Counseling and using (STIPS) notes

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For your initial post to this discussion, develop a case note about a client session you recently completed. Use the Signs and Symptoms, Topics of Discussion, Interventions, Progress and Plan, and Special Issues (STIPS) format as presented in the Prieto and Scheel’s 2002 article, “Using Case Documentation to Strengthen Counselor Trainees’ Case Conceptualization Skills.” Maintain confidentiality by altering all names or specific identifying information.

Your post and responses are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Reference your sources using standard APA guidelines.

The client is a 37 year old AA female with anxiety and moderate depression. He name is Lola.

Must use this reference

 

References

Prieto, L. R., & Scheel, K. R. (2002). Using Case Documentation to Strengthen Counselor Trainees’ Case Conceptualization Skills. Journal of Counseling & Development, 80(1), 11. Retrieved from http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx

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Unit 4 discussions

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PSY 7710

Activity 1

  • Describe how you would handle the scenario.
  • Discuss how the scenario meets or violates the specific ethics code(s).

Scenario 1:

The third-party payers for services are starting to employ behavior analysts to review behavior programs provided by other behavior analysts. While this is better than having psychologists or bean counters reviewing behavior plans, are the behavior analysts who are employed to review the plans unethical because they are making decisions about services without observing the client, reviewing data, and so forth (Bailey & Burch, 2016, p. 347)?

Activity 2- Reply to your classmate’s post below

1 day agoKarissa Milano unit 4 discussion Scenario 3COLLAPSE

The ethics code 3.0 assessing behavior is very crucial for behavior analysts to conduct prior to suggesting and implement behavior programs (Bailey & Burch, 2016). I worked for an outside agency that went into school districts to provide ABA services to clients who need it. My BCBA at the time put me on a new client who had very aggressive behaviors. The BCBA at the time violated ethical code number 3.01 section A. My BCBA did not conduct a functional assessment prior to developing behavior change treatments for my new client (Bailey & Burch, 2016). At first, I had no clue that my BCBA did not conduct a functional assessment.  I went into the middle school to review my client’s behavior plan, IEP, DTI binder and school schedule before meeting my new client. After meeting my client, I soon came to the conclusion that the BCBA did not assess my client because the work was too easy for my client. My client was able to tact and mand for items, answer intraverbals, answer yes and no questions.  My client also exhibited many other concerning behaviors that were not in the treatment plan such as screaming, darting and yelling. The screaming and yelling prohibited my client from being in class. I told the BCBA about my clients other behavior and she basically told me that she was quitting the job and that I needed to figure it out. The BCBA also told me that she did not conduct an FBA on the client because she was too busy. The BCBA told me she wrote the treatment plan based off what the special education teacher told her. This was the same company that I discussed in the unit one discussion post. This was another reason why I decided to quit. If I were the BCBA on this case, I would either conduct an assessment for my client or if I could not handle it I would drop the case so another BCBA who has time can take over. It is important for the BCBA to do what is best for every client they provide ABA services to.  If I did not have time to take on another case I would say something and make sure another BCBA who has time can take the case.

Reference

Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). Routledge.

PSY7711

Activity 1

Validity, Accuracy, and Reliability

Consider ways you have encountered to improve and assess the quality of behavioral measurement. What is the importance of validity, accuracy, and reliability in behavioral measurement? What procedures can be used to minimize the threats to the accuracy and reliability of behavioral measurement? Please discuss at least two procedures.

Then consider the following: According to the Professional and Ethical Compliance Code for Behavior Analysts, behavior analysts need to consider environmental constraints when selecting interventions. Which ethics code(s) pertains to validity, accuracy, and reliability and how will you handle environmental constraints as a behavior analyst?

Activity 2- Reply to both of your classmate’s posts below.

