- Table View
- List View
Assessment, Risk and Decision Making in Social Work: An Introduction (Transforming Social Work Practice Series)
by Campbell Killick Brian J. TaylorAs a practising social worker, you will need to be able to make sound judgments in complex contexts and when you are under pressure. This book covers the essential knowledge you will need to understand and develop skills in relation to professional judgement and decision making processes, including: - the use of assessment tools; - engagement in assessment and decision processes; - the context of risk, complexity and uncertainty in practice; - communication and management of risk within social care processes.
Assessment Rubrics Decoded: An Educator's Guide (Assessment in Schools: Principles in Practice)
by Kelvin Heng TanRubrics offer concrete artefacts of what schools evaluate to be of merit, and what educators and schools value to be worth rewarding. Assessment Rubrics Decoded offers insights into a myriad of issues that affect, and are affected by, the construction of merit in students’ learning and the articulation of (underlying) educational ideologies in the assessment of student achievement. Designed for both students and teachers – who should have parity of involvement in developing and using rubrics – this book covers the problematic issues of assessment in schools while offering readers practical solutions to navigating the ensuing tensions and dilemmas. The notion that rubrics may hinder assessment transparency is also discussed, with examples, to warn against uncritical use of rubrics that may discipline rather than help learners. The perspective of a school leader in providing assessment leadership to rubrics usage across a school is included for extending awareness of rubrics beyond classroom contexts. This provides an informed approach for teachers to understand the stakes and complexities involved in judging learning, and learners, whilst offering concrete options and suggestions to consider. This book will be a valuable resource for classroom teachers, school leaders, teacher educators and researchers interested in the field of assessment rubrics.
Assessment Rubrics Decoded: An Educator's Guide (Assessment in Schools: Principles in Practice)
by Kelvin Heng TanRubrics offer concrete artefacts of what schools evaluate to be of merit, and what educators and schools value to be worth rewarding. Assessment Rubrics Decoded offers insights into a myriad of issues that affect, and are affected by, the construction of merit in students’ learning and the articulation of (underlying) educational ideologies in the assessment of student achievement. Designed for both students and teachers – who should have parity of involvement in developing and using rubrics – this book covers the problematic issues of assessment in schools while offering readers practical solutions to navigating the ensuing tensions and dilemmas. The notion that rubrics may hinder assessment transparency is also discussed, with examples, to warn against uncritical use of rubrics that may discipline rather than help learners. The perspective of a school leader in providing assessment leadership to rubrics usage across a school is included for extending awareness of rubrics beyond classroom contexts. This provides an informed approach for teachers to understand the stakes and complexities involved in judging learning, and learners, whilst offering concrete options and suggestions to consider. This book will be a valuable resource for classroom teachers, school leaders, teacher educators and researchers interested in the field of assessment rubrics.
Assessment Scales in Child and Adolescent Psychiatry
by Frank C. Verhulst Jan van der EndeMental disorders such as attention-deficit hyperactivity disorder (ADHD), depression, and autism have devastating consequences on the lives of children and adolescents. Early assessment of their mental health problems is essential for preventative measures and intervention. This timely, authoritative guide will be of interest to everyone involved i
Assessment Scales in Depression and Anxiety - CORPORATE: (Servier Edn)
by Raymond W. Lam Erin E. Michalaak Richard P. SwinsonThere are a number of books recently published on assessment scales for depression and anxiety. However, these books are generally more detailed than clinicians require, are specific to one or other condition, or involve specialty populations such as children or geriatrics. To meet the needs of clinicians treating patients with depressive and anxiety disorders, this volume aims to bring together empirically validated assessment scales. In a concise and user-friendly format, Assessment Scales in Depression and Anxiety illustrates the assessment scales used in clinical trials and research studies; shows how to select an assessment scale and to decide which scale to use for a particular clinical situation; and provides sample assessment scales for clinicians to use in their practice.
