Final project completion

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PSY 550 Final Project Guidelines and Rubric

Overview Assessments are essential instruments utilized in the field of psychology to support clinicians by informing treatment, understanding the breadth of one’s functioning, providing insight, and helping with diagnostic clarity. Understanding how psychologists utilize tests, understand/interpret results, and develop recommendations based on the assessments is key to providing the best treatment possible for the people you serve. In this final project, you will be tasked with developing a conceptualization of an individual based upon background information and results from a few select tests. In order to do so, you will examine research to understand the purpose of the chosen tests, why they were utilized, and how they help to inform the overall understanding of the individual’s presenting problems. In order to formulate a comprehensive conceptualization and develop appropriate recommendations, one must understand how to interpret tests and consider cultural/ethical issues associated with the vignette. This assessment provides a simulation of what it would be like to examine assessments in your everyday work. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Four and Seven. The final product will be submitted in Module Nine. In this assignment, you will demonstrate your mastery of the following course outcomes:

 Assess the primary tools and methods used for the development of psychological tests and assessments for their validity and reliability

 Distinguish between the different domains of psychological tests and assessments for determining their appropriate applications

 Apply psychometric principles for interpreting and evaluating the results of psychological measurement instruments

 Determine the influence of cultural and environmental factors on psychological testing and assessment for ensuring psychometric soundness

 Assess the ethical issues involved in the administration and interpretation of tests and assessments

 

 

 

 

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Prompt You will submit an assessment analysis for your final project. You will choose one of the provided case vignettes of a mock assessment, based upon your area of interest, and use the information provided in the vignette to respond to the critical elements. Vignette One Vignette Two Specifically, the following critical elements must be addressed:

I. Introduction: In your introduction, summarize the vignette you chose and address the following: A. Develop a problem statement. In your response, identify a reason for the referral and identify the tests used to evaluate the client.

II. Test and Assessment Development Analysis: Test One A. Describe how the test is administered. B. Describe the populations for which the test is normed. C. Explain the information the test yields. D. Determine the reliability and validity of the test when administered to varying populations. E. Describe the cut scores for “normal” versus “at-risk” and/or “clinically significant.” F. Assess any cultural concerns for their impact on the effectiveness of the administration of the test. G. Determine if there are any ethical issues in relation to administering the test. H. Assess the methods for interpreting and communicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) for their

appropriateness. III. Test and Assessment Development Analysis: Test Two

A. Describe how the test is administered. B. Describe the populations for which the test is normed. C. Explain the information the test yields. D. Determine the reliability and validity of the test when administered to varying populations. E. Describe the cut scores for the test results. Be sure to identify the “normal” versus “at-risk” and “clinically significant” cut scores. F. Assess any cultural concerns for their impact on the effectiveness of the administration of the test. G. Determine if there are any ethical issues in relation to administering the test.

 

 

 

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H. Assess the methods for interpreting and communicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) for their appropriateness.

IV. Clinical Formulation A. Analyze the results of the test using industry standard tools. B. Determine a diagnosis based on the data provided. C. Interpret the psychometric data from the test results to address the reason for the referral.

V. Recommendations A. Recommend actionable ways to best treat the client based on the clinical formulation. B. Assess potential ethical issues for their impact on presenting results to the client. C. Determine strategies to present results to the client that are ethical and strength-based.

D. Discusses limitations of the analysis.

Milestones Milestone One: Introduction and Research In Module Four, you will submit a draft of the Introduction of the final project and Parts A through D of Sections I and II for tests one and two (the Test and Assessment Development Analysis sections). This milestone will be graded with the Milestone One Rubric. Milestone Two: Research and Clinical Formulation In Module Seven, you will submit Parts E through H for tests one and two in the Test and Assessment Development Analysis section and the Clinical Formulation section (Sections III and IV). This milestone will be graded with the Milestone Two Rubric. Final Submission: Assessment Analysis In Module Nine, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. You will add your Recommendations section (Section V) to the revised milestone assignments. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

 

 

 

 

