Peer response one (T.H)

Assessments have been used for hundreds of year to measure concepts, gather information, make predictions, and answer questions (Fremer & Wall, 2003). For this reason, what better way to use an assessment than to inform the public of why change needs to be made in the community. For the public to consider the results of an assessment seriously, research and evidence need to be shown to support the test. Supporting the validity and reliability of the test is the most important ways to measure test worthiness (Neukrug & Fawcett, 2015). Making sure that a test given has a purpose or goal in mind is the first step in figuring out test worthiness. To start addressing an issue in the community, I would start with a question and development an informal assessment which is a “homegrown,” subjective assessment that aims to achieve a specific need (Neukrug & Fawcett, 2015). I would use this style to address a concern I have for the public which is to confront the limits society puts on us which hinder our ability to grow and be aware. For example, the questions being asked through today’s surveys, polls, and tests are limited. By limited, I mean, we fail to ask the important questions that provoke consideration to important issues and questions that confront conformity and sensitivity. Recently I took a poll on Facebook that asked questions similar to “when do you prefer to eat breakfast,” “how often do you read a book,” “what form of transportation do you utilize” and all were very self-centered. All the questions on this assessment were cautious, and all of the questions did not encourage people to reflect or elicit awareness. Questions I would use in my assessment are such questions like:

1.    Do you consider Maryland to be a northern or southern state?

2.    When you throw away to-go containers, do you consider the impact your garbage has on the environment?

3.    When you walk past a homeless person, do you feel pity or concern?

4.    Do you consider free healthcare to be an important issue?

5.    When using cosmetic products, have you ever considered the pain and suffering animals have to endure when producing your cosmetic products?

6.    Do you agree with 100% of the views your political party stands for?

7.    Do you believe you are the type of person to support a charitable cause?

8.    If yes, has this belief led you to actually donate or volunteer?

These are some of the questions I would like to include in my assessment to measure the amount of social change the population engages in. During the evaluation, I hope for individuals to gain awareness and evaluate their intentions and if they follow through. People like to assume they are kind and charitable but do their actions match their personal beliefs of themselves. I would like to believe that the information I have gained through this class has awarded me with the ability to push the boundaries regarding tests and assessments and force the community to not necessarily learn something but to start forming their own questions on important issues, challenge their own beliefs, and gain awareness.

References

Fremer, J., & Wall, J. (2003). Why Use Tests and Assessments? Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED480036&site=eds-live&scope=site

Neukrug, E. S., & Fawcett, R. C. (2015). The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists. Stamford, CN: Cengage Learning.

Peer response two (S.S)

Promoting Social Change in a Rural Community

As someone who has lived in rural areas for most of my life, it is easy for me to see the lack of mental health awareness and services available to such communities. Working in an urban area has particularly opened my eyes to the realm of services that actually exist and are important pieces of a functioning mental health system. Because many rural areas have limited or no mental health services within a reasonable distance, many people may rely on their primary care providers when they are concerned about their mental health.

Philbrick, Connelly, and Wofford (1996) found that 34% of patients who were given the Primary Care Evaluation of Mental Disorders assessment met criteria for at least one mental health condition; this rate is approximately the same as patients in an urban office setting. Without appropriate mental health services available, patients may not have their symptoms managed effectively; for example, patients who could benefit from counseling may not receive this service.

As an advocate for social change, I could work in my community, perhaps through the local health department, to spread awareness of mental health needs in rural areas. Primary care providers could potentially receive additional training to recognize warning signs of mental health concerns and encouragement to perform preliminary diagnostic assessments. If a need for services can be demonstrated in rural areas, communities could advocate for funding for this need. Additionally, an integrated approach to mental and physical health could be beneficial for patients (Das, Naylor, & Majeed, 2016).

References

Das, P., Naylor, C., & Majeed, A. (2016). Bringing together physical and mental health within primary care: a new frontier for integrated care. Journal of the Royal Society of Medicine, 109(10), 364–366. https://doi.org/10.1177/0141076816665270

Philbrick, J.T., Connelly, J.E. & Wofford, A.B. (1996). The prevalence of mental disorders in rural office practice. Journal of General Internal Medicine, 11(1), 9-15. https://doi.org/10.1007/BF02603478