The Revised Children’s Manifest Anxiety Scale (RCMAS-2) is a revision of the Children’s Manifest Anxiety Scale (CMAS) created by Cecil Reynolds and Bert Richmond in 1985 (Reynolds & Richmond, 2008). The RCMAS-2 includes an updated standardization sample, improved psychometrics, and broadened content (Reynolds & Richmond, 2008). Although these revisions occurred, the brevity, elementary reading level, and content-based item clusters were retained, offering an updated and effective tool for understanding and treating anxiety in school-aged children (Reynolds & Richmond, 2008).
The Revised Children’s Manifest Anxiety Scale (RCMAS-2) is a self-report instrument designed to measure anxiety in children and adolescents aged six to nineteen years for clinical and educational purposes (diagnosis and treatment evaluation) (Reynolds & Richmond, 2008). The RCMAS-2 can be administered either individually or in a group setting. Children respond
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The sample used to norm the test was inclusive, and studies have showed little to no discrepancies in scores in regards to demographics (gender, ethnicity, socioeconomic status). I found limited data regarding the exactly reliability coefficients and the validity of the test. However, I did discover this test to be used when determining concurrent validity of other tests of anxiety. There are no limits to this test in regards to a population or administration, as it is written at an elementary reading level and provides multiple administration types (verbal, audio CD, reading) and response types (verbal or nonverbal). The only area of limitation that I believe exists with this test is its vulnerability to self-report biases, affecting the accuracy of the scores produced for children. I feel very comfortable using this measure in my profession, and believe it can provide a strong base for assessing a child’s anxiety levels and their impacts socially or
The setting in both Lord of the Flies and I Only Came to Use the Phone contributes to the dehumanization of the characters in each of the readings. The settings are both isolated, which is the cause of all the chaos that takes place because when you take a human being out of the comfort of society, they go back to their natural animalistic tendencies in order to survive. Survival of the fittest is present in these quotes. Also, the island archetype plays a huge role in both of the stories.
These subjects were tested on the negative affects of their children as well as the presence of any depressive or anxious symptoms and stressors. Through a two-part series of questionnaires parents were asked about their children and their observable behaviors using a five point Likert scale rating. The purpose of this study based on the findings as described in the article abstract is to test the relationship between temperament and stressors as a predictor of youth depressive and anxious symptoms over a 3-month period (Gulley, Hankin & Young, 2016). Although many factors contribute to the onset of depressive and anxious symptoms in early to late adolescence, temperament is often times attributed with directly determining how we externalize and internalize our day to day problems; temperament refers to individual differences in affective reactivity and self-regulation (Rothbart & Rueda, 2005). As described in the article, negative affectivity is directly correlated to internalized disorders due to its link to depressive and anxious tendencies. Temperament like we saw in “Understanding the Anxious Mind” is associated with high-reactivity in individuals who were found to possess
The Behavioral Assessment System for Children, Second Edition was written by Cecil R. Reynolds and Randy W. Kamphaus. The BASC-2 was published in 2004 by Pearson. The manual is currently priced at $102 and can be purchased online. The BASC-2 is qualified under level B. This means that it may be purchased by an individual with a master’s degree in psychology, education, occupational therapy, social work, or any field closely related to assessment and formal training it the ethical administration, scoring, and interpretation. AN individual who has certification in a professional organization that requires training and experience in the area of assessment. An individual who has a degree or license to practice in the healthcare field. Lastly an individual with formal, supervised training specific to assessing children.