Jasmin Clark U4 D1COLLAPSE

Measurement is a very important part of behavior analysis. Accuracy, Reliability, and Validity are important factors in accessing the quality of behavior measurements. Accuracy is the extent that the observed values match the true values (Cooper, et al., 2020). Reliability refers to the consistency of agreement and the extent to which two people agree on the results and measures used. Validity is the extent to which the data that was obtained is relevant to the target behavior (Cooper, et al., 2020). Making sure these characteristics are trustworthy is very important to the outcome of the data. It helps make sure the measurements used and seen are correct and beneficial. One threat that can be a problem is a poorly defined measurement system. This can cause problems in the long run with validity because with poorly defined measurement systems, we can end up not measuring what we actually intended to measure. For example, in a child with autism who exhibits the behaviors of hand flapping, head butting, and stomping of the foot, creating a system of tally marks along with a time interval for a time duration of each event as it occurs would mean each of these behaviors would be missed in the recording process as the recorder would have to look away multiple times to record each moment and length of time for each behavior that occurred over a given period. To prevent an error like this, it would be easier to record each behavior at separate occurrences for separate intervals of time. An example would be: tally marks or hand counter clicks for hand flapping in a 20-minute time interval. A 20- minute preset alarm can be used to be hands-free for the observer using the hand counter. The other 2 behaviors could be counted in a similar fashion with counter and timer reset in between. Another threat can be inadequate training. Does the observer know and understand what they are observing? If not, this can cause problems in the way the behavior is measured. To fix this problem it is imperative that everyone involved is heavily trained and well versed in what they are measuring. The ethical code that refers to this would be Section A of code 2.09 Treatment/Intervention Efficacy. This code states how clients have the right to effective treatment and the effective treatment procedures have been validated as having both long and short term benefits to the clients (BACB, 2014).

Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Retrieved April 14, 2021, from https://www.bacb.com/wp-content/uploads/2020/05/BACB-Compliance-Code-english_190318.pdf

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis. Hoboken, NJ: Pearson Education

1 day agoSophia Augedahl Unit 4 DiscussionCOLLAPSE

Measurement is the foundation of ABA and is utilized to detect and compare socially significant behaviors (Cooper et al., 2020). Measurement should be frequent and direct and is the process of giving quantitative labels to collected data (Cooper et al., 2020). Cooper et al. (2020) states that measurement allows professional practitioners to verify and validate treatments that are based on evidence. What merit and quality would the evidence have it were not valid, accurate or reliable? Practitioners use evidence-based interventions that have proven effectiveness, ensuring that the data measured is valid, accurate, and reliable (Cooper et al., 2020). It is critical that behavioral measurements incorporate these three concepts because the data collected is utilized to make treatment and programming decisions. Measurement has validity when the data reflects the reason or intention behind the measure (Cooper et al., 2020). Accuracy of behavioral measurement refers to the observed value and how much it matches the true value (Cooper et al., 2020). Lastly, reliability refers to how consistent a measure is (Cooper et al., 2020). Threats to accurate and reliable behavioral measurement include using a poorly designed measurement system and insufficient observer training (Cooper et al., 2020). One strategy to minimize this threat is the use of automatic data-recording devices or establishing a higher mastery criterion during observation (Cooper et al., 2020). Another procedure to minimize a threat to accuracy and reliability is to attend to the training and selection of observers, as well as providing systematic observation (Cooper et al., 2020). Code 2.09 stating that effective treatment, based on research and literature, should be given, as well as procedures that have been validated, pertains most to validity, accuracy, and reliability (BACB, 2014). I would handle environmental constraints with the client’s best interests in mind. A behavior analyst must minimize and eliminate constraints that are preventing implementation of a program (BACB, 2014). I might also reach out to other professionals and recommend other assistance for the client if appropriate (BACB, 2014).

References

Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Retrieved May 3, 2021, from https://www.bacb.com/wp-content/uploads/2020/05/BACB-Compliance-Code-english_190318.pdf

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis. Hoboken, NJ: Pearson Education

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SOCW-6311 & 6070 Wk 4 Discussions

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Discussion 1: Selection of a Statistical Analysis Approach

Though data analysis occurs after the study has completed a data collection stage, the researcher needs to have in mind what type of analysis will allow the researcher to obtain an answer to a research question. The researcher must understand the purpose of each method of analysis, the characteristics that must be present in the study for the design to be appropriate and any weaknesses of the design that might limit the usefulness of the study results. Only then can the researcher select the appropriate design. Choosing the appropriate design enables the researcher to claim the data that is potential evidence that provides information about the relationship being studied. Notice that it is not the statistical test which tells us that research is valid, rather, it is the research design. Social workers must be aware of and adjust any limitations of their chosen design that may impact the validity of the study.

To prepare for this Discussion, review the handout, A Short Course in Statistics and pages 210–220 in your course text Social Work Evaluation: Enhancing What We Do. If necessary, locate and review online resources concerning internal validity and threats to internal validity. Then, review the “Social Work Research: Chi Square” case study located in this week’s resources. Consider the confounding variables, that is, factors that might explain the difference between those in the program and those waiting to enter the program.

