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Discussion_Rains K

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Katelyn Rains posted May 31, 2022 6:37 PM

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To gather valuable information, evaluations and testing’s having a psychological component are conducted. There are a variety of forms in doing assessments: clinical and genetic interviewing (in the beginning stages) intelligence testing (learning disorders), brain imaging (cognitive functioning, mental and emotional). This helps in finding solutions from the information on the availability of troubles from the individual.

In understanding the proper treatment and diagnosis, testing on a psychological level is critically important for each individual. Testing places a narrowed down experience given that there are several different disorders. It is always important to know the focus of the assessments, especially dealing with group scenarios and their own agenda.

The lack of consensus raises an ethical issue, because if a treatment is selected based on an inaccurate functional analysis it is likely to be unsuccessful, and the behavioral analysis practitioner will, by his or her own standards, have behaved in a professionally incompetent fashion (Leslie, 1997). With the assumption of testing being done without an ethical relation dilemma, another factor to think on is sexual bias. The incongruences that characterize equivocal, simultaneously undetermined and predetermined sex/gender classifications can be accompanied by challenges which extend from the moment of operationalization to the application of findings because they are often tied to artificial norms, stereotyping, and stigmatization (Schellenberg, 2019).

References

Leslie, J. 1997. Ethical implications of behavior modification: Historical and current issues. Vol 4. P 637. Psychological Record. Retrieved from: https://eds-s-ebscohost-com.su.idm.oclc.org/eds/detail/detail?vid=4&sid=9b7693ad-00c5-4c7d-9430-6b768b376aa8%40redis&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=9711252655&db=bth

Schellenberg, D. 2019. Why Does Sex/Gender (Come to) Matter? Researchers’ Reasons for

Sex/Gender Assessment Illustrate its Context-Dependencies and Entanglements. Edinburgh University Press. Retrieved from: https://eds-s-ebscohost-com.su.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=5&sid=9b7693ad-00c5-4c7d-9430-6b768b376aa8%40redis

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