Assessment Scales in Depression and Anxiety - CORPORATE: (Servier Edn)
by Raymond W. Lam Erin E. Michalaak Richard P. SwinsonThere are a number of books recently published on assessment scales for depression and anxiety. However, these books are generally more detailed than clinicians require, are specific to one or other condition, or involve specialty populations such as children or geriatrics. To meet the needs of clinicians treating patients with depressive and anxiety disorders, this volume aims to bring together empirically validated assessment scales. In a concise and user-friendly format, Assessment Scales in Depression and Anxiety illustrates the assessment scales used in clinical trials and research studies; shows how to select an assessment scale and to decide which scale to use for a particular clinical situation; and provides sample assessment scales for clinicians to use in their practice.
Assessment Sensitivity: Relative Truth and its Applications (Context & Content)
by John MacFarlaneJohn MacFarlane debates how we might make sense of the idea that truth is relative, and how we might use this idea to give satisfying accounts of parts of our thought and talk that have resisted traditional methods of analysis. Although there is a substantial philosophical literature on relativism about truth, going back to Plato's Theaetetus, this literature (both pro and con) has tended to focus on refutations of the doctrine, or refutations of these refutations, at the expense of saying clearly what the doctrine is. In contrast, Assessment Sensitivity begins with a clear account of what it is to be a relativist about truth, and uses this view to give satisfying accounts of what we mean when we talk about what is tasty, what we know, what will happen, what might be the case, and what we ought to do. The book seeks to provide a richer framework for the description of linguistic practices than standard truth-conditional semantics affords: one that allows not just standard contextual sensitivity (sensitivity to features of the context in which an expression is used), but assessment sensitivity (sensitivity to features of the context from which a use of an expression is assessed). The Context and Content series is a forum for outstanding original research at the intersection of philosophy, linguistics, and cognitive science. The general editor is François Recanati (Institut Jean-Nicod, Paris).
Assessment Sensitivity: Relative Truth and its Applications (Context & Content)
by John MacFarlaneJohn MacFarlane debates how we might make sense of the idea that truth is relative, and how we might use this idea to give satisfying accounts of parts of our thought and talk that have resisted traditional methods of analysis. Although there is a substantial philosophical literature on relativism about truth, going back to Plato's Theaetetus, this literature (both pro and con) has tended to focus on refutations of the doctrine, or refutations of these refutations, at the expense of saying clearly what the doctrine is. In contrast, Assessment Sensitivity begins with a clear account of what it is to be a relativist about truth, and uses this view to give satisfying accounts of what we mean when we talk about what is tasty, what we know, what will happen, what might be the case, and what we ought to do. The book seeks to provide a richer framework for the description of linguistic practices than standard truth-conditional semantics affords: one that allows not just standard contextual sensitivity (sensitivity to features of the context in which an expression is used), but assessment sensitivity (sensitivity to features of the context from which a use of an expression is assessed). The Context and Content series is a forum for outstanding original research at the intersection of philosophy, linguistics, and cognitive science. The general editor is François Recanati (Institut Jean-Nicod, Paris).
Assessment Skills for Paramedics, 3e
by Graham Harris Amanda BlaberNow in its third edition, this highly acclaimed resource is the ideal guide for student and practicing paramedics looking to refresh and consolidate their assessment skills. Assessment Skills for Paramedics has been thoroughly revised with fresh, up-to-date knowledge and national guidance. Divided into body systems and presented in a clear, accessible format the book takes the reader through the considerations and actions required for each type of emergency presentation.New to this edition:•Histories, assessments and scenarios across multiple chapters. •Content covering the well-being of the paramedic.•Chapters including the review of systems (RoS) approach.•A systematic format of primary and secondary survey in each chapter that relates to current practice.•Reflects updates to Ambulance Clinical Guidelines, and the National Institute for Health and Care Excellence Guidelines, and The Joint Royal Colleges Ambulance Liaison Committee guidelines.Packed full of practical, contemporary advice for all paramedics featuring:•An approach that mirrors current UK and international practice.•Consideration of the social, ethical and legal factors that might impact on care.•Specific chapters in the specialist fields of paediatric assessment and neonatal assessment and care.Written by experienced paramedics, specialist health care professionals and doctors, this book will enable readers to enhance their practical knowledge and to make accurate, timely and thorough assessment of patients across the lifespan.“From those developing as students in the pre-registration period to those in the post-registration phase of their career this book is valuable asset to all.”Mark Willis, Programme Lead – BSc (Hons) Paramedic Science and Out of Hospital Care, University of Sunderland, UK“This timely, thoughtful, well-conceived and systematic text is the perfect companion to paramedic practise.”Andy Newton, Immediate Past Chair College of Paramedics, UK“The writing is concise and to the point whilst at the same time covering all that is needed for safe and competent practice. I would recommend this text for student paramedics and experienced practitioners alike.”Dr Simon Butler, Senior Lecturer, Course Leader for DipHE Paramedic Studies, Anglia Ruskin University, UKAmanda Blaber is a Senior Lecturer at the School of Sport and Health Sciences University of Brighton, for the BSc (Hons) Paramedic Science course and an Honorary Fellow of the College of ParamedicsGraham Harris is a Paramedic Consultant Educationalist. He is a Fellow of the College of Paramedics and recipient of the Lifetime Achievement Award and formerly the National Education Lead for the College of Paramedics.