· Post an interpretation of the case study’s conclusion that “the vocational rehabilitation intervention program may be effective at promoting full-time employment.”

· Describe the factors limiting the internal validity of this study, and explain why those factors limit the ability to draw conclusions regarding cause and effect relationships.

References (use 3 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do.(2nd ed.) Chicago, IL: Lyceum Books.

  • Chapter 9, “Is the Intervention Effective?” (pp. 226–236: Read from “Determining a Causal Relationship” to “Outcome Evaluations for Practice”)

Document:Stocks, J. T. (2010). Statistics for social workers. In B. Thyer (Ed.), The handbook of social work research methods(2nd ed., pp. 75–118). Thousand Oaks, CA: Sage. (PDF)

Trochim, W. M. K. (2006). Internal validity. Retrieved from http://www.socialresearchmethods.net/kb/intval.php

Document:Week 4: A Short Course in Statistics Handout (PDF)

Document:Week 4: Handout: Chi-Square findings (PDF)

Discussion 2: Looking Through Different Lenses

As a social worker, you bring your own lens—that is, your own set of assumptions, biases, beliefs, and interpretations—into your interactions with clients and the human services professionals with whom you collaborate. Human services organizations have their own cultures that influence their organizational lenses. An organizational lens reflects key assumptions about the individuals to whom the organization provides services. These assumptions influence the organization’s policies and procedures which, in turn, impact service delivery. For example, an organization that focuses on understanding the perspectives of the clients it serves may allow clients to provide feedback about their client experience through membership on advisory boards or boards of directors. The clients may have the power to make recommendations and decisions about the organization’s policies and procedures.

Understanding cultural lenses—your personal lens, as well as those of the organizations and other individuals with whom you work and interact—will enable you to better serve your clients.

Focus on the Paula Cortez case study for this Discussion. In this case study, four professionals present their perspectives on the Paula Cortez case. These workers could view Paula’s case through a variety of cultural lenses, including socioeconomic, gender, ethnicity, and mental health. For this Discussion, you take the role of the social worker on the case and interpret Paula’s case using two of these lenses.

·  Post how you, as a social worker, might interpret the needs of Paula Cortez, the client, through the two cultural lenses you selected.

·  Then, explain how, in general, you would incorporate multiple perspectives of a variety of stakeholders and/or human services professionals as you treat clients.

References (use 3 or more)

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles: Sage Publications

Chapter 15, “Culture and Leadership” (pp. 383–421)

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.

Laureate Education (Producer). (2014a). Cortez case study [Multimedia]. Retrieved from https://class.waldenu.edu

Cortez Family: A Meeting of an Interdisciplinary Team

Paula has just been involuntarily hospitalized and placed on the psychiatric unit, for a minimum of 72 hours, for observation. Paula was deemed a suicidal risk after an assessment was completed by the social worker. The social worker observed that Paula appeared to be rapidly decompensating, potentially placing herself and her pregnancy at risk.

Paula just recently announced to the social worker that she is pregnant. She has been unsure whether she wanted to continue the pregnancy or terminate. Paula also told the social worker she is fearful of the father of the baby, and she is convinced he will try to hurt her. He has started to harass, stalk, and threaten her at all hours of the day. Paula began to exhibit increased paranoia and reported she started smoking again to calm her nerves. She also stated she stopped taking her psychiatric medications and has been skipping some of her HIV medications.

The following is an interdisciplinary team meeting being held in a conference room at the hospital. Several members of Paula’s team (HIV doctor, psychiatrist, social worker, and OB nurse) have gathered to discuss the precipitating factors to this hospitalization. The intent is to craft a plan of action to address Paula’s noncompliance with her medications, increased paranoia, and the pregnancy.

Physician 

Dialogue 1

Paula is a complicated patient, and she presents with a complicated situation. She is HIV positive, has Hepatitis C, and multiple foot ulcers that can be debilitating at times. Paula has always been inconsistent with her HIV meds—no matter how often I explain the need for consistent compliance in order to maintain her health. Paula has exhibited a lack of insight into her medical conditions and the need to follow instructions. Frankly, I was astonished and frustrated when she stopped her wound care treatments and started to use chamomile tea on her foot ulcers. Even though we have educated her to the negative consequences of stopping her meds, and trying alternative medications instead, she continues to do so.