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Final Project Rubric Guidelines for Submission: Your assessment analysis must be 8 to 10 pages in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least six references cited in APA format, including a references page.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Introduction: Problem Statement

 

Meets “Proficient” criteria and response demonstrates an advanced ability to distill key details from a vignette to develop a problem statement

Develops a problem statement that identifies the reason for referral and the type of assessments used

Develops a problem statement that identifies the reason for referral and the type of assessments used, but statement is missing key elements

Does not develop a problem statement that identifies the reason for referral and the type of assessments used

2.74

Test and Assessment Development Analysis-

Test One: Administered

 

Meets “Proficient” criteria and description is insightful and contains exceptional detail

Describes how the test is administered

Describes how the test is administered, but description is cursory or lacks detail

Does not describe how the test is administered

4.8

Test and Assessment Development Analysis-

Test One: Population

 

Meets “Proficient” criteria and demonstrates a keen insight into the applications of the test

Describes the populations for which the test is normed

Describes the populations for which the test is normed, but response contains inaccuracies or lacks justification

Does not describe the populations for which the test is normed

2.74

Test and Assessment Development Analysis-

Test One: Yields

Meets “Proficient” criteria and response is insightful and contains exceptional detail

Explains the information the test yields

Explains the information the test yields, but response lacks sufficient detail

Does not explain the information the test yields

4.8

Test and Assessment Development Analysis-

Test One: Reliability and Validity

Meets “Proficient” criteria and demonstrates a nuanced understanding of test administration on varying populations

Determines the reliability and validity of the test when administered to varying populations

Determines the reliability and validity of the test when administered to varying populations, but response contains inaccuracies

Does not determine the reliability and validity of the test when administered to varying populations

2.74

 

 

 

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Test and Assessment Development Analysis-

Test One: Cut Scores

Meets “Proficient” criteria and description includes exceptional detail

Describe the cut scores of the test

Describes the cut scores for but response contains inaccuracies or is missing key information

Does not describe the cut scores

3.84

Test and Assessment Development Analysis-

Test One: Cultural Concerns

Meets “Proficient” criteria and demonstrates keen insight into the impact of cultural concerns on test administration

Assesses any cultural concerns for their impact on the effectiveness of the administration of the test

Assesses any cultural concerns for their impact on the effectiveness of the administration of the test, but response is cursory or illogical or lacks detail

Does not assess any cultural concerns for their impact on the effectiveness of the administration of the test

4.8

Test and Assessment Development Analysis-

Test One: Ethical Issues

Meets “Proficient” criteria and demonstrates a sophisticated insight into the ethical issues

Determines if there are any ethical issues related to administering the test

Determines if there are any ethical issues related to administering the test, but response is cursory or illogical or lacks detail

Does not determine if there are any ethical issues related to administering the test

4.8

Test and Assessment Development Analysis-

Test One: Methods

Meets “Proficient” criteria and is insightful and contains exceptional detail

Assesses the methods of interpreting and communicating the results for their appropriateness

Assesses the methods of interpreting and communicating the results, but response is cursory or illogical or lacks detail

Does not assess the methods of interpreting and communicating the results

2.74

Test and Assessment Development Analysis-

Test Two: Administered

Meets “Proficient” criteria and description is insightful and contains exceptional detail

Describes how the test is administered

Describes how the test is administered, but description is cursory or lacks detail

Does not describe how the test is administered

4.8

Test and Assessment Development Analysis-

Test Two: Population

Meets “Proficient” criteria and demonstrates a keen insight into the applications of the test

Describes the populations for which the test is normed

Describes the populations for which the test is normed, but response contains inaccuracies or lacks justification

Does not describe the populations for which the test is normed

2.74

 

 

 

 

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Test and Assessment Development Analysis-

Test Two: Yields

Meets “Proficient” criteria and response is insightful and contains exceptional detail

Explains the information the test yields

Explains the information the test yields, but response lacks sufficient detail

Does not explain the information the test yields

4.8

Test and Assessment Development Analysis-

Test Two: Reliability and Validity

Meets “Proficient” criteria and demonstrates a nuanced understanding of test administration on varying populations

