 Presentations Cynthia on Myers Briggs ? On ? Neuropsychological testing (cont.d) Legal issues (A metaphysical approach: Michael teaching) Week 15: Psych Testing 2

Week 14: Neuropsych Testing (continued):Disorders: Additional : 

3 Week 14: Neuropsych Testing (continued):Disorders: Additional Attention and concentration: The ability to stay focused on a task Auditory: reverse a string of numbers held in memory Visual: study a picture for missing elements Executive function (planning) Regulate and direct one’s behavior--will, planning, purposeful behavior Problems: Initiating actions; poor awareness of their impact; only one task at a time. Frontal lobes

Tests of executive function : 

4 Tests of executive function

Stroop 1: Read the words : 

5 Stroop 1: Read the words Green Red Blue Yellow Blue Yellow

Stroop 2: Name the color : 

6 Stroop 2: Name the color Green Red Blue Yellow Blue Yellow

Stroop 3: Name the color : 

7 Stroop 3: Name the color Blue Yellow Red Green Yellow Green

D. Approaches to neuropsychological assessment : 

8 D. Approaches to neuropsychological assessment 1. Fixed Battery Large number of subtests * Luria Nebraska Neuropsychological Battery. Halstead-Reitan Neuropsychological Test Battery. 2. Flexible battery

Comments : 

Comments Why would knowledge of neuropsych tests be of use? Current status? 9

Week 15: Psych Testing : 

Week 15: Psych Testing 10 Week 15: Psych Testing Legal issues An alternative assessment framework: An Eastern approach Framework: Grand Cycles (yugas) Details: the Michael Teaching

The Law and testing : 

Week 15: Psych Testing 11 The Law and testing No Child Left Behind (NCLB) Accommodations for Disability (IDEA) Family Education Rights (FERPA)

No Child Left Behind Act NCLB (2001) : 

Week 15: Psych Testing 12 No Child Left Behind Act NCLB (2001) That’s not to say: No Child's Left Behind

No Child Left Behind Act NCLB (“nicklebe”) : 

13 No Child Left Behind Act NCLB (“nicklebe”) The stated goal * “standards-based education reform” Standards Standards

NCLB (2001) : 

14 NCLB (2001) All students must be tested and perform adequately on tests. Same standards for each school in a district * Schools reporting have very specific guidelines on how to report * Debate over whether it increases the amount of testing, or replaces earlier testing Target date: 2014 when all students expected to meet goals set

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Week 15: Psych Testing 15 http://images.google.com/imgres?imgurl=http://preaprez.files.wordpress.com/2007/08/nclb-cartoon.gif&imgrefurl=http://preaprez.wordpress.com/2007/08/31/come-away-from-that-window/&usg=__AU-JQrh96wEjUimwa0pFG6mNh7c=&h=372&w=472&sz=109&hl=en&start=1&um=1&tbnid=XaV-dfSQAt_UnM:&tbnh=102&tbnw=129&prev=/images%3Fq%3DNCLB%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26sa%3DN%26um%3D1

NCLB: Problems : 

16 NCLB: Problems Inadequate funding. Standardized tests are inherently culturally biased.* Could push low-performing students out of school Encourages teaching the test and narrowing the skills that students learn 2008 interim report on reading in grades 1-3: “ineffective”; other findings: mixed results.

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ADA: Accommodations : 

Week 15: Psych Testing 18 ADA: Accommodations The Americans with Disabilities Act (1990) initially focused on architectural barriers Psychological accommodations followed. Examples of accommodation* You could be asked to make a judgment on a disability (e.g., emotional) and its impact on a person’s ability to function

The Disabled: IDEA : 

19 The Disabled: IDEA Individuals with Disabilities Education Improvement Act (2004). “free appropriate public education” or FAPE. the “least restrictive environment.” Result: more careful testing of the nature and extent of a disability to determine placement and measure progress

Disability : 

Week 15: Psych Testing 20 Disability *“Mainstream” classroom or separate class? IDEA defines: “Child with a disability”: MR; hearing, speech, language or visual impairments; serious emotional disturbance, specific learning disabilities, etc. “Specific learning disabilities”: dyslexia, aphasia, and other impairments. Individualized education plans (IEPs) are required for each disabled child. Parents are to be included in creating it.

Legal: FERPA (1974) : 

Week 15: Psych Testing 21 Legal: FERPA (1974) The Family Education Rights and Privacy Act * This act opened children’s files to their parents, and made provisions for challenging information in the file. Through High School, closed thereafter End of lecture on the law

Alternative frameworks : 

22 Alternative frameworks Series of gurus/teachers: Babaji Yukteswar Paramahansa Yogananda

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Michael Teaching: a similar approach : 

Week 15: Psych Testing 29 Michael Teaching: a similar approach Channeled teaching from causal plane The Michael entity* Implications for assessment “Overleaves”

Overleaves: The Roles : 

Week 15: Psych Testing 30 Overleaves: The Roles Priests and servers: Inspiration Sages and artisans: Expression Kings and warriors: Action Scholars: Assimilation

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Goals : 

Week 15: Psych Testing 32 Goals The choice of goal is the most significant. the underlying accomplishment that the essence aims for in that life. determines the bottom line issue in every experience during the life. The biggest challenges that essence gives itself are related to the achievement of the goal. The most commonly chosen goals are growth and acceptance. Next are dominance, submission, and relaxation. The rarest goals are discrimination and re‑evaluation. As is true of all of the overleaves, each essence eventually tries all the goals, sometime during its cycle on the physical plane.