Psychiatrist 

Dialogue 1

As Paula’s psychiatrist for close to 10 years, I have followed her progress in and out of the hospital for quite a while—and I know her very well. She is often non-compliant with her medications, randomly stopping them after she reports she doesn’t like the way they make her feel. She has been hospitalized to stabilize her medications several times over the last 10 years, although she has managed to stay out of the psychiatric unit for the last three. Recently, she had seemed to appreciate the benefits of taking her medications and her compliance has much improved. She had been seeing her social worker regularly, and her overall mental health and physical health were improving. This has changed recently, after several stressful life events. We learned that Paula was pregnant by a man she met briefly at a local flower shop. She also reports he has been harassing her with threatening phone calls and unwarranted visits to her home. Paula disclosed to the social worker that she was neither eating nor taking her medication—and she had not gotten out of bed for days. Her decompensation was rapid and extremely worrisome and, therefore, called for a 72-hour hold.

OB Nurse

Dialogue 1

I have not known the patient long, but it does appear that she is trying her best to deal with a very difficult situation. Pregnancies are stressful times for even the healthiest of women. For Paula to learn she is pregnant at 43—in addition to her HIV and Hepatitis status and her bipolar diagnosis—must be so overwhelming. Adding to this, she has come to her two appointments alone and stated she has no one to bring along with her. When I inquired about the father of the child, she said he’s a bad man and he won’t leave her alone. She seemed truly frightened of him and appears convinced he will hurt her.

Social Worker

Dialogue 1

When Paula came to me and told me she was pregnant, I was indeed shocked by this announcement. She had never mentioned dating anyone, and with her multiple medical and psychiatric issues, I never thought this would be an issue we would address. Paula and I have developed a strong working relationship over the last two years, and she has shared many private emotions and thoughts. This relationship has been tested, though, since I suggested she be admitted to the hospital. Paula was furious with me, accusing me of locking her up and not helping her. It will take time to repair our working relationship. Once I rebuild that rapport, we will need to work together to find a way to address all of her concerns. We will need a plan that will address her medical needs, her psychiatric needs, and the needs of her unborn child.

Physician

Dialogue 2

As far as her pregnancy, if Paula doesn’t take her HAART medications religiously, she risks having a baby who is HIV positive. I am concerned about how she is going to care for a baby with her multiple medical issues. On the practical side, I wonder how she will physically care for this child. She has a semi-paralyzed right hand and walks with a limp. Additionally, when her foot ulcers flare up, she can barely put pressure on her feet. Newborns take a lot of time and energy, and I am not sure she has the capacity to handle the needs of an infant—let alone a toddler. I have not made any formal recommendations to Paula regarding whether to continue the pregnancy, but I have told Paula that, if she does decide to have the child, she must take her HAART medications every day. I explained that this is vital to her health and the health of her unborn child.

Psychiatrist

Dialogue 2

When her social worker, who I am in regular contact with, informed me that Paula announced she was pregnant, I was obviously concerned. Knowing Paula as well as I do, I felt I could be honest with her and give her my opinion about the situation. I told her that she should abort. Based on her medical history, including her physical and mental health disabilities, I did not believe she had the capacity to care for this unborn child. She has absolutely no support at all, outside of the treatment team, and would have no familial assistance to take care of this child. My recommendation for abortion was only solidified when we had to involuntarily hospitalize her. I fear that Paula cannot take care of herself, and she cannot be trusted to take her medications. If she does decide to continue with the pregnancy, my recommendation would be that she stay on the psychiatric unit for her entire pregnancy. That way, we will know that she is taking her medications and that the fetus is safe.

OB Nurse

Dialogue 2

Paula is most definitely a high-risk pregnancy, but that does not mean she can’t have a healthy baby. If she keeps up with her HAART medications and comes to her prenatal visits, there’s no reason this baby can’t be born healthy and HIV negative. My larger concern is with the pain medications she takes for her foot ulcers. There is a slight chance the baby will be born addicted to them. We would have to plan for a stay in the NICU if that occurs. While Paula clearly started to decompensate and exhibited some very risky behaviors recently, I think we should try and understand the stress she has been under. While it is not my place to tell the patient what she should do about a pregnancy, I don’t see that we would have to recommend termination.