Determines the reliability and validity of the test when administered to varying populations

Determines the reliability and validity of the test when administered to varying populations, but response contains inaccuracies

Does not determine the reliability and validity of the test when administered to varying populations

2.74

Test and Assessment Development Analysis-

Test Two: Cut Scores

Meets “Proficient” criteria and description includes exceptional detail

Describes the cut scores of the test

Describes the cut scores for the test, but response contains inaccuracies or is missing key information

Does not describe the cut scores

3.84

Test and Assessment Development Analysis-

Test Two: Cultural Concerns

Meets “Proficient” criteria and demonstrates keen insight into the impact of cultural concerns on test administration

Assesses any cultural concerns for their impact on the effectiveness of the administration of the test

Assesses any cultural concerns for their impact on the effectiveness of the administration of the test, but response is cursory or illogical or lacks detail

Does not assess any cultural concerns for their impact on the effectiveness of the administration of the test

4.8

Test and Assessment Development Analysis-

Test Two: Ethical Issues

 

Meets “Proficient” criteria and demonstrates a sophisticated insight into the ethical issues

Determines if there are any ethical issues related to administering the test

Determines if there are any ethical issues related to administering the test, but response is cursory or illogical or lacks detail

Does not determine if there are any ethical issues related to administering the test

4.8

Test and Assessment Development Analysis-

Test Two: Methods

 

Meets “Proficient” criteria and assessment is insightful and contains exceptional detail

Assesses the methods of interpreting and communicating the results for their appropriateness

Assesses the methods of interpreting and communicating the results, but response is cursory or illogical or lacks detail

Does not assess the methods of interpreting and communicating the results

2.74

 

 

 

 

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Clinical Formulation: Results

Meets “Proficient” criteria and analysis is insightful and contains exceptional detail

Analyzes the results of the tests using industry-standard tools

Analyzes the results of the tests using industry-standard tools, but analysis contains inaccuracies or lacks detail

Does not analyze the results of the tests using industry- standard tools

3.84

Clinical Formulation: Diagnosis

Meets “Proficient” criteria and determination is insightful and contains exceptional detail

Determines a diagnosis based on the data provided

Determines a diagnosis based on the data provided, but diagnosis lacks justification or detail

Does not determine the diagnosis based on the data provided

3.84

Clinical Formulation: Psychometric Data

Meets “Proficient” criteria and demonstrates a complex grasp of the psychometric data

Interprets the psychometric data from the test results to address the reason for the referral

Interprets the psychometric data from the test results to address the reason for the referral, but submission contains inaccuracies or is missing key details

Does not interpret the psychometric data from the test results to address the reason for the referral

3.84

Recommendations: Treat

Meets “Proficient” criteria and recommendations are insightful and detailed

Recommends actionable ways to best treat the client based on the clinical formulation

Recommends actionable ways to best treat the client based on the clinical formulation, but recommendations are cursory or illogical or lacks detail

Does not recommend actionable ways to best treat the client based on the clinical formulation

4.8

Recommendations: Impact

Meets “Proficient” criteria and demonstrates a sophisticated insight into ethical issues related to presenting results to a client

Assesses potential ethical issues for their impact on presenting results to the client

Assesses potential ethical issues for their impact on presenting results to the client, but assessment is cursory or illogical or lacks detail

Does not assess potential ethical issues for their impact on presenting results to the client

4.8

Recommendations: Results

Meets “Proficient” criteria and demonstrates keen insight into strategies that are ethical and strength-based

Determines strategies to present results to the client that are ethical and strength- based

Determines strategies to present results to the client that are ethical and strength- based, but strategies are not appropriate or lack detail

Does not determine strategies to present results to the client that are ethical and strength- based

4.8

 

 

 

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Recommendations: Limitations

Meets “Proficient” criteria and discussion is insightful and exceptionally detailed

Discusses limitations of the analysis

Discusses limitations of the analysis, but response is cursory or illogical or lacks detail

Does not determine limitations of the analysis

4.8

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to- read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

4.02

Total 100%

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Psychology / 2 full pages @ least/ Research-Supported / No plagiarism / APA style

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Write a paper  two pages, double spaced, 12 font.

