BackgroundAs a selection strategy, interviews are intended to gauge future performance on the basis of oral responses, demeanor, body language, and so on. Interviews can be of different kinds, depending on the purpose. For example, interviews can be structured or situational. While interviews are a critical part of the selection process, and probably the most widely recognized, other assessment tests are also an important part of attempting to predict the future job performance and capabilities of candidates. Assessments can be considered a more objective measure than interviews and can be developed to precisely assess specific skills and competencies.DirectionsWrite a 5- to 7-page paper that compares and contrasts interviews to noninterview employee selection assessments. In your paper, make sure you include a discussion of the following points:Section 1: Noninterview AssessmentsDiscuss the advantages and disadvantages of relying on testing as the sole method of selection.Identify two assessment tests and briefly summarize their structure and design and provide an example of a typical item for this type of test. Make sure to explain how the test is designed to assess a candidate's prospects for a particular position and an example of content.Evaluate the two tests and discuss factors that contribute to the appropriate use of a particular test for a particular situation. Why might a test not be the most effective choice?Section 2: Selection InterviewsSelect a pair of interview types from the list of three pairs provided below. Research and describe those two types and explain when their use would be most appropriate.Behavioral versus situationalPanel versus individualStructured versus unstructuredCompare and contrast the two types, exploring their advantages and disadvantages, as well as their use. Provide 5 questions for each type of interview you choose.Section 3: Interviews vs. Noninterview AssessmentsBased on your research, compare and contrast interviews versus noninterviews in terms of efficacy in meeting organizational objectives.Identify any areas of susceptibility to adverse impact in the assessment tests or interviews.Analyze how the selection process can be enhanced by combining assessment tests with interviews.Submission Details:By the due date assigned, save your report into a Microsoft Word document in APA format and utilizing at least six scholarly sources.

Let us explore the information presented in the book The Other Wes Moore: One Name, Two Fates by Wes Moore (2010).The following is a synopsis of the book by the publisher: Wes Moore, the author of the book The Other Wes Moore: One Name, Two Fates, was surprised when one day, the police approached him for a crime he did not commit. During the investigation, he came to know of another man who had the same name—Wes Moore. The shared name was not the only coincidence: they had both grown up in the same neighborhood at about the same time. Yet, one Wes Moore went on to become a Rhodes scholar, earn honors in the military, work at the White House, and become a leader in the business community; while the other Wes Moore was sentenced to life in prison. The descriptions of the lives of both Wes Moores are illustrative of the power of heredity and environment in the shaping of a person. As boys, both Wes Moores grew up in poor, single-parent homes and did not apply themselves in primary and secondary school. The author’s father, a newscaster, died when the author was three years old. He and his two sisters were raised by his widowed mother. Before he was a teen, he became disillusioned with school and began getting into trouble in his neighborhood, even having brushes with the law for petty crimes. His mother decided to send him to military school, but he ran away five times before finally giving the school a chance. Once he decided to stay, he gained a strong sense of purpose and developed a strong work ethic. Meanwhile, the other Wes Moore, who lived in the same area of Baltimore, was about the same age, and was also being raised by a single mother. He was arrested and convicted for first-degree murder of a police officer during a jewelry store robbery. He is serving a life prison sentence. Important differences between the childhoods of the two boys are notable. The author had two college-educated parents. His father chose to stay with the family, but died at a relatively young age. He was relatively closely supervised. He, his siblings, and his mother lived with his grandparents after his father died. The author’s mother took extreme steps to try to turn him around. She moved several times to try to find safer neighborhoods. She sent him to military school when he exhibited troublesome behavior. The other Wes Moore’s father was never a part of his life, choosing to abandon the family before his birth. His mother had been accepted to college, but federal budget cuts resulted in the loss of her Pell Grant. She had to abandon her goal of a college education and instead, had to work three jobs to care for her family. Eventually, she became overwhelmed and was unable to provide the kind of structure the author received. As a result, the other Wes Moore was unsupervised much of the time. He began using and selling drugs, later resorting to more serious crimes, like robbery, for money. It was during a robbery that he shot and killed a police officer—a crime that put him in prison for life. Traditionally, mental illness was considered a biological problem, either inherited or developed due to genetic vulnerability within the individual. This point of view is termed the medical model. Treatment was provided to the individual in one-to-one meetings with a psychiatrist or sessions with a psychotherapist.The field of mental health has evolved from the traditional model to one incorporating many more people, factors, causes, and types of treatment. The biopsychosocial-cultural model incorporates biological, psychological, developmental, familial, social, and cultural factors to understand how mental illness develops and how to design effective treatments.Revisit the case of the two Wes Moores discussed in M1: Assignment 2. Then, pretend that you are the prison psychologist who completed the evaluation of the Wes Moore convicted of murder.Using the module readings, the Argosy University online library resources, and the Internet, complete the following: Gather information about the potential causes of Mr. Moore’s outcome. Write a report of your findings to be filed in Mr. Moore’s chart and used by professionals who will be helping Mr. Moore. Address the following in your report: Analyze how each of the following played a role in causing or affecting Mr. Moore’s troubled childhood and eventual imprisonment: Biological factors (genetic and physiological) Developmental factors Psychological factors (emotional and related to thoughts) Familial and social factors Cultural factors (environmental and multicultural) Evaluate how Mr. Moore’s troubled childhood and eventual imprisonment could have been prevented by early intervention. In addition, explain how that intervention could have been designed to address each of the following: Psychological factors Familial and social factors Cultural factors Recommend at least two ideas for treatment that Mr. Moore should have received in childhood, based on all of the following: Biological factors Psychological factors Familial and social factors Write a 3–5-page report in Word format (not including the title page and reference page). Include a title and reference page in APA format, and apply APA standards to citation of sources, including in-text citations and full references.