In “The Fish” by Elizabeth Bishop, the narrator attempts to understand the relationship between humans and nature and finds herself concluding that they are intertwined due to humans’ underlying need to take away from nature, whether through the act of poetic imagination or through the exploitation and contamination of nature. Bishop’s view of nature changes from one where it is an unknown, mysterious, and fearful presence that is antagonistic, to one that characterizes nature as being resilient when faced against harm and often victimized by people. Mary Oliver’s poem also titled “The Fish” offers a response to Bishop’s idea that people are harming nature, by providing another reason as to why people are harming nature, which is due to how people are unable to view nature as something that exists and goes beyond the purpose of serving human needs and offers a different interpretation of the relationship between man and nature. Oliver believes that nature serves as subsidence for humans, both physically and spiritually. Unlike Bishop who finds peace through understanding her role in nature’s plight and acceptance at the merging between the natural and human worlds, Oliver finds that through the literal act of consuming nature can she obtain a form of empowerment that allows her to become one with nature.
In COL 101 I have learned many new things about college. Since this is my first semester at college I did not really know where everything was. This class really helped me to learn new things about myself, including what resources are available to me, what my plan for the future is, and the many changes I have endured during this course.
There he stands atop the stairs of the Lincoln Memorial, in the nations’ capital, at a podium, speaking to the world. The crowds faces full of hope. Ears opened wide and clear, for the Dr. is speaking today. He is speaking from the heart and telling the nation that he has a “DREAM.” Dr. King had a dream and as most people think that it is geared towards blacks and whites, it’s not. Dr. King wanted equality between everybody. He wanted freedom from racism and prejudice throughout the nation. He was very good in getting the emotional perspective of persuasion across to his audience. King was a very inspirational man; his words were so true and full of meaning. He spoke to everyone and got everybody involved. This is why people followed him and why I think this is the most persuasive piece we have read. He not only implies his wants but he carries along with him the wants and needs of every man or woman ever treated poorly because of the color of their skin or their beliefs. There is a certain unexplainable meaning and feeling when a man like King steps up in front of the world and says, “I have a Dream.”
She doesn’t like to get up in from of the class at preschool. For example, she doesn’t like to be Simon in the game Simon Says. She doesn’t like doing art work in front of a new teacher or other new person. She fears that she will act in a way or show anxiety symptoms that will be negatively evaluated. Not all social situation provoke fear or anxiety. She has been in preschool for three years now and is comfortable there with her friends and teachers, as long as she doesn’t have to perform in from of others or interact with new people. The social situations are avoided or endured with intense anxiety and Lily Cate responds by freezing, shrinking, or failing to speak. Her anxiety is out of proportion to the actual threat posed by the social situation. It has lasted for six months or more and to some degree, causes clinically significant distress in important areas of functioning. For example, she is already feeling nervous about going to Kindergarten in six months and is increasing her hoarding behavior. This anxiety is not attributable to effects of a substance, is not better explained by another mental disorder or other medical condition.
The Beck Anxiety Inventory was designed by Aaron T. Beck and is self report scale that consists of 21 items. The items are short and straightforward, making it easy to read and comprehend. All items are related to anxiety and describe a symptom of anxiety that is rate on a four point likert scale according to severity. The answers range from 0-3 and the responses range from “not at all” to “severely; I could barely stand it” and all items are added for a total score. The instructions on the test ask for the respondent to “indicate how much you have been bothered by each symptom during the past week, including today, by placing an X in the corresponding space in the column next to each symptom” (Dowd, 2008). The assessment is intended for adolescents and adults and can be administered individually or in a group setting. An additional copy of the inventory test is also available in Spanish. It was originally created from a sample of 810 outpatients of that were predominately affected by mood and anxiety disorders and research on the original development is described as informative and thorough.
Overall, the test had an adequate reliability coefficients. It is important to note that the items with the higher alpha scores had more questions, whereas, the items with the lowest alphas scores had fewer questions. Fewer questions my make it more difficult to get higher homogeneity scores (Drummond et al., 2016). So at first consideration, I would say this is a strong test with reliable scales. When assessing validity, I would be inclined to also consider it a strong test. The correlations conveyed a wide array of strength. Yet some of the expected overlap represents adequate validity (Psychnet, 2016). Overall, this could be a good test to use if targeting population similar to the tested population. It was tested on highly academic groups, which may not be representational of the population at large, but may be useful in colligate settings (Psychnet, 2016).