Social Worker

Dialogue 2

Paula has overcome many obstacles in her life, but a baby—at her age and with her medical profile—is very different. Paula has made many bad decisions in her life, and the decision to keep this baby may or may not be the best for both her and the child. That being said, if her decision is to continue the pregnancy, we need to find a way to face the mountain of obstacles. She has little to no social support, and there will be many difficulties she will face caring for the baby alone. Paula also has limited financial resources and will need to apply for WIC and Medicaid. There are the numerous supplies that we will need to obtain, such as a crib, clothing, diapers, and formula. She has historically been unreliable about following up with referrals, so she is going to need a lot of encouragement and support. Honestly, I may not believe this pregnancy is a good idea, although I would never tell her that—that’s not up to me or anyone else. We all, ultimately, need to accept her decision and move on. Our goal now is to help Paula make it safely through this pregnancy and work on a plan to help her care for this baby once it is born. I don’t agree that she should be kept on the psychiatric unit for the next seven or eight months. Allowing Paula to play an active role in preparing for the baby is an important task, and she will need to be out in the community and in her home taking care of things. We have to show that we believe in her and her willingness to manage this situation to the best of her ability. We need to affirm her strengths and support her weaknesses.

Discussion 3:  Administration and Culturally Competent Advocacy

Social work administrators can use their roles as leaders to increase cultural competency within their organizations and, thus, help to create positive social change. As social work administrators critically assess situations in which social injustice or inequality has taken place, they may discover an organizational need for increased cultural competency. However, changing the culture of an organization is not an easy task since administrators must address personal and organizational assumptions about diversity and cultural competency simultaneously.

For this Discussion, consider how social work administrators might apply their leadership roles to increase cultural competency within their organizations.

· Post at least two strategies social workers may use to become advocates for social change through cultural competence.

· In addition, identify at least two challenges administrators may face in developing cultural competency within their organizations.

References (use 3 or more)

Northouse, P. G. (2013). Leadership: Theory and practice(6th ed.). Los Angeles: Sage Publications

Reprinted by permission of Sage Publications via the Copyright Clearance Center.

Chapter 15, “Culture and Leadership” (pp. 383–421)

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.

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Week 2 Assignment Worksheet PSY/410

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Category, Disorders within the category, Behavioral criteria, Possible Causes & Prevelance.

Anxiety Disorders; Trauma and stressor related disorders; Bipolar and related disorders; Depressive disorders;

Title

ABC/123 Version X

 1
Week Two Assignment Worksheet

PSY/410 Version 5

University of Phoenix Material

Week Two Assignment Worksheet

Complete the following table.

Category Disorders within the category Behavioral criteria for the category Possible causes Prevalence
Anxiety disorders

 

 Specific Phobia

Social Anxiety Disorder

Panic Disorder

Agoraphobia

Generalized Anxiety Disorder

 Irrational fears or anxieties of disabling intensity

Nausea

Shortness of Breath

Heart Palpitations

Muscle Tension

 Biological casual factors

Genetic contributions

Environmental factors

Brain chemistry

Specific Trauma

Stress

 Men: 23.4%

Women: 42.8%
Trauma- and stressor-related disorders

 

 PTSD

Acute Stress Disorder

Reactive Attachment Disorder

Adjustment

Disinhibited Social Engagement Disorder

 Anger

Aggression

Dysphoria

Dissociation

 Genetic mental health risk

Anxiety

Depression

Life experiences

Severe trauma

The brain’s regulation of chemicals and hormones in response to stress

 6.8% of the general population
Bipolar and related disorders

 

 Bipolar I Disorder

Bipolar II Disorder

Rapid-cycling

 Manic episodes-

Periods of abnormal and persistently elevated expansive or irritable moods that last one week or more

Hypomanic episodes- Periods of abnormal and persistently elevated expansive or irritable moods that last four consecutive days

 Biological differences-physical changes in the brain

Neurotransmitters-imbalance in naturally occurring brain chemicals

Inherited traits

 2.6% of the adult population; where 82.9% cases are severe
Depressive disorders

 

 Loss and Grieving

Postpartum Depression

Major Depressive Disorder

Dysthmic Disorder

Psychotic Depression

 Sadness

Discouragement

Hopelessness

Loss of Appetite

Pessimism

 Genetics

Illness

Abuse

Loss of job or loved one

Divorce

 Women: 20-26%

Men: 8-12%

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2013 by University of Phoenix. All rights reserved.

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5-2 Module Five Milestone

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Instructions

In this module, you will complete the Module Five Milestone assignment by using the provided Module Five Milestone Template.

