Screening & assessment for gambling use disorder
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This document provides information on several screening tools that can be used to assess gambling behavior and identify potential gambling disorders. It summarizes the South Oaks Gambling Screen (SOGS), which is a 20-item self-report measure that classifies responses as indicative of no problem, possible problem, or probable pathological gambling. It also describes the Massachusetts Gambling Screen (MAGS), which is a brief 14-item survey that classifies individuals into categories of non-problem, in transition, or pathological gamblers. Additionally, it mentions the Gamblers Anonymous 20 Questions tool and a 2-question rule out tool to screen for problem gambling.
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2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
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2. I feel others’ emotions. 4
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Definition
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◦ Questionnaire should flow smoothly &
logically from one topic to next.
◦ Group similar question together. Don’t
jump around excessively.
◦ Generally, better to go from broad
(general) questions to specific questions.
◦ Check MR2 8-1f for more useful
guidelines Rate the brands on these attributes.
What types of beverages do you drink on a weekly basis?
Which of the following beverages is your ...
Biostatistics Workshop: Sample Size & Power
The document discusses planning a study to examine whether HIV infection accelerates the onset of memory loss in older adults. It provides details on study design, endpoints, sample size calculations, and statistical power. Sample size calculations for comparing memory scores between HIV+ and HIV- groups show that 100 individuals would need to be enrolled in each group to detect a difference of 2 units with 80% power. For a binary secondary endpoint comparing reported memory impairment between groups, 211 individuals per group would be needed to detect an odds ratio of 2, if the baseline rate in HIV- individuals is 15%.
psychological assessment standardization, evaluation etc
Psychological test norms are based on large standardization samples that are representative of the population for which the test is intended. Tests are standardized by administering them to samples stratified on key demographics like age, gender, education level, and geographical region to create a normal distribution of scores. This allows future test takers' raw scores to be converted to percentiles for accurate comparison against the norm group. Regularly updating test norms with new standardization samples is important for interpreting scores.
IV.D.2 What’s My Affect IntensityIndicate the extent to which y.docx
IV.D.2 What’s My Affect Intensity?
Indicate the extent to which you agree or disagree with each of the following statements using the response scale below.
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
1. I experience my emotions intensely. 3
2. I feel others’ emotions. 4
3. I am passionate about causes. 4
4. I enjoy examining myself and my life. 4
5. I try to understand myself. 5
6. I seldom get emotional. 1
7. I am not easily affected by emotions. 3
8. I rarely notice my emotional reactions. 1
9. I experience very few emotional highs and lows. 5
10. I don’t understand people who get emotional. 1
Source: L. R. Goldberg, J. A. Johnson, H. W. Eber, R. Hogan, M. C. Ashton, C. R. Cloninger, and H. G. Gough, “The Interpersonal Personality Item Pool and the Future of Public-Domain Personality Measures,” Journal of Research in Personality, 2006, 40, 84-96.
Analysis
Scoring Key
To score the measure, first reverse-code items 6, 7, 8, 9, and 10 so that 1=5, 2=4, 3=3, 4=2, and 5=1. Then, compute the sum of the 10 items. Scores will range from 10 to 50.
Your score is: __31____
Interpretation
People differ in the strength with which they experience their emotions. Some individuals experience and display their emotions intensely, while others experience and display their emotions mildly. For example, while watching a sad movie, one person may burst into tears, while another person may not react at all. This scale assesses your emotional intensity. Your score can range from 10 to 50; the higher the score, the more emotionally intense you are.
Some individuals tend to be more emotionally intense than others. For example, neurotic individuals tend to have higher levels of emotional intensity than emotionally stable individuals; women tend to experience their emotions more intensely than men, and Americans tend to be higher in emotional intensity than Chinese.
Your level of emotional intensity can have implications at work. Jobs place different demands on individual’s emotions and their expression of those emotions. In some cases, high emotional intensity is required. Trial lawyers, actors, and sports commentators all need to display their emotions strongly or weakly depending on the circumstances. In contrast, air traffic controllers and judges are typically required to keep their emotions in check. Whether the emotion is positive or negative makes a difference too. Those in the service industry are often required to display high levels of positive emotions during encounters with customers, but to not display negative emotions. Often, attempting to display (or not display) an emotion contrary to what one is currently feeling can be stressful and taxing and may result in feelings of burnout.
©2008 Pearson Education, Inc. Pearson Prentice Hall. Upper Saddle River, New Jersey, 07458. All rights reserved.
Part 1 – needed in 12 hours
"Executive Pay" Please respond to the following:
· Some evidence suggests that there is ...
Teen Depression Screening
The document discusses incorporating mental health checkups into regular preventative healthcare visits for adolescent patients ages 11-18. It recommends using the Pediatric Symptom Checklist Youth Version (PSC-Y) screening questionnaire to identify issues related to mental illness, suicide risk, and the need for referral to additional services. It provides guidance on administering and scoring the PSC-Y, interpreting the results, conducting follow-up interviews, and making referrals when appropriate. It also discusses relevant reimbursement codes for billing.
