Cultural Evaluation Of Eddi-3

Test scores of individuals outside of this age range would not be considered valid, since there would be no norms to compare the individual’s scores to. Fortunately, there are no gender limitations since the normative sample included both males and females equally at all ages and grades (Pearson, 2009b). The normative sample also included several ethnicities representative of the U.S. population. In addition, the developers intended to reduce cultural bias by adding pictures of multiple cultures in the demonstration illustrations (Pearson, 2009b). However, it is important to note no differential studies were conducted for gender or race and ethnicity (Miller, 2010). Furthermore, the test was only normed in English and has not been translated into any other language (Pearson, 2009b). This will make it difficult for clinicians to administer the test to individuals whose primary language is not

In the study, the between-groups design and the cross-sectional design were used for research. There were 243 participants between the ages of 18 and 39, and the majority were females and Caucasians. The average age was about 21 years old.

The second assessment that another volunteer completed was the Outcome Questionnaire-45.2 (OQ-45.2). The authors of this assessment are, Michael L. Lambert, Jared J. Morton, Derick Hatfield, Cory Harmon, Stacy Hamilton, Rory C. Reid, Kenichi Shimokawa, Cody Christopherson, and Gary M. Burlingame. However, is important to mention that the main researcher for the OQ-45.2 for almost two decades is Dr. Michael Lambert. The publisher of the OQ-45.2 is the American Professional Credentialing Services, L.L.C and the original date of publication was 1994. However, the OQ-45.2 second edition was published on1996 and the third edition was published in 2004. The third edition was revised in January 2004, which is the one that the volunteer fill out for the purpose of this

The main instruments conducted in this study were both the AUDIT and DAST-20 assessments. Data was collected by the use of these two assessments administered in English or Spanish. Both tests were administered to each individually and independently. After the tests were administered they were able to be reviewed.

The First Amendment of the U.S. Constitution authorized citizens with the freedom of religion, speech, press and assembly. This amendment also goes to the college students. However, colleges limited the students constitutional rights by enforcing the “free speech zones”.  Colleges are places where it enable students to encounter new and challenging ideas through open debates, but free speech zones limited this. You can only express your ideas in the free speech zones, nowhere else. This can be related to burning the flag (an action that intended to make a political point against a country or its policies), if you can’t express your ideas anywhere you wants, doesn’t it also indicates a person can’t randomly choose a place to burn the flag, it have to be in a specific area. Both theses is a way to express your rights as a citizens of U.S. Therefore, colleges shouldn’t restrict the political speech of students to free speech zones.

Eating disorders are largely considered to be a "female disease". Statistics seem to validate this perception – of the estimated five million-plus adults in the United States who have an eating disorder, only ten percent are thought to be male ((1)). Many professionals, however, hold the opinion that these numbers are incorrect – it is impossible to base the statistics on anything other than the number of adults diagnosed with eating disorders, and men are much less likely than women to seek help for such a problem ((2)). This means that the male population probably suffers more from eating disorders than the numbers show.

The major debate in the formation of the Constitution was regarding the abuses in the British representation of the colonies and how colonist could be equally represented. The events prior to 1776 were pivotal moments that led to the Independence in 1776. The major event that shaped distain for the British was the French and Indian war (1756-1763). Before the French and Indian war the colonist under the British rule had been left alone to govern themselves. Directly after the war is when the British forced political and economic control on the colonies. There was great debate over who should pay off the war debt. Britain was forcing the colonist to pay for the war debt, “Britain’s motive and her interest was not attachment, Britain did not protect from our enemies, we protected hers” (Paine 107). As a result, the British passed taxation acts on goods, such as the Sugar Act and the Stamp Act. The colonist tried to push back on the British control. Colonist began boycotting goods imported into America. Boycotting became a major role in defiant actions against Britain. Compared it to being s “slave”

| Based on explicit knowledge and this can be easy and fast to capture and analyse.Results can be generalised to larger populationsCan be repeated – therefore good test re-test reliability and validityStatistical analyses and interpretation are

Eating disorders are common, relatively chronic and potentially life-threatening psychiatric disorders conditions primarily affecting young women. Eating disorders are also associated with psychological suffering, acute and long-term health impairments, a high rate of suicide attempts as well as an increased risk of mortality early detection and treatment improve the prognosis, but the presentation of eating disorders is often cryptic. This paper will compare the constructs of two assessment tools and examine the key test measurement constructs of reliability and validity for each assessment tool use in eating disorders. The Eating Disorder Inventory-3 (EDI-3) and the “Eating Disorder Examination-Questionnaire (EDE-Q)” acre commonly used assessments

Furthermore it is important to prevent sexual problems by paying attention to the emotional reactions, such as anger, shame, and guilt feelings. The issue of sexuality needs to be addressed during both the acute and long-term rehabilitation processes. Cognitive intervention may help to overcome these feelings and may minimize the risk of chronic

Ultimately, as with all reliability, in this case it would be the responsibility of the author (e.g., Reale, 2013) for assuring these psychological measures sustained reliability, for all participants. Therefore, after submitting her proposal to an Institutional Review Board (IRB), in conjunction with her principle investigator (PI), the assigned IRB obtained positive reliability results. The tas-20 (see Bagby, Parker, & Taylor 1994), received: “(Cronbach’s alpha = .81) and test-retest reliability (.77, p < .01)” (Reale, 2013, p. 21); whilst, the Interpersonal Reactivity Index (Davis, 1980) received: “..standardized alpha coefficients for this subscale for males = .68 and for females = .73, and the test-retest reliability for males = .72, and for females = .70)” (Reale, 2013, p. 23).

In addition, patients with eating disorders also exhibit other traits associated with low self-esteem, such as problems with their overall self-image, excessive concern over weight and shape, and globally negative attitudes about their self-control and discipline (Button 1997). The methodology for the research leading to these conclusions about low self-esteem and eating disorders typically involves elements such as questionnaires examining eating behavior, self-esteem and general psychological well-being (such as the Offer self-image questionnaire), depression and self-esteem scales (such as the Rosenberg self-esteem scale and the Hospital anxiety and depression scale), personal interviews with doctors, psychologists and researchers, and finally tests designed specifically for eating disorders (such as the Bulimia test and the EAT-40).

Overall, three methods (linking, self-reported, and proposed model of standardized outcome measures) validated most of the ICF categories; however, there was a slight difference as a result of purpose of validation and research design as presented in Table 13.

Compared to Anorexia Nervosa inpatients, Pedersen and colleagues (2012) in their Bulimia Nervosa outpatient sample (BN; n =70), found a higher RF mean score of 4.11 which was not

The reliability of an instrument contributes to the level of usability for empirical research (Whiston, 2009). Further, it refers to the replicability andstability of a measurement and whether it will result in the same assessment in the same individuals when repeated (Frankfort-Nachmias & Nachmias, 2008). When determining the reliability of an assessment, a reliability coefficient of at least .80 indicates a trustworthy level of reliability (Trochim, 2006).