Submit your assignment here. Make sure you’ve included all the required elements by reviewing the Module Five Milestone Guidelines and Rubric.

PSY 215 Module Five Milestone Template

Complete this template by replacing the bracketed text with the relevant information.

 

For this milestone, you will use the Four D’s diagnostic indicators to analyze one behavior that might impair a person’s adaptive daily functioning. You will determine if that behavior could potentially represent a clinical disorder. Use your template to address the rubric criteria listed below with a minimum of 3 to 5 sentences per bullet. Support your answers with a credible source when necessary.

 

From the list in the Module Five Milestone Guidelines and Rubric, select one behavior that might impair a person’s adaptive daily functioning, then address the following:

 

· Distress: Describe the extent to which the selected behavior causes distress as characterized by mental or emotional imbalance.

[Insert text]

· Dysfunction: Describe the extent to which the selected behavior causes dysfunction by interfering with adaptive daily functioning.

[Insert text]

· Danger: Describe the extent to which the selected behavior presents as a danger to self or others.

[Insert text]

· Deviance: Describe the extent to which the selected behavior deviates from normality.

[Insert text]

1

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Conceptualization Paper (watch a movie and do write the paper )

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I’m giving you here most of the things that you will need to get the paper done

You will write a conceptualization paper of a chosen movie character/case, this will be your “client.”

———————————————————————–

I have chosen the movie (it is kind of funny story)->(the movie URL: https://openload.co/embed/MPJFcciI6A0 ) the character has depression and some other issue . You will need to see the movie to describe the client problem. He is 16 years old.

We need to choose one therapy to help this client, and it should work with him. in the class we caver some therapy like(Existential therapy, Person-centered therapy) and those all work with him but we need to choose one only.

Then we look through it and put two goals and three strategies. Not list them need to explain each strategies.  Include 3 key concepts of theories relate to the character. Need to focused on his self-care include sort term care goal and long-term goal.The therapeutic strategies will be used to achieve these goals. I have attached  the PowerPoint for the therapy(you will need to use only one therapy (chapter 6 or 7 the third file is just to help you ) ).

———————————————————————–

   My professor notes regarding to the structure of the paper 

  Requirements: 8 page max, double-spaced, Times New Roman 12 pt. font, APA style.

Identifying Information:

Identifying information of the client (about 4-5 sentences long): age, gender, race, marital status, living situation, and education.

Conceptualization of the Problem:

Therapist’s conceptualization of the problem: You must include two goals and three strategies for therapy with this client. For example: Your understanding of the problem utilizing your choice of one of the theoretical models studied in class. Your explanation of the presenting problem should include some central themes and dynamics of the client’s personality. You must describe the client’s problem as explained by the chosen theory.

Include at least 3 key concepts (total) of the theories that specifically relate to the character. “Therapy with this client will focus on increasing his self-care. Better self-care would include….A short-term self-care goal would be… and a longer-term goal would be…. The following therapeutic strategies will be used in order to achieve these goals: 1) The client will explore and assess his current self-care regimen. 2) The client will explore ways to increase his self-care behaviors in his daily life.” ***Make sure to explain how you would conduct each strategy, do not just list each one.

Conclusion:

What would it be like to work with this client? Challenges/Rewards?

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Module Two Activity: Graphing

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This course will require you to create graphs using Microsoft Excel and the Analysis ToolPak add-in. For this activity, which will help prepare you for Projects One and Three, you’ll use the same data set from the previous page to create a pie chart and a histogram. Then, using the interactive template at the bottom of the page, you’ll upload your charts as images and then download them in a Word document to submit to your instructor. This is an important workflow to learn because you’ll do it again as part of Projects One and Three. To help you create graphs or charts using Excel and the Analysis ToolPak, refer to this Graphing Tips and Tricks document.

A pie chart for Race A histogram for Age, with a bin for each year based on the minimum and maximum data

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Short Paper: Analyzing a sample intelligence-achievement report

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To complete this short paper, you will analyze and consider a diagnosis based off the results of the intelligence and achievement tests. Think about how viewing results from both tests can help a practitioner better understand the test-taker’s functioning and provide a more comprehensive recommendation.
Utilize your understanding of intelligence and achievement testing to assign a diagnosis to Bob Schmoe from the Sample Intelligence Achievement Report. (Attached)
Write about Bob’s strengths and weaknesses as they relate to his intelligence and achievement testing. Consider the following questions:

  • Which areas in the Wide Range Achievement Test 4 (WRAT-4) and Wechsler Abbreviated Scale of Intelligence 2 (WASI-2) would be considered strengths for Bob? Which areas would be considered weaknesses?
  • Assess Bob’s strengths and weaknesses and consider how both impact his overall functioning.
  • Based upon his identified areas of limitations, what are some suggestions or recommendations for Bob?