STUDENT IS A YOUNG STUDENT NURSE, SINGLE,  EASY GOING.

Discuss what you learnt this semester in Psychology 101 in terms of how it will help you in achieving satisfaction in life. This is in particular reference to love and work. No research is necessary. This paper is focusing on your own self-reflection.

No spelling and grammar errors allowed.

 

Course Goals Overall:

A. Course objectives:

Upon Completion of the course, students will be able to:

1. define the fundamental concepts associated with each of the course’s major topics

2. identify the advantages and disadvantages of the various research methods used to study animal and human behavior and mental processes

3. apply major theoretical perspectives and/or data derived from psychological research to maximize self-management, self-improvement, and/or resolve personal, relational, social and/or workplace situations

4. analyze psychological information found  in  print, information technology, film, television, radio, and other resources by evaluating the authenticity, timeliness, relevance and validity of that information

explain the ethical considerations that govern psychological research with humans and animals and in conducting psychotherapy

5. demonstrate the skills of accessing, evaluating, and communicating current research pertaining to psychology topics by engaging in class discussions, individual or collaborative presentations, and/or written assignments that are well organized, cohesive and logical

6. explain how psychological data and theories have continually evolved and why that requires the ability to pursue lifelong learning

7. analyze and evaluate the role of diverse cultural, international, and global perspectives in the formation of differences in behavior, attitudes, and perceptions

8. analyze and evaluate their strengths and weaknesses as learners

B. Major Topics:

Topics addressed in PSYC 101, Introduction to Psychology, will include:

1. The evolution of modern psychology

2. Research methods and ethical issues in psychology

3. The sub-fields of psychology

4. Biological bases of behavior and mental process

5. Sensation and perception

6. States of consciousness

7. Basic principles of learning

8. Memory

9. Cognition, language and intelligence

10. Human development

11. Motivation and emotion

12. Personality theories and assessment

13. Stress: its causes, effects and control

14. Psychological disorders: their nature and causes

15. Prevention and treatment of mental disorders

16. Social psychology

17. The nature of cultural and gender diversity in the human experience

C. Rationale: PSYC 101 provides an excellent introduction into the world of professional psychology. In that Psychology is the study of human behavior, I sincerely hope that you, the student, will find much of what you learn to have personal relevance. I will do my best to help make the bridge between classroom academics and the reality of your own life. Even if you never take another psychology course, I hope you will take with you what you learned in this course and apply it to your own real world life. The knowledge you gain will surely help you become better in your interactions with parents, children, boyfriends, girlfriends, spouses, employers and employees. I will do my best to demonstrate how what we study in this course is relevant to what you encounter in the world outside the classroom.

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paper psychology

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In 1,400 words or less, please describe an incident relevant to social psychology that you
experienced or witnessed. Indicate the number of words at the top of the paper.
After describing the incident you either witnessed or experienced, explain how four (4) of the
course concepts you were exposed to (either in lecture or the book) have helped you better understand the
social psychology of this incident. Please use only our lecture or course textbook as sources for your
paper. Make sure to clearly and thoroughly explain each concept before describing how it has helped
your understanding of social psychology. Underline each concept. Cite your explanations of concepts
using the format (Text, p. XX), or (Lecture, Date). Please do not attach a Title Page, Bibliography or
Reference Page. This is unnecessary. Instead of quoting, paraphrase.

Your grade will be heavily based on the clarity and completeness of your concept explanations, as well as
how persuasively you show that the concepts have helped you better understand the incident. It also will
be based on following these directions (i.e. word count, number of underlined concepts, explaining an
incident).

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Can this be written in APA style 7th edition only with 3 scholarly references? Use attachments provided.

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What does the ACA code of ethics say about the role of counselors/group workers in regard to community presence and/or multiculturalism?