Modes : 

Week 15: Psych Testing 33 Modes The mode--one of the most visible overleaves because it determines the primary means of expression. It is the modus operandi, or the means, of obtaining the chosen goal. the way you live your life, Specific modes: passion, caution, aggression. Others: power; perserverence; repression (refinement); observation The mode affects the nature of the personality, how it operates in the world, and how it is perceived by others.

Attitudes : 

Week 15: Psych Testing 34 Attitudes One's primary perspective on life. Examples of attitudes: Spiritualist: “It could be” Stoic: “I can deal with whatever happens―I can handle it." Idealist: "It should be!“ Skeptic: "It might not be." Realist: “It is.” Cynic: "It probably isn't." Pragmatist: "It must be. "

Obstacles or Chief Negative Features : 

Week 15: Psych Testing 35 Obstacles or Chief Negative Features The only overleaf not chosen before birth. There are different degrees of using the features E.g.s: Greed, arrogance, self-deprecation, self-destruction, martyrdom, impatience, stubbornness Based upon fears Retard growth by pulling in additional challenges and difficulties People will use their features to protect themselves during times of stress. Favorite device of “false personality” * Can minimize your use of chief negative feature to strengthen your sense of self‑agape Can use to facilitate karma formation and karma payback.

Examples of other issues : 

Week 15: Psych Testing 36 Examples of other issues Life plan: tasks of various phases of life Monads: Types of interpersonal relationships to accumulate various experiences (at least 30 different types) E.g., leader-follower; pivotal facilitator; attacker-victim; healer-healed; parent-child love monad Essence Twins Task Companions

Assessment and the Michael Teaching : 

Week 15: Psych Testing 37 Assessment and the Michael Teaching Description of the person/ality (from a soul perspective) that helps generate an understanding of the person’s purpose for this lifetime The larger goal of the teaching is agape or “acceptance” of self and others This framework encourages both a neutrality and clarity about one’s challenges, strengths, and weaknesses

Review : 

38 Review We’ve looked at psychological issues around testing and psychotherapy from the sublime to the mundane Is it possible to consider that all are part of a larger Whole? The Divine? How can we be accepting of All That Is while at the same time being creative and challenging earlier ways of thinking? While respecting the diversity of each others’ visions? How can we continue to remain open to learning and new experience while at the same time remaining true to our core values? How clear are the differences between therapy and assessment and research?

One form of integration of the multifaceted task of understanding each other: From AN INTEGRAL THEORY OF CONSCIOUSNESS by Ken Wilber : 

39 One form of integration of the multifaceted task of understanding each other: From AN INTEGRAL THEORY OF CONSCIOUSNESS by Ken Wilber Journal of Consciousness Studies, 4 (1), February 1997, pp. 71-92 , Imprint Academic Figure 2. Validity Claims

Illusions: the adventures of a reluctant Messiah by R Bach : 

Week 15: Psych Testing 40 Illusions: the adventures of a reluctant Messiah by R Bach Some closing thoughts: Remember talking about “Truth”? The world Is your exercise-book, the pages On which you do your sums. It is not reality, Although you can express reality There if you wish. You are also Free to write nonsense Or lies, or tear the pages. (p. 127)

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Week 15: Psych Testing 41 And Every person, All the events of your life Are there because you have Drawn them there. What you choose to do with them is up to you.

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Week 15: Psych Testing 42 We have been family for a short time. The bond That links your true family Is not one of blood, but Of respect and joy in Each other’s life Rarely do members Of one family grow up Under the same Roof (p.84)

And from Manfred Mann’s Earth Band: “Questions” : 

43 And from Manfred Mann’s Earth Band: “Questions” In a dream it would seemI went to those who close the open doorTurning the key, I sat and spoke to those inside of meThey answered my questions with questionsAnd pointed me into the nightWhere the moon was a star-painted dancerAnd the world was just a spectrum of lightThey reached to my center of reasonAnd pulled on the touchstone that's thereThe shock of that light had me reelingAnd I fell into the depths of despairThey answered my questions with questionsAnd set me to stand on the brinkWhere the sun and the moon were as brothersAnd all that was left was to thinkThey answered my questions with questionsAnd pointed me into the nightThe power that bore me had left me aloneTo figure out which way was right

Video of Leonard Cohen: I’m your man: Chpt. 21: Krishna : 

Week 15: Psych Testing 44 Video of Leonard Cohen: I’m your man: Chpt. 21: Krishna

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Dedicated to Paramahansa Yogananda and to the students in this class : 

Week 15: Psych Testing 46 Dedicated to Paramahansa Yogananda and to the students in this class

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