Assessment: Social Practice and Social Product
by Ann FilerAssessment has become one of the most significant areas of interest in educational policy development, as well as the focus of complex political, economic and cultural expectations for change. Increasingly, governments worldwide have become aware that curricula and teachers can be indirectly controlled through programmes of assessment. Opponents of centralized systems of mass assessment claim they are ill-suited to the diverse and changing needs of learners and users of assessment. In this text, the UK and US writers take the reader beyond the obvious functions of assessment, and focus upon the roles it performs in the social structuring of society. They examine the myths and assumptions that underpin assessment and testing and draw attention to its cultural context. This collection is devoted explicitly to socio-cultural studies of assessment and attempts to map the terrain of some 30 years of study in the field. Chapters are organized thematically, with background text providing comparative perspectives, key issues and further reading. The book provides a wide-ranging, structured and accessible approach to the study of socio-cultural origins and impacts of assessment.
Assessment Strategies for Cognitive–Behavioral Interventions
by Philip C. Kendall Steven D. HollonAssessment Strategies for Cognitive-Behavioral Interventions is a collection of original contributions provided by leaders in the field who consider the theoretical and applied assessment issues related to the expanding field of cognitive-behavioral interventions. Chapters in the present volume, designed as a companion volume to an earlier text, Cognitive-Behavioral Interventions: Theory, Research, and Procedures, focus on the issues inherent in the measurement of cognitive and behavioral events and processes. The book opens with an overview of recent growth in the field. Attention is devoted to examining several goals of the new assessment endeavors, some suggestions related to the proposed methods, and certain problems inherent in cognitive-behavioral assessments. Separate chapters follow that deal directly with a variety of specific content areas. These include a conceptualization of attributions, as well as describing their measurement and speculating as to their role in both the etiology and treatment of psychological disturbance; and suggestions for assessment in clinical interviews and for using psychometric instruments and discusses belief systems and irrationality. Subsequent chapters focus on special populations and procedures.
Assessment Strategies for Knowledge Organizations (Working Methods for Knowledge Management)
by Dean Testa Johel Brown-Grant Denise BedfordAssessment models and methods are taught in business schools, routinely published, conducted at all organizational levels and widely understood. Yet as organizations transform from an industrial to knowledge-based economy, assessments are rarely adapted to the new environment. Simply applying existing assessment models and methods to knowledge does not address the challenge. Knowledge assets, knowledge transactions and knowledge capabilities have unique properties and behaviors that may render traditional methods as unreliable or invalid. Expert authors Dean Testa, Johel Brown-Grant and Denise Bedford draw from their practical and theoretical experience in designing assessments for knowledge organizations, from observing successes and failures in a variety of organizations. Synthesizing their experience, their discussions here help knowledge management professionals gain a deeper understanding of maturity models and determine how best to create an assessment strategy for their organization. Offering an enhanced understanding of how to engage organisations in assessments, describing maturity factors and offering tools to communicate the results of these maturity assessments, this is an unmissable book for knowledge management professionals and researchers.