This week you will also learn how affective disorders affect not only the individual who is the Identified Patient, but also the whole family and how diverse systemic issues might contribute to the development of these disorders. In addition to improving your understanding of possible etiology of the discussed disorders, you will become familiar with various systems-based conceptualizations and interventions pertaining to the mood-related symptoms. Be sure to carefully review this Week’s resources. You will be expected to apply the information from these resources when completing your assignments. As part of this week’s assignment, you will need to complete a quiz. Review the materials carefully and submit the required assignment before 11:59 pm Arizona time on Sunday. References: 1.Acutely Anxious http://proxy1.ncu.edu/login?url=http://digital.films.com.proxy1.ncu.edu/PortalPlaylists.aspx?wID=102745&xtid=36474 2.Bill O'Hanlon - The Story of the African Violet Queen. https://youtu.be/5t5EN6FPByY 3.Mood Disorders http://proxy1.ncu.edu/login?url=http://digital.films.com.proxy1.ncu.edu/PortalPlaylists.aspx?wID=102745&xtid=7848 4.Episode 2: Diagnosis and Chemistry http://proxy1.ncu.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=102745&xtid=29107 Quiz Top of Form Question 1 (Mandatory) (0.333 points) This quiz draws on the required textbook by Beidel, D., Frueh, B., and Hersen, M. (Eds.. (2014), Adult psychopathology and diagnosis, as well as the assigned articles focusing on a more systemic understanding of these disorders. The goal of this quiz is to help you understand these disorders and treat them systemically. After reading the assigned readings, begin this quiz by carefully reading the following scenario. Susan is a 16-year-old girl seen with her mother at your community agency. Susan's parents have been separated for 5 months, and she now lives with her mother and grandmother. Susan is an only child, reports that she was an optimistic person before the separation. The separation has not stopped the bitterness between her parents and Susan states she is sad as a result of the continued tension between her parents. Susan believes she is responsible for their separation. Susan reports that she has trouble sleeping, trouble getting out of bed, is tearful every day, feels tired, has quit hanging out with friends, and has little appetite (she reports she has lost 15 pounds). She denies suicidal ideation, but does admit she is having trouble concentrating at school, has not been completing her homework, and her grades have been going down. This is causing some tension with her mother. Question 1 options: a) Persistent Depressive Disorder b) Adjustment Disorder with Depressed Mood c) Post Traumatic Stress Disorder d) Major Depressive Disorder Question 2 (Mandatory) (0.333 points) According to Beidel et al, Susan's likely diagnosis can be further specified as Question 2 options: a) Mild b) Moderate c) Severe d) With mixed features Question 3 (Mandatory) (0.333 points) Bottom of Form Saved According to Beidel et al, Susan's optimistic thinking before the separation may have Question 3 options: a) decreased her risk for developing her depressive symptoms b) increased her risk for developing her depressive symptoms c) increased her chances of being more pessimistic in the present d) most likely had no impact on her risk for developing depressive symptoms Question 4 (Mandatory) (0.333 points) Susan asks for a therapy relationship that does not involve her mother. She states her mother is depressed and Susan does not want to do anything that would make it worse. According to Van Parys and Rober, this is an example of Question 4 options: a) differentiation b) circular causality c) parentification d) a disengaged family organization Question 5 (Mandatory) (0.333 points) Saved Susan reports her mother has struggled with depression for many years. According to Van Parys and Rober, children with a depressed parent tend to feel alone because Question 5 options: a) they are careful about disclosing their worries due to concerns about their parents' response b) their parents tend to be dismissive or denigrating of the child's feelings c) they rarely have friends since they are usually at home taking care of the parent d) they often have not learned good emotional regulation skills Question 6 (Mandatory) (0.333 points) According to Van Parys and Rober, therapy with a child with a depressed parent should primarily focus on Question 6 options: a) addressing the child's loneliness b) rescuing the child from being the emotional caretaker of the parent c) helping the child to express their own inner feelings of sadness d) addressing the child's negative thinking patterns Question 7 (Mandatory) (0.333 points) Susan's father, James, agrees to come to counseling. As it