  1. Why is this important especially for group counseling? Name and discuss at least two (2) ethical codes in your response.
  2. Pick three (3) of the ten strategies highlighted in the Ten Strategies article and discuss for each one that you select:
  3. Why you believe this strategy is necessary for cultural awareness and competence in group work/group leadership
  4. Describe a specific example (not stated in the article) of how you could apply this strategy in a real world group setting.
  5. How does this strategy relate to one more of the ethical codes that you identified in section one of this paper
  • This assignment requires at least 3 scholarly references

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7-2 Project Two

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Competencies

In this project, you will demonstrate your mastery of the following competencies:

  • Evaluate approaches to cognitive research
  • Apply concepts of cognitive science to innovation and technology

Supporting Materials

The following resources support your work on the project:

  • Reading: Tips for Writing Popular Blog Posts
    Review this Shapiro Library resource for useful tips about creating blog posts.
  • Reading: Categorization Is Cognition
    Review this blog-style article as an example of what your finished blog might look like. Notice the tips from the Shapiro Library article above that are present: a catchy title, an image, and well-written body text organized by headers.

Scenario

As technology evolves, members of the cognitive science community seek to better characterize the potential impacts that technology might have on our cognitive skills. There have been exciting benefits to the advances over the past 20 years, but have these same tools also changed the way we think? Have they changed our capacity to attend and process information? As you have learned in previous courses, such as PSY 222 (Research Methods) and PSY 260 (Statistical Literacy in Psychology), these sparks of curiosity can turn into research questions, and soon a body of work is produced—in this case, one that examines the effects of innovation and technology on the cognition of specific populations. To successfully complete this assignment, you will need to use your data literacy skills and analyze the research for what it is and for what it isn’t.

For this project, due in Module Seven, you will create a technology and cognition blog post with the goal of educating a general audience, as well as healthcare providers, who are educated but not necessarily familiar with your topic of research. Do your best to summarize your sources in your own words with a scientific and formal but not overly technical tone. As such, do not use quotations in your blog, but be sure to use in-text citations and references appropriately. Building this type of communication skill will exercise your ability to consume information and will benefit you in any career path you choose.

In your Project Two Milestone, which was due in Module Five, you selected a topic and completed an annotated bibliography of current research related to your topic. Be sure to incorporate any instructor feedback on the analysis of your sources before beginning work on this project. You will use all of the primary sources from your milestone to complete this project. You must address each of the rubric criteria listed below in about 600 to 900 words total.

Directions

Based on your topic selection and research in your Project Two milestone, create a technology and cognition blog post using the Project Two Template. You must address the rubric criteria listed below in about 600 to 900 words total:

  1. Topic Summary and Theory Background
    1. Describe why research is being done on your selected topic.
    2. Summarize how technology affects cognition for your selected topic.
    3. Describe how a classic theory or concept in cognitive psychology applies to your selected topic. Examples include encoding specificity, levels of processing, late or early selection models, the multiple resources approach to attention, automaticity, and the dual-route model of language.
  2. Compare and Contrast Primary Research Articles: To answer each of the questions below, compare and contrast two of the three primary sources you identified in your Project Two milestone. Incorporate all three primary sources in your responses.
    1. Compare the use of participants in two primary sources of your choice. Consider how the choice of participants is relevant to the research or how comparing the participants could inform future research or different conclusions.
    2. Compare the measures, tests, and research designs used in two primary sources and compare how these measures relate to the specific domains of cognition mentioned in the articles. Consider how the research methods used are relevant to the research and how they can inform future research or different conclusions.
    3. Compare the limitations identified in two primary sources of your choice. Consider how the limitations are relevant to the research methodology implemented or conclusions drawn. For example, does the methodology in one article use procedures that can be used to infer causation more precisely and accurately? Does one source have a more representative sample than the other?
  3. Conclusions
    1. Describe your conclusions about your selected topic based on the research you have analyzed.

What to Submit

To complete this project, you must submit the following:

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Milestone one …. Due 1/26/18 by noon

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Submit a draft of the literature review due as part of your final research investigation using the three articles that were provided for your track and topic in Module Two.

In addition, for this milestone, you will need to find two additional articles to use for your final project.