To complete this assignment, review the Module Five Short Paper Guidelines and Rubric document. (Attached)

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Quiz

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A client reports the following: “I like spaghetti. Worms dig in the earth. It might rain today.” This is an example of:   a. a delusion.   b. a hallucination.   c. a loosening of associations.   d. Avolition. 5 points    Question 2    Children with ____________ disorder demonstrate deficits in social interactions and communication and display repetitive patterns of behavior, interests, and activities.   a. autistic   b. Rett’s   c. childhood disintegrative   d. autism spectrum 5 points    Question 3    Children with attention-deficit/hyperactivity disorder (ADHD) are more likely than children without a psychological disturbance to belong to families:   a. that strictly enforce discipline through physical punishment.   b. in which both parents are employed.   c. that experience frequent disruptions and aggressive parents.   d. from lower socioeconomic groups. 5 points    Question 4    Disorders characterized by impairment in two key areas of development including deficits in social interactions, communication with others, and repetitive patterns of behavior are called _____.   a. chronic developmental disorders   b. autism spectrum disorder   c. intellectual development disorder   d. conduct disorder 5 points    Question 5    Individuals with ______ violate the rights of others and society’s norms or laws.   a. ADHD   b. autism spectrum disorder   c. conduct disorder   d. oppositional defiant disorder 5 points    Question 6    Kara has borderline personality disorder. She has a tendency to go from friendly and loving when she perceives someone as “good” to flying into a rage when she thinks that person has rejected her. Which of the following terms does Kara’s behavior exemplify?   a. Parasuicide.   b. Semantic dementia.   c. Psychopathy.   d. Splitting. 5 points    Question 7    Psychosis refers to knowing the difference between:   a. right and wrong.   b. conscious and unconscious desires.   c. what is real and what is not real.   d. pleasure and pain. 5 points    Question 8    Restricted affect refers to:   a. a loss of motivation to complete tasks.   b. a lack of pleasure.   c. an absence of emotional expression.   d. demonstration of delusions and hallucinations. 5 points    Question 9    Roger curses at his parents and calls his mother degrading names. He slapped his schoolteacher because she told him that he needed “to get to work” and he doesn’t like anyone telling him what to do. After being suspended from school, Roger’s parents put him on restriction and he was not to watch TV or leave the house; however, as soon as he got up in the morning, Roger would leave to go hang out at the local convenience store and smoke. Which of the following behaviors best characterizes Roger’s behavior?   a. Autism spectrum disorder.   b. ADHD.   c. Oppositional defiant disorder.   d. Developmental coordination disorder. 5 points    Question 10    The odd and eccentric behaviors seen in schizophrenia can resemble the symptoms of _____ disorder.   a. obsessive-compulsive   b. autism spectrum   c. histrionic personality   d. somatic symptom 5 points    Question 11    The personality disorder that is characterized by rigidness, perfectionism, and emotional blockage is:   a. avoidant personality disorder.   b. dependent personality disorder.   c. obsessive-compulsive personality disorder.   d. histrionic personality disorder. 5 points    Question 12    The term “psychopath” is synonymous with _____ personality disorder.   a. borderline   b. obsessive-compulsive   c. antisocial   d. narcissistic 5 points    Question 13    Vic has demonstrated a long-standing pattern of disreputable and manipulative behaviors. He has a drug abuse problem and a long criminal record for a variety of crimes. What is worse, he shows no remorse for some of the harsh things he has done. Vic would most likely be diagnosed as having _____ personality disorder.   a. borderline   b. histrionic   c. antisocial   d. avoidant 5 points    Question 14    Which of the following personality disorders is more likely to endorse beliefs such as “I don’t have to be bound by rules that apply to other people”?   a. Borderline personality disorder.   b. Schizotypal personality disorder.   c. Avoidant personality disorder.   d. Narcissistic personality disorder. 5 points    Question 15    Which of the following statements about children with autism spectrum disorder is FALSE?   a. They tend to become distressed when routines are changed.   b. They often develop narrow and specifically focused interests.   c. They may seem impervious to pain, heat, or cold.   d. They rarely notice changes in sound, light, or smell. 5 points    Question 16    Which of the following symptoms is characteristic of borderline personality disorder?   a. Hallucinations.   b. Manic behavior.   c. Major depressive episodes.   d. Unstable relationships. 5 points    Question 17    Which personality disorder is characterized by an unstable or disorganized identity and is accompanied with odd beliefs, perceptions, and self-presentations?   a. Paranoid personality disorder.   b. Borderline personality disorder.   c. Schizotypal personality disorder.   d. Dependent personality disorder. 5 points    Question 18    Which type of hallucinations is the most common in people with schizophrenia?   a. Auditory.   b. Visual.   c. Tactile.   d. Gustatory. 5 points    Question 19    Why is ADHD considered to be a controversial diagnosis?   a. There is no clinical data available to prove that the disorder exists.   b. Most clients diagnosed with ADHD are just drug-seeking patients claiming to have ADHD to get their physician just to prescribe them the stimulant medications to treat it.   c. Many mental health providers believe that the disorder is over diagnosed and is misapplied to individuals who are unwilling or unmotivated to focus on difficult or unpleasant tasks.   d. Because those diagnosed with the disorder are primarily unwilling or unmotivated to focus on difficult or unpleasant tasks and this label excuses this behavior. 5 points    Question 20    _____ are ideas that an individual believes are true but are highly unlikely and often simply impossible.   a. Hallucinations   b. Psychoses   c. Deceptions   d. Delusions 5 points     Save and Submit