"Fears and Phobias." KidsHealth. Ed. Arcy Lyness. The Nemours Foundation, 01 May 2013. Web. 25 May 2014.
During the central Middle Ages, territories were expanding greatly. In previous centuries, smaller territorial united had been much more prevalent, thus making control easier. However, with the advent of larger territorial units as time went on, challenges to rulers began to emerge. This were mainly centred around the conflict between the central power and the regions, as was seen in both France and England, which posed a substantial threat to the stability of government. Therefore, rulers saw that they needed to take steps in order to combat this situation. Most importantly, they saw that they needed to created a shared national identity in order unite the mass of people who were now in their territory. As argued by Bernard Guenée, the stability of the state was enhanced during the medieval period when its people were aware of a common identity that they wanted to sustain; control relied upon the population’s love for the country. The main ways in which this was achieved included created a shared national history, a shared religious identity, and shared enemies, as well as through the use of language. But inciting patriotism was not the only way in which rulers coped with the challenges of larger territorial units; they also took active steps towards the centralisation of power. The methods used to achieve this included the creation of representative bodies such as parliament, capital cities, and law. It was these steps taken by rulers that allowed the challenges of the larger territorial units to be met.
The Beck Anxiety Inventory is a 21-item scale that measures the severity of self-reported anxiety in adults and adolescents. The inventory was created by Aaron T. Beck and his colleague, Robert A. Steer, at the Center for Cognitive Therapy, University of Pennsylvania School of Medicine, Department of Psychiatry. The most recent edition was published in 1993 by The Psychological Corporation, Harcourt Brace & Company in San Antonio, TX. The first edition was published in 1988. The 1993 edition recommends different scoring guidelines than previous editions. There is only one form and one manual as part of the Beck Anxiety Inventory (BAI). To purchase the BAI in 2010, the manual and 25 scoring sheets would cost $110.00. This information is from the Pearson Assessments website.
The Beck Youth Inventory Test was developed in 2001 by Judith Beck, Aaron Beck, John Jolly, and Robert Steer. The purpose of this psychological testing tool is a brief self-report to measure the distress in children and adolescents (Flanagan & Henington, 2005). The Beck Youth Inventory includes using five self-administered scales. The five tests include the Beck Depression Inventory, Beck Anxiety Inventory, Beck Anger Inventory, Beck Disruptive Inventory, and the Beck Self-Concept Inventory. These tests can be administered individually or in combination to the youth. The intended population for this test is ages 7-14 years (Flanagan & Henington, 2005). This test is used to assess symptoms of depression, anxiety, anger, disruptive behavior, and self esteem (Beck, 2001).
National Institute of Mental Health. (2009). Studying anxiety disorders. NIH Medline plus, 5, 13-15. Retrieved from http://www.nimh.nih.gov/health/publications/anxiety-disorders/complete-index.shtml
Anxiety has a main definition; a feeling of worry, nervousness, or unease. Although, it has its single definition, each person diagnosed with anxiety has different symptoms. With that, some have more severe cases of the actual diagnosis. It has been noted that anxiety has had an increase in teens recently. In the last 30 years, the statistics for anxiety in fifteen to sixteen year olds have doubled for both girls and boys (“Increased Levels of Anxiety…” 1). It is said, “in societal moments like the one we are in…it often feels as if ours is the Age of Anxiety”(Henig 1). Anxiety affects teenagers profusely because the emotions of a teenager are more vulnerable than those of an adult. The brain of a teenager is not fully developed and the stress put on teenagers to start putting their life together takes a toll on their emotions. The daily life and activities are interfered with by anxiety when the amount of stress put on a teenager becomes unbearable. Unfortunately, the effects of anxiety become so intense that the mental health is eventually toyed with. So many different components of life contribute to anxiety and cannot be prevented.