Assessment Strategies for Knowledge Organizations (Working Methods for Knowledge Management)
by Dean Testa Johel Brown-Grant Denise BedfordAssessment models and methods are taught in business schools, routinely published, conducted at all organizational levels and widely understood. Yet as organizations transform from an industrial to knowledge-based economy, assessments are rarely adapted to the new environment. Simply applying existing assessment models and methods to knowledge does not address the challenge. Knowledge assets, knowledge transactions and knowledge capabilities have unique properties and behaviors that may render traditional methods as unreliable or invalid. Expert authors Dean Testa, Johel Brown-Grant and Denise Bedford draw from their practical and theoretical experience in designing assessments for knowledge organizations, from observing successes and failures in a variety of organizations. Synthesizing their experience, their discussions here help knowledge management professionals gain a deeper understanding of maturity models and determine how best to create an assessment strategy for their organization. Offering an enhanced understanding of how to engage organisations in assessments, describing maturity factors and offering tools to communicate the results of these maturity assessments, this is an unmissable book for knowledge management professionals and researchers.
Assessment Through Interviewing
by G. ShouksmithThis edition retains much of the material of the first edition, but includes extended material on planning for the interview, and on the conduct of the interview, aimed at making its coverage of the basic concepts more comprehensive. Use of groups for individual assessment and development, particularly in human relations training contexts, has increased immeasurably in the last decade, and this has necessitated a more extensive treatment of the theory and practice of group dynamics; the use of counselling interviews receives more attention in this edition, in recognition of recent advances in the use of the interview therapeutically
Assessment to Promote Deep Learning: Insight from AAHE’s 2000 and 1999 Assessment Conferences
by Linda SuskieThis edited collection of presentations by major speakers at AAHE's 1999 and 2000 Assessment Conferences offers cutting-edge ideas from: Jorge Klor de Alva; Noel Entwistle; James Anderson; Victor Borden; Jean MacGregor, Vincent Tinto, Jerri Holland Lindblad; Barbara Wright; and others. Questions explored include: (1) How does a successful for-profit institution define and assess its learning outcomes and use that information to develop programs? (2) How can we create curricula and assessments that promote "deep" learning that endures, rather than superficial surface learning? (3) What is an effective performance indicator, and what keys determine the best utilization in varied situations? (4) What have we learned from assessments of the learning community movement? (5) How can we use both assessment and accreditation to promote cultural change?
Assessment to Promote Deep Learning: Insight from AAHE’s 2000 and 1999 Assessment Conferences
This edited collection of presentations by major speakers at AAHE's 1999 and 2000 Assessment Conferences offers cutting-edge ideas from: Jorge Klor de Alva; Noel Entwistle; James Anderson; Victor Borden; Jean MacGregor, Vincent Tinto, Jerri Holland Lindblad; Barbara Wright; and others. Questions explored include: (1) How does a successful for-profit institution define and assess its learning outcomes and use that information to develop programs? (2) How can we create curricula and assessments that promote "deep" learning that endures, rather than superficial surface learning? (3) What is an effective performance indicator, and what keys determine the best utilization in varied situations? (4) What have we learned from assessments of the learning community movement? (5) How can we use both assessment and accreditation to promote cultural change?
Assessment to Support Learning and Teaching: Problems and Solutions
by Dennis AlonzoThis book outlines the key problems associated with the intersections of assessment, learning and teaching, and presents guiding principles to effective assessment that schools can follow in order to optimise student outcomes.Addressing challenges such as competing conceptualisations of assessment, the burden of responsibility on teachers and conflicting views of what effective assessment actually is, this book provides an in-depth analysis of these problems, how they are explored, what factors influence them and their implications for learning and teaching. It proposes practical solutions to address these challenges, supported by 29 case studies that capture examples of practice from Asia, Europe, the USA and Australia. The book concludes with the key features of the effective implementation of assessment reform, based on findings from a variety of scenarios, across different contexts and levels of education.Providing critical insights and practical guidance, this book is an essential reference for teachers, school leaders and postgraduate students of education.