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MOMENTO movie

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Memento

 

 

Analyze narrative in Memento making use of the materials on Blackboard and in class. You may also find the recommended article The Plot of Memento in Chronological Order of use as well.

 

– Contrast the terms restricted narration and omniscient narration and explain the use of each in Memento, including examples.

 

– Contrast the terms linear narrative structure and non-linear narrative structure and explain which is predominant in Memento. Describe the narrative structure (how the scenes were arranged) of Memento.

 

 

 

– How does the narrative structure of Memento relate to the viewer’s understanding of Lenny’s condition? What aspects of the narrative do not parallel Lenny’s experience?

 

– Describe the beginning, middle (turning point), and end of the (chronological) story in Memento and the cues the filmmaker used to help the viewer identify these since they were not presented in a linear fashion.

 

– Explain how the use of both restrictive narration and of the reverse chronological narrative structure in Memento creates a sense of mystery for the viewer.

 

Describe and relate the following concepts from the Sparknotes: Memory Processes article to Memento:

 

– Define the terms encoding, storage, and retrieval and explain which aspects of these three processes are working normally and not normally in Lenny. Where in these three process does his problem mainly lie?

 

– Lenny says he has a short-term memory problem. Define short-term memory, working memory, and long-term memory and explain why his problem isn’t really short-term memory per se. What is the real problem and which aspects of his long-term memory are affected and which are not affected?

 

Describe and relate the following concepts from the Living in the Moment: The Strange Case of Henry M. & Anterograde Amnesia article to Memento:

 

– Contrast the terms retrograde amnesia and anterograde amnesia and explain which one Lenny has.

 

 

 

– What part of Lenny’s brain was probably damaged in the assault that produced his condition? Use information from the article to explain your answer.

 

 

– Describe which aspects of Henry M.’s case and the description of anterograde amnesia fit Lenny’s experience, and include specific examples from the film

 

 

– Describe which aspects of Henry M.’s case and the description of anterograde amnesia DO NOT fit Lenny’s experience, and include specific examples from the film

 

Comment on some other issues:

 

– Memento also involves the psychology of identity and selfconcept. In your opinion, how do memories influence identity and our interactions with others? Illustrate with examples from the film. Is there something to who we are that is separate from our memories? In Memento, Teddy tells Lenny that Leonard Shelby is “who you used to be, not what you’ve become.” Who is “Lenny?” his ideas of Leonard Shelby who doesn’t remember the awful things he’s done, or the guy who is doing these awful things?

 

 

– A common question and criticism of Memento has to do with how it is possible for Lenny to know he has a memory condition. How might you explain it?

 

 

 

– What aspects of the film do you find confusing or inconsistent?

 

 

 

Michael Caruso (2007) Psychology and the Cinema

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