Consequences of decisions
The document discusses helping students develop decision-making skills to avoid risky behaviors. It notes that many teens engage in risks like drugs, gangs, and guns because they feel powerless and have low self-esteem. However, by guiding students to make decisions and consider consequences, they can gain confidence. The program aims to teach students to examine short and long-term impacts of their choices. It is designed for grades 6-9 and focuses on peer pressure, consequences, and making right decisions.
Autism Pilot Project Presentation
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This is a discussion of Ohio AAP efforts to promote recess retention and restoration in Ohio schools.
Neurodevelopmental Treatment and Cerebral Palsy- Research
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Ultra score
http://www.video.credit-help.us. Financial Education Services helps you restore your life. Restore your credit.
The Necessity of the Measure Phase with Matt Hansen at StatStuff
A review of why the Measure phase is so important to the DMAIC process and why it’s so often neglected.
Evaluation and Assessment for Busy Professionals
As higher education prevention professionals, we know how important it is to evaluate and assess our prevention efforts, especially when it comes to our efforts to address alcohol and sexual assault. But, between juggling multiple roles and competing demands, too often this important effort ends up falling off our plates.
EVERFI Senior Director of Impact and Education, Holly Rider-Milkovich shares new strategies for evaluating and assessing your prevention efforts when you’re short on time, resources, or both!
Micro-Volunteering: Pave the Way to Continued Involvement
Micro-Volunteering: Pave the Way to Continued Involvement presented by Carolyn Hook, NJSCPA.org and Katie Paffhouse, IFT.org at ASAE Annual 2013
Take a critical look at the micro-volunteer trend, with a focus on what’s working, what’s not, and how these little volunteer activities fit into the big picture. What happens to micro volunteers after their service is complete? Are they really engaged? Examine different volunteer models and opportunities to identify which is right for your association and your members.
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This document discusses screening and assessment for internet gaming addiction. It reviews 18 existing screening instruments and finds that they have various limitations and shortcomings. Specifically, they do not all assess the same diagnostic criteria and indicators of addiction. Some key issues are that they do not adequately measure continued use despite harm or deception/secrecy. The document recommends improvements to measures, such as including items to assess personal beliefs about problems or others' views, comorbidities, scoring guidelines, and norms. It summarizes several example instruments and their development and validation.
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Screening & assessment for gambling use disorder
- 1. Leigh Falls Holman, Ph.D., LPCS, RPTS, NCC, CSC AMHCA Diplomate & CMHS Substance Abuse & Co- Occurring Disorders
- 2. Choice: ◦ How easily it can be used with a client ◦ The type of info the assessment provides ◦ Appropriateness for use with a client WASTE-Time Quick Screen: ◦ Paper and pencil or verbal ◦ Can be used in a general counseling setting if a client endorses behaviors consistent with problem gambling.
- 3. Withdrawal ◦ “What happens to you when you are unable to engage in _______?” Adverse Consequences ◦ “What negative consequences resulted from _______?” Inability to Stop ◦ “Have you attempted to cut back or stop ______ without success?” Tolerance ◦ “Have you found it necessary to increase the amount or intensity of ______ to achieve the same effect?” Escape ◦ “Do you _____ to escape from negative moods?” Time Spent ◦ “Do you find yourself spending a lot of time preparing, engaging, and recovering from ______?” Time Wasted ◦ “Have you spent more time and/or resources on _____ than you intended?”
- 4. Screening instrument 20 item Self-report Lifetime gambling activity or Last 3 months Score ≥ 5 indicates possible problem & need for further assessment http://www.addictionrecov.org/southoak.aspx SOGS-R for Adolescents: http://www.southwestern.org/rc/wp-content/uploads/South-Oaks- Spanish Version http://www.ipgap.indiana.edu/images/documents/SOGS_spanishversion.
- 5. Brief clinical screening instrument 5-10 minute survey or interview – self-report 14 items (only 7 scored & weighted score) Classifies Adults & Adolescents into 3 categories: ◦ Non-problem ◦ In Transition ◦ Pathological Gamblers MAGS (published by Springer) http://link.springer.com/article/10.1007%2FBF02104901#page-2 MAGS copy: http://www.ncrg.org/sites/default/files/uploads/docs/monographs/mags.p df Pathological gambling among adolescents: MAGS (n = 856 suburban Boston HS students) http://www.ncbi.nlm.nih.gov/pubmed/24234969 Correctly classified 96% of adolescent problem gamblers
- 6. Can be accessed online: http://www.gamblersanonymous.org/ga/content/20 -questions Score of ≥ 7 indicates problem gambling behavior Don’t know specificity or sensitivity
- 7. 2 Question Rule Out Tool: http://www.ncpgambling.org/files/NPGAW/Lie_Bet _Tool.PDF Self-report
- 8. Screening instrument designed for use by general practitioner setting Score ≥ 4 indicates possible problem gambling NIH article: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC307 6109/ PDF version of instrument: http://www.bpac.org.nz/BPJ/2010/June/docs/addic tion_eight_gambling_screen.pdf
Editor's Notes
- Regina