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The Assessment Section of APA’s Division 12 invites students from clinical, counseling, or school psychology graduate programs to participate in the first-ever ASSESSMENT THROWDOWN!
 
The goal of the Assessment Throwdown is for trainees to show off their assessment knowledge and receive feedback from experts in the assessment field in a welcoming, nonjudgmental, and fun atmosphere!
Students in any year of their clinical, counseling, or school psychology doctoral training are welcome to participate.
 
The competition will include two rounds.
1. In Phase I, students will read a clinical assessment vignette and submit a written statement answering key questions/prompts about the presented clinical and assessment data.
2. Students selected to move on to Phase II will ‘compete’ at the LIVE virtual event, where they will be presented with a different clinical assessment vignette and asked questions about the data by expert judges in the field!
 
The winner of the Assessment Throwdown will receive a $100 prize and two runner ups will receive $25 each. All students who move on to Phase II will also receive a free one-year membership to the Assessment Section!

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* 1. Name

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* 2. Email address

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* 3. Type of program 

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* 4. University affiliation

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* 5. Training Year

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* 6. Please review the following case and respond to questions 7 and 8.

Case:
Jack is a 22-year-old Black college student who presented for an evaluation because he is having specific difficulties in college focusing and concentrating on his work, as well as problems completing his assignments. During a clinical interview, he discussed how he loses focus easily in lectures, has difficulty sustaining his attention on his reading assignments outside of class, makes careless errors on assignments, and has difficulty organizing his time effectively. He reported that he is slipping behind in his classes because of these difficulties. He also reported that the transition to college has not been easy for him, especially as a man of color in a college that is predominantly White.

Here are some of the data that emerged from the testing of Jack:

  • IQ measure: revealed high average IQ across the board, except for low average speed of processing information and average auditory working memory.
  • Continuous performance test: revealed some impulsivity and some inattentiveness (with erratic response times to stimuli throughout).
  • Tests of executive functioning: on tasks that required him to control his impulses for how to respond to stimuli and switch his strategies (cognitive sets), he performed in the high average range consistently across multiple tests.
  • Self-report personality measures: across several personality/emotional measures, there were elevations in traumatic stress (clinical levels), depressive symptoms (clinical levels), and anxiety symptoms (at-risk levels).

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* 7. Beyond the data you have (presented above), what other information and tests/measures would you want to administer in order to strengthen the information in the assessment, and why?
(You can list specific tests/measures/methods or discuss more broadly as domains—either way is fine!)
500-word limit

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* 8. Write a single paragraph case conceptualization/formulation based on the information provided in the case above. Knowing that you have incomplete data, you may also support your conceptualization using the additional information/test results you discussed needing in question 7.
500-word limit

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