Assessment to Support Learning and Teaching: Problems and Solutions
by Dennis AlonzoThis book outlines the key problems associated with the intersections of assessment, learning and teaching, and presents guiding principles to effective assessment that schools can follow in order to optimise student outcomes.Addressing challenges such as competing conceptualisations of assessment, the burden of responsibility on teachers and conflicting views of what effective assessment actually is, this book provides an in-depth analysis of these problems, how they are explored, what factors influence them and their implications for learning and teaching. It proposes practical solutions to address these challenges, supported by 29 case studies that capture examples of practice from Asia, Europe, the USA and Australia. The book concludes with the key features of the effective implementation of assessment reform, based on findings from a variety of scenarios, across different contexts and levels of education.Providing critical insights and practical guidance, this book is an essential reference for teachers, school leaders and postgraduate students of education.
Assessment, Treatment, and Prevention of Suicidal Behavior
by Robert I. Yufit David LesterCurrent and comprehensive information concerning the assessment and treatment of suicidal persons and the prevention of suicidal behavior The eighth leading cause of death in the United States and the second leading cause among U.S. teens, suicide is unique in being self-inflicted and is, as such, often preventable. By assessing the risk of suicide accurately, providing effective treatment according to this risk, and implementing strategies against suicidal urges, mental health professionals can successfully guide their clients away from this senseless taking of life. Assessment, Treatment, and Prevention of Suicidal Behavior provides the most current and comprehensive source of information, guidelines, and case studies for working with clients at risk of suicide. It offers clinicians, counselors, and other mental health professionals a practical toolbox on three main areas of interest: Screening and Assessment covers empirically based assessment techniques and how they can define dimensions of vulnerability and measure the risk of self-destructive behavior. Authors discuss research on the use of each screening instrument, guidelines and suggestions for using the instrument in practice, and a case study illustrating its application. Intervention and Treatment compares several different approaches for structuring psychotherapy with suicidal clients. Each author covers a psychotherapy system, its application to suicidal clients, and a case study of its real-world use. Suicide and Violence explores the relationship between suicidal individuals and violence, covering suicide in specific contexts such as school violence, police confrontations, and terrorist violence. This section also includes a discussion of the increased risk of suicide in our more insecure and violent world, as well as how topromote coping styles for these new anxieties. While addressed mainly to psychologists, social workers, and other mental health professionals for use in serving their clients, as well as students of psychology, Assessment, Treatment, and Prevention of Suicidal Behavior is also an accessible and valuable resource for educators, school counselors, and others in related fields.
Assessments in der Palliativausbildung und -versorgung: Eine psychometrische Instrumententestung (Palliative Care und Forschung)
by Martin W. Schnell Christian Schulz-Quach Christine DungerDie Steuerung der Patientenbehandlung in der Palliativversorgung erfolgt durch Assessmentinstrumente. Sie erfassen den Zustand des Patienten, seine Symptome, Bedürfnisse und erleichtern die weitere Planung. Eine gelungene Verwendung derartiger Instrumente beinhaltet, dass sie gültig, sensibel und zuverlässig sind. Diesem Nachweis dient die Instrumententestung. Am Beispiel von Assessments der Palliativversorgung wird in diesem Band eine solche Testung vorgeführt, erläutert und reflektiert.