turns out, he worries about about almost everything that may or may not happen, to the point that it has negatively impacted his relationships, including his marriage. He has difficulty holding a job, has trouble concentrating, feels on edge, and has trouble going to sleep. He reports he does not abuse substances and he has been in and out of therapy for many years. There is no evidence of phobic symptoms. Based on the available information it seems the most likely diagnosis for James is Question 7 options: a) Panic Disorder b) Obsessive Compulsive Disorder c) Agoraphobia d) Generalized Anxiety Disorder Question 8 (Mandatory) (0.333 points) According to Beidel et al, research on individuals who engage in excessive worrying indicates this worrying Question 8 options: a) has no impact on their overall feelings of uncertainty and anxiety b) commonly leads to thoughts of suicide c) appears to serve as a distraction from more emotional topics d) invites others to worry about how much these individuals worry Question 9 (Mandatory) (0.333 points) According to Beidel et al, emotional dysregulation models for individuals with James' symptom pattern suggest these individuals may be ineffectively coping with emotions by Question 9 options: a) suppression and control strategies b) engaging in blaming and self-deprecation c) cultivating ineffective extrovert traits d) engaging in self-imposed exposure experiences Question 10 (Mandatory) (0.333 points) Barlow suggests someone as anxious as James often enters into a positive feedback loop: focusing their attention on a perceived threat (e.g., taking a test) which feeds a negative internal self evaluation (e.g., I will fail this test because of anxiety), which further feeds their focus on the perceived threat, which further feeds the negative internal self evaluation, and so on. Barlow indicates these individuals will often Question 10 options: a) develop an "illusion of control" to combat their sense of helplessness b) attempt to cope by avoiding the context where this anxiety is most present (e.g., avoid taking tests) c) be able to step out of this feedback loop if they engage in more testing situations d) develop physiological toughness due to experiencing this anxious feedback loop Question 11 (Mandatory) (0.333 points) According to Barlow, early childhood experiences may predispose individuals to the development of chronic anxiety. It appears parents who can be influenced by their children (e.g., being contingently responsive) Question 11 options: a) foster a sense of helplessness in their children b) may also need to be more protective of their children to avoid fostering a sense of helplessness c) may be overly focused on developing a sense of control in their children at the cost of providing a secure attachment base d) foster a sense of control in their children Question 12 (Mandatory) (0.333 points) According to Barlow, a family environment that limits opportunities for personal control Question 12 options: a) fosters a sense of control in children since they will have fewer failure experiences b) helps parents to feel a greater sense of control, thus lowering likelihood of the deve-lopment of anxiety in all family members c) is associated with the development of anxiety in children d) increases resiliency in children, a key factor in avoiding anxiety and mood disorders Question 13 (Mandatory) (0.333 points) Barlow proposes a model for understanding anxiety that includes three levels: biological vulnerability to anxiety, a generalized psychological vulnerability associated with early childhood experiences, and Question 13 options: a) vulnerability to negative emotional experiences b) a greater sense of sensitivity and reactivity to anxiety c) the strength of the individual's ability to return to an emotional equilibrium d) a specific focus(es) of anxiety (e.g., social evaluation by others is dangerous) learned from others Question 14 (Mandatory) (0.333 points) According to Priest, individuals experiencing both romantic relationship distress and Generalized Anxiety Disorder might be better treated in therapy Question 14 options: a) if they are screened and treated for past family abuse/violence b) by engaging in individual therapy first, then couples therapy c) if therapy focused more on separateness than togetherness, building differentiation d) by cognitive behavior therapy Question 15 (Mandatory) (0.333 points) Susan also exhibits some symptoms of obsessive-compulsive disorder, often around issues of avoiding contamination. According to Beidel et al, there is some evidence that OCD is associated with Question 15 options: a) trauma events during childhood and in the recent past b) gender, with women clearly more likely to be impacted by this disorder c) the onset of an eating disorder d) depressive tendencies