MCMI-IV PowerPoint Presentation

Humanities

Create a PowerPoint presentation of 16-18 slides for the Millon Clinical Multiaxial Inventory-IV (MCMI-IV).

Address and include the following in your PowerPoint:

A title, introduction, and conclusion slide
What is the MCMI-IV and what does it measure?
What are the legal and ethical requirements for a professional to administer, interpret, and/or report the results of an MCMI-IV?
How would information gathered from the MCMI-IV assist in the intake and treatment planning process?
Describe potential treatment strategies that would likely be incorporated into a treatment plan based on results from an MCMI-IV.
Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50 words.
A reference slide with a minimum of four scholarly references in addition to the textbook.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

RUBRIC

1 Unsatisfactory 0.00%	2 Less than Satisfactory 74.00%	3 Satisfactory 79.00%	4 Good 87.00%	5 Excellent 100.00%
100.0 %Content
10.0 %MCMI-IV and What it Measures	Does not identify what the MCMI-IVMCMI-IV is or what it measures.	The MCMI-IVMCMI-IV was identified, but a less than appropriate description of what it measures is included. The description is unclear or inappropriate for the MCMI-IV. Demonstrates poor understanding of the MCMI-IVMCMI-IV and what it measures.	The MCMI-IVMCMI-IV was identified, and an appropriate description of what it measures is included. Demonstrates a basic understanding of the MCMI-IVMCMI-IV and what it measures.	The MCMI-IVMCMI-IV is identified and the description of what it measures is very appropriate. Description of measurement is clearly articulated, with some evidence to support claims. Demonstrates a good understanding of the MCMI-IVMCMI-IV and what it measures.	The MCMI-IVMCMI-IV is identified and the description of what it measures is completely appropriate. Description of measurement is comprehensively articulated, with strong evidence to support claims; rationale is virtually flawless. Demonstrates an exceptional understanding of the MCMI-IVMCMI-IV and what it measures.
20.0 %Legal and Ethical Requirements (administration, interpretation, and reporting)	Does not include legal and ethical requirements.	Gives details of the legal and ethical requirements in a less than satisfactory manner; unclear or inappropriate requirements related to administration, interpretation, and/or reporting are listed. Demonstrates poor understanding of the requirements of the MCMI-IV.	Minimally details the legal and ethical requirements. A limited grasp of the requirements for administration, interpretation, and/or reporting is shown. Demonstrates a basic understanding of the requirements of the MCMI-IV.	Adequately details the legal and ethical requirements. Requirements for administration, interpretation, and reporting are appropriate and the description shows why they are necessary. Demonstrates a good understanding of the requirements of the MCMI-IV.	Comprehensively details the legal and ethical requirements. Requirements for administration, interpretation, and reporting are comprehensive and completely appropriate. Description clearly details why all are necessary; rationale is virtually flawless. Demonstrates an exceptional understanding of the requirements of the MCMI-IV.
20.0 %Intake and Treatment Planning Process	Does not discuss how gathered information assists the intake and treatment planning processes.	Describes how gathered information assists the intake and treatment planning processes in a less than satisfactory manner. The description is unclear or inappropriate for the content. Demonstrates poor understanding of how gathered information can assist in processes.	Minimally describes how gathered information assists the intake and treatment planning processes. A limited grasp of the information and processes is shown. Demonstrates a basic understanding of how gathered information can assist in processes.	Adequately details how gathered information assists the intake and treatment planning processes. Information and processes are appropriate and show why they are necessary. Demonstrates a good understanding of how gathered information can assist in processes.	Comprehensively details how gathered information assists the intake and treatment planning processes. Information and processes are comprehensive and completely appropriate. Description clearly details the interrelation of each; rationale is virtually flawless. Demonstrates an exceptional understanding of how gathered information can assist in processes.
20.0 %Potential Treatment Strategies	Does not include potential treatment strategies.	Gives details of treatment strategies in a less than satisfactory manner; unclear or inappropriate strategies are listed. Demonstrates poor understanding of potential treatment strategies to incorporate.	Minimally details treatment strategies. A limited grasp of potential strategies is shown. Demonstrates a basic understanding of potential treatment strategies to incorporate.	Adequately details treatment strategies. Potential strategies are appropriate and the description shows why strategies are relevant and necessary. Demonstrates a good understanding of potential treatment strategies to incorporate.	Comprehensively details treatment strategies. Potential strategies are comprehensive and completely appropriate. Description clearly details why all strategies are relevant and necessary; rationale is virtually flawless. Demonstrates an exceptional understanding of potential strategies to incorporate.
5.0 %Detailed Speaker Notes	The presentation does not contain speaker notes.	The presentation contains vague speaker notes and/or inaccurate or poorly written speaker notes.	The presentation’s speaker notes are present and are generally competent.	The presentation contains advanced speaker notes that indicate what might be said if giving the presentation in person.	The presentation includes comprehensive speaker notes that give a complete picture of what would be said if the presentation were given in person.
5.0 %Presentation of Content	The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.	The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.	The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.	The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.	The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
5.0 %Layout	The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.	The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.	The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.	The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.	The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
5.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)	Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.	Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.	Language is appropriate to the targeted audience for the most part.	The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.	The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)	Slide errors are pervasive enough that they impede communication of meaning.	Frequent and repetitive mechanical errors distract the reader.	Some mechanical errors or typos are present, but are not overly distracting to the reader.	Slides are largely free of mechanical errors, although a few may be present.	Writer is clearly in control of standard, written academic English.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	Sources are not documented.	Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage