SOAP NOTE REPLIES

Critique the decision making of two of your peers in your response posts.

1. Do you agree/disagree with their medication choice? Why?

2. Is there anything else you recommend including?

3. Compare peer’s decision making to yours—what are the advantages and disadvantages of each?

Your response should include evidence of review of the course material through proper citations using APA format.

 

Reply one:

1)Psychosis:  Again, the diagnosis of schizophrenia is best made over time because repeated observations increase the reliability of the diagnosis. A diagnosis of schizophrenia is reached through an assessment of patient-specific signs and symptoms, as described in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Schizophrenia presents with four symptom clusters: positive, negative, cognitive, and affective disturbances. Positive symptoms can include hallucinations, delusions, thought disorders/behaviors, and movement disorders. Negative symptoms include a flat affect, alogia, anhedonia, lack of self-motivation, social withdrawal. Cognitive symptoms include poor executive function, difficulty focusing, memory deficits. And finally, affective disturbances include odd expressions or actions, poor self-esteem, depression with an increased risk of suicide (Dunphy, Winland-Brown, Porter, & Thomas, 2011).

The diagnostic criteria for schizophrenia include the persistence of two or more of the following active-phase symptoms, each lasting for a significant portion of at least a one-month period: delusions, hallucinations, disorganized speech, grossly disorganized or catatonic behavior, and negative symptoms. At least one of the qualifying symptoms must be delusions, hallucinations, or disorganized speech (DSM-5, 2013). Patient Andy presents with delusions, auditory/cenesthetic hallucinations, and increasing social withdrawal extending upon two months. As well, an estimated 80% of clients affected by a psychotic disorder experience their first episode between the ages of 16-30. In men, the symptoms tend to present between 18 and 25 years of age. In women, the onset of symptoms has two peaks, the first between 25 years of age and the mid-30s, and the second after 40 years of age (Holder & Wayhs, 2014). While continued clinical observation is necessary, this patient is presenting with psychosis along the disorder of schizophrenia.

Any patient presenting with such symptoms must be fully evaluated for underlying medical conditions. Consideration of substance abuse should be one of the primary differentials, and toxicology testing should be performed (Dunphy et al., 2011). Alcohol, opioids, cocaine, amphetamines, barbiturates, and hallucinogens are some of the most common offenders. Commonly prescribed medications such as anticholinergic agents, phenytoin, steroids, and anxiolytics may also produce similar symptoms. Our patient does admit to use of marijuana and speed; therefore, it is imperative to have the patient discontinue these substances. Other differentials to consider include delirium, in which the onset of symptoms occurs more rapidly and in which visual hallucinations are more common, versus schizophrenia in which symptoms occur over a longer time period and auditory hallucinations occur more frequently. Medical illness such as hepatic encephalopathy, hyponatremia, hypoglycemia, hypoxia, intracranial bleed, infection, meningitis, and so forth should be considered. A complete history and physical exam with attention to neurologic and mental status exam are essential. Laboratory evaluation should include CBC with differential, electrolytes, renal function, liver profile, thyroid function, drug and alcohol toxicology, and for woman, pregnancy (Dunphy et al., 2011).

Schizophrenia influences all aspects of life for patients and their families. Treatment goals should address reducing or eliminating symptoms, maximizing quality of life, improving function, and promoting and maintaining recovery. Pharmacologic intervention is the mainstay for treatment of schizophrenia (Patel, Cherian, Gohil, & Atkinson, 2014). Numerous studies have shown there is often a significant delay in initiating treatment for people affected by a psychotic disorder. These delays vary widely but the interval between onset of psychotic symptoms and commencement of appropriate treatment is often more than one year and as a consequence of these delays, significant disruption can occur at a critical developmental stage along with the formation of alarming secondary problems. The longer the period of untreated illness, the greater the risk for psychosocial disruption and secondary morbidity for the person and their family. Some evidence shows that long delays in treatment may cause psychotic symptoms to become less responsive to treatment (“Early Psychosis,” 2000).

Antipsychotic medications are the treatment of choice and patients should be offered such when they are suspected or initially diagnosed. Potential risks, benefits, adverse effects, and alternatives should be discussed with the patient. Antipsychotic medications include the typical or first-generation antipsychotics or the atypical or second-generation antipsychotics. Data suggest similar antipsychotic efficacy for both classes and a tendency for the second generation being better tolerated leading to enhance compliance (Papadakis & McPhee, 2017). It is essential to start any antipsychotic medication at very low doses to minimize side effects as these contribute to poor compliance. The start low and go-slow approach will bring around 60% of patients to full remission responding by 12 weeks and another 25% will respond more slowly (“Early Psychosis,” 2000).

For patient Andy, consideration should be given to the atypical antipsychotic risperidone. Risperidone works by blocking dopamine 2 receptors and can reduce positive symptoms of psychosis, sometimes within one week and then improve negative symptoms (Stahl, 2013). Andy can be started on a 2 mg dose administered as a single daily dose or 1 mg twice a day. If the dose is well tolerated, the dose can be increased to 3 mg on the second day and 4 mg on the third day. Risperidone 4 mg is in the therapeutic range for most patients, and should the patient continue this medication, he can stay at this dose for an additional two weeks before considering an increase. If he shows only minimal or no improvement, the dose can be increased up to 8 mg daily with careful monitoring for response and side effects, as doses of risperidone above 8 mg daily are associated with substantial side effects (Up To Date, 2018). Resolution of symptoms generally occurs over several days and may take as much as four to six weeks.

Side effects of risperidone can include increased heart rate, increased blood pressure, increased body mass index, increase weight gain, increased weight circumference, increased lipid panel, increased glucose level, and signs of movement disorder (i.e. extrapyramidal symptoms of akathisia, parkinsonism, dystonia or tardive dyskinesia of abnormal movements of the face, tongue, extremities, perioral areas) (Papadakis & McPhee, 2017). Prior to medication administration the clinician must obtain a thorough patient history as well as family history to know if it may include hypertension, obesity, diabetes, or dyslipidemia. It would also be feasible to obtain a CBC, electrolytes, fasting glucose, lipid profile, liver, renal, and thyroid function tests. Each visit should include a full set of vital signs and body mass index (Papadakis & McPhee, 2017). It is imperative to make patients aware of the adverse effects and to notify the clinician of any concerns. The patient should follow up in office in one week after starting medication for re-assessment and evaluation of adverse effects and clinical outcomes.

Recovery during the treatment of schizophrenia is defined both objectively and subjectively. Objective dimensions of recovery include the remission of symptoms and the patient’s return to full-time work or enrollment in college (Patel et al., 2014). Several tools are available for rating the progress of patients with schizophrenia. The Brief Psychiatric Rating Scale (BPRS) and the Positive and Negative Syndrome Scale (PANSS), for example, were developed as numerical indicators of improvement. Clinicians can also use quicker four-item instruments such as the Positive Symptom Rating Scale and the Brief Negative Symptom Assessment. Subjective dimensions of recovery are measured by the patient in terms of his or her life satisfaction, hope, knowledge about his or her mental illness, and empowerment (Patel et al., 2014).

 

2) Substance Use/Abuse: Predictors of a poor prognosis include the illicit use of amphetamines and other central nervous system stimulants, as well as alcohol and drug abuse.  Several past studies have found that more frequent use of marijuana is associated with a higher risk of psychosis. In one particular study, researchers compared incidence of psychosis with the availability and use of marijuana in several different cities. The study found that three European cities, London, Paris and Amsterdam, had the highest rates of new diagnoses of psychosis at 45.7 per 100,000 person per year in London, 46.1 in Paris and 37.9 in Amsterdam. These are also cities where high-potency marijuana is most easily available and commonly used (Chatterjee, 2019). Other European cities in Spain, Italy and France were shown to have less marijuana use and also have lower rates of new psychosis diagnosis (Chatterjee, 2019). While it is reasonable to suggest that patient Andy discontinue his use of marijuana and speed as a first line treatment, if there is no immediate improvement in his presentation, the patient will need to start on psychopharmacologic therapy as the patient can end up a danger to self/others and an increased chance of acting out his suicidal or homicidal ideation. However, as previously discussed, given the patient’s current symptoms, medication management is highly recommended as first choice treatment, along with discontinuation of alcohol and drug use.

 

3)Suicidal/Homicidal Ideation: Despite continued therapeutic advances, the life expectancy of patients with a diagnosis of schizophrenia is reduced by approximately ten to twenty-five years compared with that of healthy individuals. The risk of suicide is thirteen times greater in persons diagnosed with schizophrenia compared with the general public, with a lifetime risk of about five percent (Holder & Wayhs, 2014). At this time, Andy is having passive thoughts of suicidal ideation and denies thoughts of wanting to purposely hurt others, but if necessary, he reports he will use a knife or baseball bat as a means of personal protection. While these are both highly concerning, the patient is able to contract for safety and his plan of care will include to remove these items from his possession along with removing self from his current living situation and stay with his parents for support while undergoing treatment and safety monitoring. Patient and family are aware to notify of any immediate or life-threatening changes as this may require in patient hospitalization for safety of self and others.

 

4)Individual, Group, Family Therapy: Nonpharmacological treatments should be used as an addition to medications, not as a substitute for them. In addition to positive lifestyle choices, such as healthy diet, increased exercise, social integration, psychotherapy has shown to improve treatment adherence, insight, and quality of life, and decreased hospital admissions (Holder & Wayhs, 2014). Psychotherapeutic approaches may be divided into three categories: individual, group, and cognitive behavioral therapy. I don’t think it’s necessary for the patient to be inpatient at this time given he has family support, a safe place to stay, initiation of psychopharmacological medication, and has contracted for safety. Psychotherapy involves teaching the patient and family about mental illness while imparting a message of hope without downplaying the seriousness of the disease. Three inter-related issues that should be addressed are meaning, mastery, and self-esteem which will help patients to develop coping strategies, recognize warning symptoms, and reduce stressors by adjusting to individual or environmental needs (“Early Psychosis,” 2000).

 

5)Cognitive Behavioral Therapy: Cognitive behavioral therapy is a structured psychotherapy directed toward solving current problems by modifying distorted thinking and behavior (Holder & Wayhs, 2014). It assumes that thoughts, beliefs, attitudes and perceptual biases influence emotions and behavior. Realistic evaluation and modification of thinking produces improvement in mood and behavior. Cognitive behavioral therapy is the most commonly used adjunctive therapy with a Cochrane review finding it may be helpful in dealing with emotions and distressing feelings (Holder & Wayhs, 2014).

 

Prognosis:

Andy has a good prognosis if his psychoses are controlled and stabilized and passive suicidality/homicidality are avoided. He has no previous history or personal family history that seems to indicate a need for eminent danger. Also, his support system through his family will be important to his continued health.

REPLY TWO

 

Referrals: Andy is reporting suicidal ideation with a plan to overdose. Additionally, the patient reports having a knife and a baseball bat for protection from his roommates. Therefore, to ensure safety, the patient will be referred to an acute inpatient mental health hospital where he can be on suicide precautions and he can be further evaluated and assessed for medication effectiveness. Patients that are at risk of harm to themselves or others may need to be hospitalized (UpToDate, 2019). Furthermore, hospitalization will allow Andy an opportunity to avoid the use of substances that may be contributing to the psychosis and therefore will aid in the diagnosis process. In addition, hospitalization will allow the patient to be monitored for amphetamine withdrawal symptoms. The recommendation is  a follow-up appointment at this clinic within 24 hours after discharge from the inpatient facility.

Medication:

Aripiprazole (Abilify) 10 mg by mouth daily.

 Drug Rationale: Guidelines recommend symptomatic treatment of psychosis, with antipsychotic medication, even if the psychiatric disorder or medical condition underlying the psychosis has not yet been established. Guideline recommendations for a first-episode patient is 1 to 3 mg of risperidone or 10 mg of Abilify daily (UpToDate, 2019). Abilify was chosen because of its partial antagonist action. This will reduce the likelihood of EPS or hyperprolactinemia. Additionally, Abilify is generally not a sedating type of drug due to its lack of M1-muscarinic cholinergic and H1- Histamine antagonist properties, this will allow the patient to feel alert and awake as he finishes his last year of college (Stahl, 2013).  Another reason that Abilify is chosen because it is less likely to cause metabolic effects such as insulin resistance, hyperlipidemia or elevated triglycerides and/or weight gain (Stahl, 2013).  Lastly, Andy complains of feeling suicidal. Antipsychotics may reduce suicide risk. In addition to being shown as an effective treatment for Schizophrenia, Abilify is an approved medication for depressive disorders. Therefore, it is possible that this drug could improve his depression symptoms and avoid polypharmacy. Most antipsychotic drugs should be titrated slowly from an initial dose until it reaches a therapeutic range. This should be done as quickly as the patient can tolerate but no more than one increase per every two weeks. According to guidelines, Abilify can be increased to a maximum of 30 mg once daily. The patient should have a reduction of psychotic symptoms in the first week and significant improvement after two weeks. If not, the patient will be tapered from Abilify and a different antipsychotic can be considered (UpToDate, 2019). If Ability is not effective, the plan is to prescribe Risperidone (Risperdal) 1 mg by mouth twice daily. This drug was not chosen as the first line of treatment due to the higher risk of raising prolactin levels, dyslipidemia, weight gain and EPS when compared to Abilify.

The largest concern about choosing Abilify is that it does not completely block D 2 receptors, therefore, its ability to produce enough antipsychotic efficacy will need to be assessed regularly for a decrease in positive signs and symptoms. Andy will be hospitalized for the first several days of treatment, if there is no improvement in the expected amount of time, this will be recognized, and Risperidone treatment can be considered. Additionally, while taking Abilify, Andy will be monitored closely for akathisia. If this does occur, a decrease in dose, a beta-blocker or an anticholinergic drug will be considered if the drug is proving to be an effective treatment for the psychosis (Stahl, 2013).

Labs and Monitoring: Serum drug screen, CBC (with differential), CMP, Urinalysis, 9-hour fasting lipid panel, A1C, TSH, Ammonia, Vitamin B-12, fasting-blood glucose. Breathalyzer. *Height and weight (BMI) will be monitored.

Additional tests that may need to be considered: CT scan, hormone levels. EKG. Breathalyzer.

Labs and Monitoring Rationale: It is well established that exposure to antipsychotic medication is linked clinically to cardiovascular and metabolic side effects (Vázquez-Bourgon, Setién-Suero, Pilar-Cuéllar, Romero-Jiménez, Ortiz-Garcia de la Foz, Castro & Crespo-Facorro, 2019) Therefore, a baseline of lipids, blood sugar, and BMI must be obtained. A CMP is ordered because frequent causes of delirium include fluid or electrolyte abnormalities. Psychosis can also be caused by hypoglycemia, hypoxia, hypercapnia, infections, or medications, substance intoxication or withdrawal, therefore, it is necessary to obtain a drug screen and urinalysis and differential CBC (UpToDate, 2019). Neuropsychiatric manifestations may be present in vitamin B12 deficiencies. EKG could be needed as there is a possibility of QT prolongation with some antipsychotics.

Therapy Recommendations: The patient will need further evaluation to determine future outpatient therapy recommendations. This will depend greatly on the patient’s adherence to medication, the effectiveness of medication and response to inpatient treatment. Currently, the therapy recommendation is a referral to an inpatient setting where the patient can benefit from group and individual therapy and a decision about follow up therapy can be determined later, during the inpatient hospitalization stay. It will be imperative to offer substance abuse support groups to Andy. After more evaluation, the patient will be referred to an appropriate outpatient substance abuse program.

Patient and Family Education: The patient and his mother will be educated about possible adverse effects of aripiprazole including headache, body twitching (akathisia), weight gain, metabolic effects(signs of high blood sugar; polydipsia, polyphagia, polyuria), extrapyramidal reactions, drowsiness, dizziness, signs of Neuro Malignant Syndrome(fever, sweats, cramping, change in thinking), constipation, insomnia, nausea and vomiting, muscle cramping (tardive dyskinesia) and increased suicidal thinking(Lexicomp. 2019). Furthermore, Andy’s mother will be educated about psychosis and the risks associated with it such as an increased risk of harm to themselves or others. Additionally, the family will be advised about the importance of decreasing environmental stimulation and the significance of not arguing with delusional ideas (UpToDate, 2019).

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PSYC 421 Quiz 4

IMPORTANT: AFTER PURCHASE, LOG IN TO YOUR ACCOUNT AND SCROLL DOWN BELOW THIS PAGE TO DOWNLOAD FILES WITH ANSWERS.

1. The higher the item-reliability index,

2. Test item writers must keep many considerations in mind. Which of the following is NOT typically one of those considerations?

3. Human asexuality is generally defined as

4. Which statement is TRUE regarding test development and testtaker guessing?

5. In general, what can be said about an item analysis of a speeded test?

6. The development of a criterion-referenced test usually entails

7. In response to the need for an instrument to help identify individuals who have experienced a lifelong lack of sexual attraction, but who have never heard the term “asexual,” Yule et al. (2015) developed a test called the

8. Which is an example of the use of a completion format on a test?

9. An item bank is

10. Computer-adaptive testing has been found to

11. Scoring drift refers to

12. The reason latent-trait theory is so-named has to do with the presumption that

13. What is the value of the item-discrimination index for an item answered correctly by an equal number of students in the higher- and lower-scoring groups?

14. The Rokeach values measure involves presenting the subject with index cards, on each of which a single value is listed. Testtakers are asked to place the cards in order of their own concern about each of the values. This procedure BEST exemplifies

15. Which scaling method entails a process by which measures of item difficulty are obtained from samples of testtakers who vary in ability?

16. Item banks

17. Factor analysis can help the test developer

18. As described in the text, all of the following are elements of a matching item EXCEPT:

19. Asexuality

20. Estimates suggest that approximately ________% of the population might be asexual.

21. The think aloud test administration format

22. An item-discrimination index is used on an ability test

23. On a true/false inventory, a respondent selects true for an item that reads, “I summer in Tehran. The individual scoring the test would BEST interpret this response as indicative of the fact that this respondent

24. Item branching refers to

25. Jana takes a personality test administered by the “True Compatibility Dating Service.” According to the personalized, computerized personality profile that results, Jana learns that her need for exhibitionism is much greater than her need for stability. Since the test analyzes data only with regard to Jana, and no other client of the dating service, it may be assumed that the test was scored using

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Psychology DB 7

1.  What factors affect suicide and self-injuring, and what are some of the important warning signs to watch for in suicide prevention? (Chapter 14)

300+ more words, chapter 14 is attached with this question

2. write a wrap up summary. Your wrap-up summary should be at least 300 words and should express your take-away from this course (i.e. what did you learn that you didn’t know before? How will your knowledge affect your view on psychology and daily life…or will it? What key tools/principles will stay with you?

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Homework Help

Homework Help

profileRowan_R

SocialWorkTextBook.pdf

 

 

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3

 

 

Introduction to Social Work Second Edition

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Introduction to Social Work An Advocacy-Based Profession

Second Edition

Lisa E. Cox Stockton University

Carolyn J. Tice University of Maryland

Dennis D. Long Xavier University

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FOR INFORMATION:

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All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

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Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Names: Cox, Lisa E., author. | Tice, Carolyn J., author. | Long, Dennis D., author.

Title: Introduction to social work : an advocacy-based profession / Lisa E. Cox, Stockton University, Carolyn J. Tice, University of Maryland, Dennis D. Long, Xavier University.

Description: Second edition. | Los Angeles : SAGE, [2019] | Includes bibliographical references and index.

Identifiers: LCCN 2017030913 | ISBN 9781506394534 (hardcover : alk. paper)

Subjects: LCSH: Social service.

Classification: LCC HV40 .C69 2019 | DDC 361.3—dc23 LC record available at https://lccn.loc.gov/2017030913

This book is printed on acid-free paper.

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Marketing Manager: Jennifer Jones

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Brief Contents 1. Preface 2. Acknowledgments 3. About the Authors 4. Part 1 Understanding Social Work

1. 1. The Social Work Profession 2. 2. The History of Social Work 3. 3. Generalist Social Work Practice 4. 4. Advocacy in Social Work

5. Part 2 Responding to Need 1. 5. Poverty and Inequality 2. 6. Family and Child Welfare 3. 7. Health Care and Health Challenges 4. 8. Physical, Cognitive, and Developmental Challenges 5. 9. Mental Health 6. 10. Substance Use and Addiction 7. 11. Helping Older Adults 8. 12. Criminal Justice

6. Part 3 Working in Changing Contexts 1. 13. Communities at Risk and Housing 2. 14. The Changing Workplace 3. 15. Veterans, Their Families, and Military Social Work 4. 16. Environmentalism 5. 17. International Social Work

7. Epilogue: Social Work and Self-Care 8. Appendix: Code of Ethics of the National Association of Social

Workers: Summary of Major Principles 9. Glossary

10. References 11. Index

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Detailed contents Preface Acknowledgments About the Authors Part 1 Understanding Social Work

1: The Social Work Profession Learning Objectives Mary Considers Social Work The Professional Social Worker

Social Work’s Unique Purpose and Goals Social Work and Human Diversity

Diversity and Social Justice Intersections of Diversity

Theory and Practice Social Work Values

The NASW Code of Ethics Professionalism Advocacy

Social Work Education Social Work Degrees

Bachelor of Social Work Master of Social Work Doctor of Philosophy in Social Work or Doctor of Social Work

Field Education Certificates and Certifications

Social Work Practice Social Work Roles and Settings Levels of Practice Social Work as a Career Opportunity

Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources

2: The History of Social Work Learning Objectives

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Brian Organizes Farmworkers Social Welfare

Social Welfare Policy Conservative and Liberal Ideologies Social Control Social Justice

The Intertwined History of Social Welfare Policy and Social Work

Colonial America: 1607 to 1783 Nineteenth Century America: 1784 to 1890 The Progressive Era: 1890 to 1920 World War I: 1914 to 1918 The Great Depression: 1929 to Early 1940s Rank and File Movement World War II: 1939 to 1945 America’s War on Poverty: 1960 to 1967 Reaganomics: 1981 to 1989 Partisan Gridlock

The Limitations of Social Welfare Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources

3: Generalist Social Work Practice Learning Objectives Layla Intervenes at All Levels to Help People Who Are Homeless Knowledge Base for Generalist Social Workers Theoretical Foundations of Generalist Practice

Systems Theory Ecological Perspective Empowerment Theory Strengths Perspective Evidence-Based Practice

Roles for Generalist Social Workers Levels of Generalist Practice

Social Work With Individuals (Micro Level) Social Work With Families and Groups (Mezzo or Meso Level)

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Social Work With Organizations, Communities, and Society (Macro Level)

The Change Process Engagement Assessment Planning Implementation Evaluation

Advocates for Change Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources

4: Advocacy in Social Work Learning Objectives Nancy Advocates to Professionalize Social Work in Her State The Need for Professional Advocates

Power and Social Inequality The Ethics of Advocacy

Client Self-Determination Self-Interest and Advocacy Individual Benefit Versus Community Benefit Pathways to Community Benefit

Human Aspects of Helping Social Workers and Social Change

Cause and Function Responses to Hard Times Cause Advocacy Today

The Cost of Advocacy A Model for Dynamic Advocacy

The Cycle of Advocacy The Advocacy Model in Action

Tenets of Advocacy Practice and Policy Model Economic and Social Justice Supportive Environment Human Needs and Rights Political Access

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3-2 Module Three Lab Worksheet

Overview

Now that we have seen how we can focus on specific stimuli in our environment, we can reap the benefits of paying attention. The next stage along our journey into the mind is short-term memory. More accurately, we should probably designate it as working memory. The difference between the two terms is important: short-term means that it is limited in terms of time. Working tells us that there is a top-down process involved and a capacity to mentally work on the information that is maintained in consciousness. As always, cognition is not as simple as it seems!

The following labs will help you understand the type of information that we can manipulate, how much information we can process, and how it can be interfered with. As you complete these labs, ask yourself if the limits of our short-term/working memory are what we think they are. Can we easily think of two things at the same time? Can we easily manipulate information in our mind’s eye?

Prompt

Complete the following labs:

  • Memory Span
  • Irrelevant Speech Effect
  • Mental Rotation

Then, complete the Module Three Lab Worksheet Template. Specifically, you must address the following rubric criteria:

  • Record data and include screenshots of results for all module labs.
  • For the Memory Span lab, address lab questions accurately.
  • For the Irrelevant Speech Effect lab, address lab questions accurately.
  • For the Mental Rotation lab, address lab questions accurately.
  • Address the module question accurately.

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For Essays Guru- Community Teaching Plan: Teaching Experience Paper

Details: This Paper should be based on the teachings on the Flu epidemic. Attached are the pamphlet and handout I created to go along with the teachings as well.

 

Note: This is an individual assignment. In 1,500-1,700 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

  1. Summary of teaching plan
  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
  5. Areas of strengths and areas of improvement

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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Psychology week 5 Discussions

This is a graded discussion: 25 points possible due Jun 8 at 1:59am

Week 5 Discussion: Physical, Cognitive and Social Development & Sexuality

3 5

Required Resources Read/review the following resources for this activity:

Initial Post Instructions For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:

Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week.

Follow-Up Post Instructions Respond to at least two peers or one peer and the instructor. If possible, respond to one peer who chose an option different from the one you chose. Further the dialogue by providing more information and clarification.

Writing Requirements

Textbook: Chapter 11, 12 Lesson

Option 1: Human development includes cognitive, physical, social and moral development processes throughout our lifespan. Choose one of the major developmental areas discussed in the text (cognitive, physical, social or moral development) and briefly discuss its importance to human development. How would an individual’s well-being be impacted without proper development of this developmental area? For example, what happens when someone is lacking in social developmental areas? Or what about the person who doesn’t reach the level of post-conventional morality? Option 2: We are all shaped in some way by our life experiences from childhood to adulthood. How might someone’s gender identity and expression be shaped by others? What messages might a child receive about what it means to be a boy or a girl? Who are the types of people who send these messages (parents, friends, teachers, etc.)? What role does culture and the environment play in gender?

Minimum of 3 posts (1 initial & 2 follow-up) Minimum of 2 sources cited (assigned readings/online lessons and an outside source)

6/2/20, 11:35 AM Page 1 of 9

 

 

” Reply

Grading

This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Course Outcomes (CO): 6

Due Date for Initial Post: By 11:59 p.m. MT on Wednesday Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday

 

APA format for in-text citations and list of references

Link (webpage): Discussion Guidelines

(https://chamberlain.instructure.com/courses/63025/users/69954)Renee Owens (Instructor) Apr 19, 2020

!

You may begin posting in this discussion forum on Monday, June 1st.

This week, you have the option of choosing which topic to focus on for your initial response. You have the option of answering questions about Physical, Cognitive & Social Development OR Sexuality for your initial response. For your follow up response, please respond to at least ONE classmate who chose a different initial response topic than you. For example, if you chose to discuss physical, cognitive and social development for your initial response, make sure you respond to one person who chose sexuality as their initial response. You must still respond to at least two classmates or one classmate and the instructor to meet your discussion requirements for the week.

*Please be sure to review the discussion guidelines via the link provided above as to make sure you understand how discussions will be graded. Remember to cite all of your sources in APA format (in- text citations and list of references)*

*Initial response should be submitted by Wednesday, June 3rd, 11:59 pm MT and discussion requirements need to be met by Sunday, June 7th, 11:59 pm MT.*

 

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Option 1: Physical, Cognitive and Social Development

Human development is a process in which there are various cognitive, physical, social, and emotional milestones from conception to death. Choose one of the major developmental areas discussed in the text (cognitive, physical, social or moral development) and briefly discuss its importance to human development. For example, the embryonic or fetal period is important in physical development because if a fetus is exposed to a teratogen, any harmful substance such as a virus, drugs, alcohol or chemical toxins, it may result in a birth defect such as Fetal Alcohol Syndrome (FAS) (Feldman, 2018, p. 315).

 

Option 2: Sexuality

How would an individual’s well-being be impacted without proper development of this developmental area? For example, what happens when someone is lacking in social developmental areas? Or what about the person who doesn’t reach the level of post- conventional morality?

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Understanding sexuality varies from culture to culture, yet there are basic biological, cognitive, and emotional components in sexuality and sexual development. The different terms of sexuality and gender can be confusing, yet the terminology is important to understand. We are all shaped in some way by our life experiences from childhood to adulthood. So in this discussion, we will begin with exploring gender identity and gender expression.

 

 

References

Feldman, R. S. (2018). Understanding psychology (14th ed.). Dubuque: McGraw-Hill Education.

Greenwald, B. (2015, May 15). What kindergarteners taught me about gender. Retrieved from https://www.youtube.com/watch?v=yvJTsrWarrw

What kindergarteners taught me about gender | Bat…

How might someone’s gender identity and expression be shaped by others? What messages might a child receive about what it means to be a boy or a girl? Who are the types of people who send these messages (parents, friends, teachers, etc.)?

What role does culture and the environment play in gender?

(https://chamberlain.instructure.com/courses/63025/users/148121)Nicolle Bray (https://chamberlain.instructure.com/courses/63025/users/148121) Yesterday

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Option 2: We are all shaped in some way by our life experiences from childhood to adulthood. How might someone’s gender identity and expression be shaped by others? What messages might a child receive about what it means to be a boy or a girl? Who are the types of people who send these messages (parents, friends, teachers, etc.)? What role does culture and the environment play in gender?

Growing up I had believed that the biological factor of gender identity was the only factor. If you were born with male parts you were a boy. If you were born with female parts you were a girl. I did not know then that someone people identified themselves as the opposite gender even though biologically they were not. Along with that factor, the social aspect plays a key role in gender identity and it’s development.

When someone is developing their gender identity and expression the outside world can have a major influence. If the parents choices on raising the child based on their gender like blue or pink clothes, the child will tend to stick to that gender identity. It can shape how they see themselves. They are raised in a stereotypical home. Each gender has the role that is played in the household. The mother will be the housekeeper while the father is the bread winner. As we grow up we begin to see how each gender has gender appropriate behaviors they are expected to have (Feldman, 2018). They learn that masculine behavior is something you typically see in boys just like feminine is typically seen is girls. If a father plays rough with the son and not the daughter it can give off a message of gender appropriate behavior. Parents will have the first influence to shape the gender identity of someone. They are not the only ones that influence this though. Peers can have an influence as well (Santos, Martin, Granger, and Kornienko, 2016). Pressure can be put on someone to conform to stereotypical gender roles. In a society not long ago people were closed minded about gender roles. It was unacceptable and frowned upon to step outside the normal and just embrace the biological factor only. Only in the last five years or so has society seemed to change their outlook on issues like this. Depending on someone’s religion it can also play a role in their gender identity. They are a variety of roles in culture and the environment that can influence the gender identity of someone. It is nice to see how society is starting to become truly accepting of people who are different. I am a parent who wants my children to be who they really are and not hide to those who are still close minded. Acceptance and love play a big role in our house. In my opinion, this seems to be one of the few things that can help humanity come together.

References

Feldman, R.S. (2018). Understanding Psychology (14th ed.) Dubuque: McGraw-Hill Education.

Kornienko, O., Martin, C.L., Granger, K.L, & Santos, C.E. (2016). Developmental Psychology. http://dx.doi.org.chamberlainuniversity.idm.oclc.org/10.1037/dev0000200 (http://dx.doi.org.chamberlainuniversity.idm.oclc.org/10.1037/dev0000200)

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(https://chamberlain.instructure.com/courses/63025/users/141373)Ganna Shvets (https://chamberlain.instructure.com/courses/63025/users/141373) Yesterday

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Good evening Professor and classmates,

I decided to go with Option 1 for this week’s discussion.

According to Feldman (2018), starting from infancy to middle childhood and start of adolescence (11, 12 years old), children develop physically, cognitively, and socially. Physical development is a significant part of every human life. It accommodates the changes in the relationship between the size of different body parts. It is responsible for the biological changes, as well as sexual and physical maturity or so-called puberty. Physical changes that occur during puberty (spurt in height, development primary, and secondary sex characteristics) influence the way we view ourselves and how others view us. Later in life, physical development is responsible for aging. Wright et al. (2019), positively correlate physical development and physical activity with positive academic outcomes in elementary as well as secondary school students. It is found that physical development significantly and positively influences all the other developmental stages: cognitive, social-emotional, literacy, and language, which makes it an important part of school readiness. It is safe to assume that without physical development, all the other stages of development are in jeopardy. Physical development accounts for developing a healthy body composition, strong bones, muscles, and proper organ functioning, as well as gross and fine motor skills and development of thinking skills. Overall, physical development is crucial for becoming a healthy individual, and health largely influences all areas of our life. However, it is a combination of all developmental areas effectively aligned that allow us to become a functional unit of society.

Cognitive development is vital for understanding the world around us, learning skills, problem-solving. Cognitive development is essential for developing mental abilities that allow is to perform various tasks like reading, thinking, prioritizing, understanding, planning. Cognitive skills allow for future academic learning. Social development allows for successful interactions with others. Without social skills, it is more difficult to establish good relationships, which will stand in the way of an individual’s well-being in a society. It is an area responsible for learning positive social behavior. Moral development allows us to gain an understanding of what is right and wrong. It is an essential part of socialization. This area of development shapes us into ethical adults; the knowledge of rights and responsibilities is developed. If one does not reach post-conventional moral development, the understanding of the process by which community beliefs are formed may be absent, and the person’s beliefs may be misguided.

References

Feldman, R. S. (2018). Understanding psychology (14th ed.). Dubuque: McGraw-Hill Education.

Wright, P.M., Zittel, L.L., Gipson, T., & Williams, C. (2019). Assessing relationships between physical development and other indicators of school readiness among preschool students. Journal of Teaching in Physical Education, 38(4), 388-392

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(https://chamberlain.instructure.com/courses/63025/users/141636)Chastity O’Brien (https://chamberlain.instructure.com/courses/63025/users/141636) 1:16am

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Option 2

As we all go through life we experience many different people who influence our feelings about our sex that will challenge our gender perceptions. As a child I was taught at an early age the physical differences between men and women, things like women are smaller, men were taller and stronger and of course the obvious anatomical parts, but I was also raised with a strong beliefs about gender perception. It would have been easier if those strong beliefs were synchronized but living in a multigenerational household with my grandmother, mother and two uncles, their beliefs though strong were all very different. My grandmother believed in women should always look their best, be soft spoken, reserved and graceful. My mother believed that women were freedom so to speak, to be whimsical, free spirited and world oriented; work oriented was for men. My uncles believed in raising me to be strong, goal oriented and independent that a man was to be my partner not my provider. All of these beliefs have shaped me into the woman I am and continue to become. I believe all children are raised by a village, that village as a whole; parents, teachers and others that embrace their path can make an impression on how they perceive themselves, the world around them and the roles they should take on as a boy or a girl. In this day and age I find that our villages have grown more with social media and the strong influences that celebrities, sports figures and politicians bring. These sorts of influences are in some cases positive to perceive yourself as strong, beautiful and independent no matter your gender. Yet on the other side of this is, these powerful influential people say that but they way they present themselves has the opposite effect. For example, Ariana Grande, Miley Cyrus and Taylor Swift tell young women they are strong, beautiful and independent but dress extremely provacative, exhibit extreme dependency on unhealthy relationships and not being accountable for errors in judgement. This behavior shapes the false perception that fame, money and being sexy is being strong, beautiful and independent. It is not much different for young boys the perception given off by men celebrities is to be strong, smart and goal oriented they need to be starting fights, not taking accountability and having multiple unhealthy relationships so our young boys begin perceiving being a “Man” as hostile, loud and money gets you girls, cars and a get out of jail free card. Feldman makes a very powerful statement when he said, ” By shaping beliefs about how men and women should behave, these stereotypes potentially keep inequalities between the genders alive. Stereotypes that put pressure on people to fulfill those stereotypes, and may lead people to act in accordance with those stereotypes rather than in accordance with their own abilities.(Feldman,R.S.)

Reference

Feldman, R. S. (2018). Understanding psychology (14th ed.). Dubuque: McGraw-Hill Education.

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(https://chamberlain.instructure.com/courses/63025/users/145729)Amanda Chappell- Walkwitz (https://chamberlain.instructure.com/courses/63025/users/145729) 10:04am

!

Hello everyone,

Today I opted to discuss option 2.

Option 2: We are all shaped in some way by our life experiences from childhood to adulthood. How might someone’s gender identity and expression be shaped by others? What messages might a child receive about what it means to be a boy or a girl? Who are the types of people who send these messages (parents, friends, teachers, etc.)? What role does culture and the environment play in gender?

According to Feldman (2018), children’s gender identities are shaped by parents, media, teachers, and peers (p. 341-342). Gender identities are shaped by nearly everything, from the toys and clothes they receive from their parents, to the expectations that teachers and peers have for their behavior. For example, girls may have dolls and dresses and be expected to be polite and meek, while boys have trucks and dirty clothes and are expected to be rambunctious and outspoken. The environment in a classroom can have drastic, lasting effects on the gender identities of people. For example, females may be less likely to undertake a traditionally masculine career in a STEM field than males because of the stereotype that males are better at math (Molla, 2016, p. 4). Statistically speaking, males and females perform equally in math, but males have their self esteem boosted by teachers and are more often told that they are naturally smart and better at math, while girls are told that their good grades are just due to the amount of hard work they perform.

Culturally speaking, in Western societies boys are generally seen as more aggressive and oblivious, while girls are supposed to be more polite. This results in boys being 4 times more likely to be diagnosed with ADD or hyperactivity (Molla, 2016, p. 3) As a female with undiagnosed severe ADHD as a child, gender stereotyping took a great toll on me. Teachers labeled me as a bad student who didn’t try hard enough to succeed. This was further reinforced by watching my younger brother throughout my childhood who was diagnosed early and received aid in the form of several different therapies and extra support in school. I can only see it retrospectively now as I was just diagnosed in adulthood, but had the stereotype not been there and I received the same therapies, maybe I wouldn’t have dropped out of two different colleges and suffered from depression and serious financial issues in young adulthood.

Feldman, R. S. (2018). Understanding psychology (14th ed.). Dubuque: McGraw-Hill Education.

Molla, E. (2016). The role of school in gender socialization. The European Journal of Educational

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Sciences, 03(01), 1-7. doi:10.19044/ejes.v3no1a1

6/2/20, 11:35 AM Page 9 of 9

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Discussion Replies

Topic 4 DQ 1

Nov 13-15, 2023

Academic relationships are critical to your success at GCU. These relationships include faculty members, university staff, tutoring and career resources, and student engagement. How would these relationships be important to your success? Please provide specific examples of relationships you plan to develop and why.

Reply my classmates below: At least 80 words responses

Hannah Lyon

Nov 15, 2023, 5:48 PM

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The most important relationship to cultivate would be with the faculty, specifically the course instructor. This relationship is essential because the instructor is the most critical resource; they have all the information and can answer all the questions about the assignments and course information. I like to ask many questions about assignments to ensure I understand how to succeed. Another relationship I plan to cultivate would be with the tutors. I will use tutors often during my academic journey, especially for my math classes. I am terrible at math, so the relationships I develop with the tutors will be vital for my success. Both relationships are meaningful to me, and one other one would be the university staff. They are crucial to the behind-the-scenes functions of my academic journey, especially my student success counselor, who has helped me immensely. She has helped with everything from financial aid and billing questions to enrollment questions. All three are valuable relationships in their own way; I won’t be successful without each one.

 

Deziree Lewis

Nov 15, 2023, 12:07 PM(edited)

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Good afternoon everyone,Academic relationships are in fact critical to your success at GCU. Forming a relationship with your student service counselor, instructor, as well as the faculty members is especially important. One is much more comfortable reaching out to ask questions or help when a relationship or bond is created within the two. I do my best to reach out and ask questions to my instructor whenever I am confused about an assignment. If I ever feel I am falling behind I will head straight to the learning center and sign up for a LEAD. And when I feel something is wrong with any of my classes I will contact my counselor. All great resources and great relationships to create.

Edwin Beltre Fernandez

Nov 14, 2023, 10:21 PM

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Relationships with faculty members, university staff, tutoring and career resources, and students are such a big factor in a student’s success. I’ve stated this before but the Military Division Department has been a major part of my learning career. One of the councilors has helped me with everything I needed, and to this day I’m grateful for them. I also believe having a good relationship with fellow students is very beneficial. A great benefit is there won’t be any problems among students so no fighting. Another benefit is if a student is very good at a subject and you are not you can ask for them to tutor you or help you study better. A relationship I plan to develop is career resources. This is something I can use outside of my major, and benefit from it. I’d like to use this to further my real estate business in any way possible. I’d like to find more contacts and hopefully people who have dealt with it.

Christopher Clinton

Nov 14, 2023, 4:18 PM

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Academic relationships are critical to my success at GCU because without them I would not be able to do the things I need to do or get the correct information needed. My relationship with faculty members is important because they are the ones who take the time to educate me and teach me the curriculum without them there wouldn’t be a way to attain a degree. University staff relationships are critical because they are the ones that help you along the way to find what you are looking for without floundering about and wasting much-needed time. Career resources are important because they help you with career path choices and help you decide where you want to be with a career. Student engagement is important because it exposes you to all walks of life and experiences you can learn from, and you never know who you might encounter in the future. You will need these relationships to help you succeed because no one can do it alone, we all need a little help. “Bear one another’s burdens, and so fulfill the law of Christ” (Galatians 6:2). By having these relationships, we honor GOD the Father.

 

Topic 4 DQ 2

Nov 13-17, 2023

Support groups are especially important when transitioning into the higher education environment. What support system(s) do you currently have in place? What support groups are available on campus? If you currently do not have a support system(s) or group(s), how will you create a support group that best reflects you and your academic and personal wellness support needs?

 

Reply:

 

mberlee Hoagland

Nov 13, 2023, 5:37 PM

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GCU offers so many resources we can build relationships with peers and gain support from. The office of student engagement is a great place to start, there are also life groups to study the bible.  My support group is a mix of family and friends mostly from churches I’ve previously attended. I love staying in God’s word when faced with a problem in life so I lean on those that are of Christ. They support me in life, cheer me on, and are supportive of this new journey of mine here at GCU! If I am ever overwhelmed I know I can also reach out to my counselor and instructors and I know I will have built a relationship of communication with them as I have currently and utilize that to my advantage when I am in need of support. This is not my only support system. I also have a lot of online friends and followers who support me and I am able to talk to them about life, school, and family life. I have even started my own support group before for survivors of domestic violence and relationship trauma and I’m still in touch with all of those women and men to this day. It is incredibly helpful to have a support system in all aspects of your life academic, career-wise, and personal.

Taryn Booker

Nov 13, 2023, 5:32 PM

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I have been a loner for so many years of my life that I am still uncertain about academic support groups. I haven’t noticed any for online students on the GCU site so I will continue to do the research to find something that is applicable to my degree if it is available online. I do have support systems in place However they are directly related and linked to my domestic violence support groups. I have reached out to The Association for Women in Computing and Women in Technology and hope to receive a response of acceptance by the end of the coming week. I keep in mind that I am still in the beginning phases of my academic pursuit and will continue to remain open-minded with regard to support groups yet to date I have not seen any information on the GCU site that is relevant to my degree.

REPLY

 

Alaa Shehata

Nov 13, 2023, 7:23 AM

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It can be a big step to move into a higher education setting, so it’s important to have a solid support network. For my part, I’ve been lucky to have a wide range of support systems in place. My family has consistently offered emotional support, motivation, and encouragement. I’ve also made connections with peers and instructors who have given me academic advice and a sense of community in my previous classes and I intend to do the same with my current classes. In my previous on campus studies, I have investigated a range of resources and support groups on campus, such as study groups tailored to particular courses, academic advisors who assist with course scheduling, and counseling services for individual well-being. These resources have been extremely helpful to me in my academic endeavors.On the other hand, I would prioritize building a sense of community and sharing experiences if I were to design a support group specifically for my needs in terms of academic and personal wellness. To establish a comprehensive support network, it might involve regular gatherings for study sessions, conversations about academic objectives, and even chances for social interactions. In the end, establishing a support system that suits my particular requirements is about finding people who share my goals for both academic success and personal well-being.

REPLY

 

Jill Derevage

Nov 14, 2023, 11:50 AM

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One support group that is extremely important to me as I move forward in my higher education is the support of my family. They are always there to help me in any way they can. I also have a wonderful group of teacher colleagues I have the privilege of working with daily. This group can help me if I need extra tutoring on a subject. They are so understanding and supportive of me going back to school. There are also some wonderful support groups on campus, such as my instructors and advisor, for any other issues that may arise, plus many more. In addition to all the incredible support systems I’ve mentioned, another could be starting a study group. I could ask my classmates if anyone would be interested and go from there. And, in time, we could become a wonderful group of students working together to help each other.

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Case Study Analysis: Adulthood

Case Study Analysis: Adulthood

For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: middle adulthood or later adulthood.

Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:

•David, page 554.

•Lupe, page 524.

Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.

Expectations

Address the following in your case study analysis:

•Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.

•Apply the appropriate lifespan development theory to support an identified intervention process.

•Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.

•Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.

Content

The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately a half page in length. The body of the paper should not exceed 4 pages.

Provide the following content in your paper:

•An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.

•The body of the case study, including:

◦The presenting challenge or challenges and primary issue or issues.

◦The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.

◦The potential impact of individual and cultural differences on development for the current age and context described in the case study.

◦Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.

•A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.

Requirements

Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:

•Title page.

•Introduction (half page).

•Case study analysis (4 pages).

•Conclusion (half page).

•Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.

•Font: Times New Roman, 12 point.

Resources

Website icon Case Study Analysis: Adulthood Scoring Guide.

Presentation icon APA Guide: The Title Page: Course Papers.

Website icon APA Style and Format.

PDF icon Professional Communications and Writing Guide.

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psychology (personality/theories)

THE PERSON AN INTRODUCTION TO THE SCIENCE

OF PERSONALITY PSYCHOLOGY Fifth Edition

DAN P. McADAMS Northwestern University

� WILEY

A JOHN WILEY & SONS, INC.

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Publisher Jay O’Callaghan

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This book was set in Minion by Laserwords Private Limited, Chennai, India and printed and bound by Hamilton Printing Company. The cover was printed by Phoenix Color Corp.

Copyright© 2009, 2006, 2001, 1994, 1990 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011, fax (201)748-6008, website http://www.wiley.com/go/permissions.

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ISBN-13: 978-0-470-12913-5

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

 

 

TO THE MEMORY OF MY TWO TEACHERS George W. Goethals

(1920-1995)

David C. McClelland (1917-1998)

 

 

About the Author

Dan P. McAdams received his PhD in personality and developmental psychology from Harvard University in 1979. He is a Professor of Psychology and of Human Development and Social Policy at Northwestern University, where he also directs the Foley Center for the Study of Lives. Dr. McAdams has won numerous teaching awards at Northwestern, including the Charles Deering McCormick endowed chair in Teaching Excellence. A leading personality researcher, he has written over 150 scientific articles and chapters, as well as written or edited 13 books, on such topics as the nature of intimacy and identity in human lives, the development of generativity in adulthood, themes of redemption and contamination in American life stories, and other aspects of personality structure and process, human motivation, and psychological development across the human life course. Dr. McAdams’ s 2006 book, The Redemptive Self: Stories Americans Live By, won the American Psychological Association’s William James Award for best general-interest book in psychology, across all subfields. Among the book’s other honors are the 2007 Association of American Publishers’ Award for top prize in Psychology and Cognitive Science. He is also the winner of the 1 989 Henry A. Murray Award for excellence in personality research and the study of lives and the 2006 Theodore Sar bin Award for contributions to theoretical and philosophical psychology. His work has been frequently featured in such media outlets as the New York Times, Wall Street Journal, Psychology Today, Newsweek, Self magazine, and Good Morning America.

v

 

 

Brief Contents

PREFACE xix

Part I THE BACKGROUND: PERSONS, HUMAN NATURE, AND CULTURE 1

Chapter 1

Part II

• STUDYING THE PERSON 2

Chapter2 • EVOLUTION AND HUMAN NATURE 31

Chapter3 • SOCIAL LEARNING AND CULTURE 67

SKETCHING THE OUTLINE: DISPOSITIONAL TRAITS AND THE PREDICTION

OF BEHAVIOR 105 Chapter4

• PERSONALITY TRAITS: FUNDAMENTAL CONCEPTS AND ISSUES 106

Chapters • FIVE BASIC TRAITS-IN THE BRAIN AND IN BEHAVIOR 155

Chapter6 CONTINUITY AND CHANGE IN TRAITS: THE ROLES OF GENES,

• ENVIRONMENTS, AND TIME 205

vii

 

 

viii BRIEF CONTENTS

Part III FILLING IN THE DETAILS: CHARACTERISTIC ADAPTATIONS TO LIFE TASKS 253

Chapter 7

Part IV

• MOTIVES AND GOALS: WHAT Do WE WANT IN LIFE? 254

ChapterB • SELF AND OTHER: SOCIAL-COGNITIVE ASPECTS OF PERSONALITY 301

Chapter9 • DEVELOPMENTAL STAGES AND TASKS 345

MAKING A LIFE: THE STORIES WE LIVE BY 385

Chapter 10

• LIFE SCRIPTS, LIFE STORIES 386

Chapter 1 1

• THE INTERPRETATION OF STORIES: FROM FREUD TO TODAY 429

Chapter 12

• WRITING STORIES OF LIVES: BIOGRAPHY AND LIFE COURSE 475

GLOSSARY 511 REFERENCES 525 CREDITS 575 NAME INDEX 579 SUBJECT INDEX 588

 

 

Contents

PREFACE xix

Part I THE BACKGROUND: PERSONS, HUMAN NATURE, AND CULTURE 1

Chapter 1

• STUDYING THE PERSON 2

WHAT Do WE KNow WHEN WE KNow A PERSON? 3

SKETCHING AN OUTL INE: DISPOSITIONAL TRAITS 4 FILL ING I N THE DETAILS: CHARACTERISTIC ADAPTATIONS 6

CONSTRUCTING A STORY: INTEGRATIVE L IFE NARRATIVES 9

SCIENCE AND THE PERSON 1 1

STEP 1 : U NSYSTEMATIC OBSERVATION 1 2

STEP 2 : BU I LDING THEORIES 1 3

STEP 3 : EVALUATING PROPOSITIONS 1 5

Setting Up an Empirical Study 1 6

The Correlational Design 1 8

The Experimental Design 2 0

PERSONALITY PSYCHOLOGY 2 1

T H E PAST A N D T H E PRESENT 22

Feature 1.A: Gordon Allport and the Origins of Personality Psychology 25

ORGANIZATION OF THIS BOOK 27

SUMMARY 2 8

Chapter2

• EVOLUTION AND HUMAN NATURE 31

ON HUMAN NATURE: OUR EVOLUTIONARY HERITAGE 32

PRINCIPLES OF EVOLUTION 32

ix

 

 

X CONTENTS

Part II

THE ENVIRONMENT OF EVOLUTIONARY ADAPTEDNESS 35 Feature 2.A: The Evolution of Religion 3 7

THE ADAPTED MIND 39 MATING 42 G ETTING ALONG AND G ETTING AHEAD 47

Feature 2.B: Some Women (and Men) Are Choosier Than

Others: Sociosexuality 48

HURTING, HELPING, AND LOVING: THREE FACES

OF HuMAN NATURE 50 AGGRESSION 51 ALTRUISM 54 ATTACHMENT 57

SUMMARY 65

Chapter3

• SOCIAL LEARNING AND CULTURE 67

BEHAVIORISM AND SOCIAL-LEARNING THEORY 68 AMERICAN ENVIRONMENTALISM: THE BEHAVIORIST TRADITION 68 EXPECTANCIES AND VALUES 74 BANDURA’S SOCIAL-LEARNING THEORY 76

Observational Learning 76 Self-Efficacy 78

THE SOCIAL ECOLOGY OF HUMAN BEHAVIOR 80 Feature 3.A: How Should Parents Raise Their Children? 81

MICROCONTEXTS: THE SOCIAL SITUATION 83 MACROCONTEXTS: SOCIAL STRUCTURE 85 GENDER AS A MACROCONTEXT 87 CULTURE 90

Individualism and Collectivism 92 Modernity 96 Feature 3.B: Race and Personality in the United States 97

HISTORY 99

SUMMARY 102

SKETCHING THE OUTLINE: DISPOSITIONAL TRAITS

AND THE PREDICTION OF BEHAVIOR 105

 

 

CONTENTS xi

Chapter4

PERSONALITY TRAITS: FUNDAMENTAL CONCEPTS

B AND ISSUES 106

THE IDEA OF TRAIT 1 08

WHAT IS A TRAIT? 1 08

A BR IEF H ISTORY OF TRAITS 1 1 1

Gordon Allport 1 1 3

Raymond B. Cattell 1 1 5

Hans Eysenck 1 1 6

THE B IG FIVE AND RELATED MODELS 1 1 9

Feature 4.A: What is Your Type? The Scientific Status of the

Myers-Briggs Type Indicator 1 24

MEASURING TRAITS 1 25

CONSTRUCTING A TRAIT MEASURE 1 25

CRITERIA OF A GOOD MEASURE 1 2 8

TRAIT I NVENTORIES 1 30

Feature 4.B: Narcissism: The Trait of Excessive Self-Love 1 3 1

PERSONALITY TRAITS AND PERSONALITY DISORDERS 1 36

THE CONTROVERSY OVER TRAITS 1 42

MISCHEL’S CRITIQUE 1 43

AGGREGATING BEHAVIORS 1 45

INTERACTIONISM 1 48

Persons versus Situations versus Interactions 1 48

Reciprocal Interactionism 1 49

Traits as Conditional Statements 1 50

CONCLUSION 1 52

SUMMARY 1 53

Chapter 5

FIVE BASIC TRAITS-IN THE BRAIN

B AND IN BEHAVIOR 155

E: EXTRAVERSION 1 57

SOCIAL BEHAVIOR AND COGNITIVE PERFORMANCE 1 57

FEELING GOOD 1 59

N: NEUROTICISM 1 63

Feature 5.A: Extreme Sports and the Sensation-Seeking Trait 1 64

THE MANY WAYS TO FEEL BAD 1 66

 

 

xii CONTENTS

STRESS AND COPING 1 69

Feature 5.B: Are We Living in the Age of Anxiety? 1 70

EXTRAVERSION AND NEUROTICISM IN THE BRAIN 1 72

EYSENCK AND THE THEORY OF AROUSAL 1 72

THE BEHAVIORAL APPROACH SYSTEM 1 75

THE B EHAVIORAL INH I BITION SYSTEM 1 77

LEFT AND RIGHT 1 81

0: OPENNESS TO EXPERIENCE 1 83

CORRELATES OF 0 1 85

THE AUTHORITARIAN PERSONALITY 1 90

C AND A: CONSCIENTIOUSNESS AND AGREEABLENESS 1 92

WORK 1 93

LOVE 1 95

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