Assessments in Forensic Practice: A Handbook
by Kevin D. Browne Anthony R. Beech Leam A. Craig Shihning ChouAssessments in Forensic Practice: A Handbook provides practical guidance in the assessment of the most frequently encountered offender subgroups found within the criminal justice system. Topics include: criminal justice assessments offenders with mental disorders family violence policy and practice
Assessments in Forensic Practice: A Handbook
by Kevin D. Browne Anthony R. Beech Leam A. Craig Shihning ChouAssessments in Forensic Practice: A Handbook provides practical guidance in the assessment of the most frequently encountered offender subgroups found within the criminal justice system. Topics include: criminal justice assessments offenders with mental disorders family violence policy and practice
Assessments in Occupational Therapy Mental Health: An Integrative Approach
by Barbara J. Hemphill Christine K. UrishAssessments in Occupational Therapy Mental Health: An Integrative Approach, Fourth Edition is a unique compilation of mental health assessments that are taught in occupational therapy academic programs and used in clinical practice. This highly anticipated Fourth Edition provides the occupational therapy student and educator with knowledge about the evaluation process, assessments that are current and accurate, and how to generate research for developing assessment tools. Assessments in Occupational Therapy Mental Health, Fourth Edition by Drs. Barbara J. Hemphill and Christine K. Urish, along with more than 30 world-renowned contributors, includes 15 new assessments, along with updates to 9 assessments from the previous editions. Also incorporated throughout the text is the AOTA’s Occupational Therapy Practice Framework, Third Edition. Each chapter includes: A theoretical base on the assessment including historical development, rationale for development, behaviors assessed, appropriate patient use, review of literature, and assessment administration How the instrument is administered, which includes the procedure, problems with administering, and materials needed The presentation of a case study and interpretation of results Statistical analysis and recent studies Suggestions for further research to continue the development and refinement of assessments in occupational therapy mental health New to the Fourth Edition: Kawa Model Assessment Spirituality Model of Human Occupation Assessments Assessments Measuring Activities of Daily Living Some of the topics included in the Fourth Edition: Evidence-based practice The interviewing process Psychological assessments Cognitive assessments / learning assessments Behavioral assessments Biological and spiritual assessments While introducing new assessments and updated information, Assessments in Occupational Therapy Mental Health: An Integrative Approach, Fourth Edition is ideal for occupational therapy faculty, students, practitioners, as well as nurses, psychologists, and social workers.
Assessments in Occupational Therapy Mental Health: An Integrative Approach
by Barbara J. Hemphill Christine K. UrishAssessments in Occupational Therapy Mental Health: An Integrative Approach, Fourth Edition is a unique compilation of mental health assessments that are taught in occupational therapy academic programs and used in clinical practice. This highly anticipated Fourth Edition provides the occupational therapy student and educator with knowledge about the evaluation process, assessments that are current and accurate, and how to generate research for developing assessment tools. Assessments in Occupational Therapy Mental Health, Fourth Edition by Drs. Barbara J. Hemphill and Christine K. Urish, along with more than 30 world-renowned contributors, includes 15 new assessments, along with updates to 9 assessments from the previous editions. Also incorporated throughout the text is the AOTA’s Occupational Therapy Practice Framework, Third Edition. Each chapter includes: A theoretical base on the assessment including historical development, rationale for development, behaviors assessed, appropriate patient use, review of literature, and assessment administration How the instrument is administered, which includes the procedure, problems with administering, and materials needed The presentation of a case study and interpretation of results Statistical analysis and recent studies Suggestions for further research to continue the development and refinement of assessments in occupational therapy mental health New to the Fourth Edition: Kawa Model Assessment Spirituality Model of Human Occupation Assessments Assessments Measuring Activities of Daily Living Some of the topics included in the Fourth Edition: Evidence-based practice The interviewing process Psychological assessments Cognitive assessments / learning assessments Behavioral assessments Biological and spiritual assessments While introducing new assessments and updated information, Assessments in Occupational Therapy Mental Health: An Integrative Approach, Fourth Edition is ideal for occupational therapy faculty, students, practitioners, as well as nurses, psychologists, and social workers.
Assessments meistern: Wie bereite ich mich auf ein Assessment vor? (essentials)
by Marlène VogtDieses Essential zeigt Ihnen, was Sie in einem Assessment erwartet und wie Sie sich darauf vorbereiten können. Zu diesem Zweck wird dargestellt, wie ein Assessment typischerweise aufgebaut ist, mit welchen Aufgaben und Übungen Sie konfrontiert sein werden und wie Sie diese am besten meistern können. Darüber hinaus erhalten Sie Anregungen, wie Sie mithilfe von klaren Zielformulierungen und einer „bewussten Haltung“ während des Assessments Ihr Bestes geben und Ihre Kompetenzen unter Beweis stellen können.