Rather than following the format of a typical lengthier APA literature review, you will instead prepare five shorter, adapted, individual literature reviews (one for each article).

Each literature review should be 2-4 pages in length. (These literature reviews will lead up to the final literature review submission, which will consist of a total of five literature reviews, based on the three articles provided in your track and the two additional articles you find and select for this milestone.)

Total of five literature views ……

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Applying Critical Thinking Reflections

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Over the past five weeks you have learned about different elements related to critical thinking. You related the concepts to your personal experiences, and evaluated your critical thinking skills. You’ve identified fallacies, evaluated arguments, and learned the role of these concepts in your daily life. Now it’s time to apply the concepts together. In this assignment, you will review a real-world scenario and apply the critical thinking skills you have developed.

 

Write a 350- to 700-word reflection on the scenario, using the Reflection Template. Follow the instructions within the template to complete your reflection. You will need to include an introduction paragraph to introduce your reader to the topics you will be discussing; 3 body paragraphs, each with specific questions that need to be addressed within; and a conclusion paragraph to bring your paper to a close.

Review the Critical Thinking Scenario.

Note: The Reflection Template is already formatted appropriately, and you do not need to make any changes to the format. Be sure to demonstrate your critical thinking abilities in your responses to the questions, and ensure your paper flows well from topic to topic.

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Phi 103 Week 3 Assignment

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Counterargument Paper

 

This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one’s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.

 

Here are the steps to prepare to write the counterargument paper:

 

  • Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
  • Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
  • Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
  • Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
  • Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.

 

In your paper,

 

  • Present a revised argument in standard form, with each premise and the conclusion on a separate line.
  • Present a counterargument in standard form, with each premise and the conclusion on a separate line.
  • Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center’s Introductions and Conclusions.
  • Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
  • Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
    • For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
  • Present the best objectionto your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
    • See the “Practicing Effective Criticism” section of Chapter 9 of your primary textbook for more information about how to present an objection.

 

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.

 

For an example of how to complete this paper, take a look at the following Week Three Annotated Example. Let your instructor know if you have questions about how to complete this paper.

 

 

 

The Counterargument Paper

 

  • Must be 500 to 800 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at the APA Essay Checklist for Students webpage).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at the APA References List webpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

 

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SOCW 6121/Field IV Wk 4

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Discussion1: Confidentiality

One of the most important concepts in clinical practice and group work is confidentiality. All members of the group sign an informed consent form in order to address the rules and parameters of the group sessions. The rules regarding confidentiality are stated in one section of the form. Although every member must sign this agreement, ensuring that all information shared in the group remains confidential can be difficult. As the group leader, the clinical social worker is responsible for developing strategies so that all members feel safe to share.

For this Discussion, review the “Working With Groups: Latino Patients Living With HIV/AIDS” case study.

· Post strategies you might prefer to use to ensure confidentiality in a treatment group for individuals living with HIV/AIDS. 

· Describe how informed consent addresses confidentiality in a group setting. 

· How does confidentiality in a group differ from confidentiality in individual counseling? 

· Also, discuss how you would address a breach of confidentiality in the group.

References (use 3 or more)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Working With Groups: Latino Patients Living With HIV/AIDS” (pp. 39–41)

Himalhoch, S., Medoff, D. R., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis. AIDS Patient Care and STDs, 21(10), 732–739.

Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy. International Journal of Group Psychotherapy, 56(4), 455–476.

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Working With Groups: Latino Patients Living WithHIV/AIDS

The support group discussed here was created to address the unique needs of a vulnerable population receiving services at an outpatient interdisciplinary comprehensive care center. The center’s mission was to provide medical and psychosocial services to adult patients living with HIV/AIDS (PLWH). Both patients and providers at the center expressed a need for a group to address the needs of the center’s Latino population. At the time the group was created, 36% of the center’s population identified as Latino, and 25% of this cohort identified Spanish as their primary language. The purpose of the group was twofold: 1) to reduce the social isolation felt by Latino patients at the center and 2) to create a culturally sensitive environment where Latino patients could explore common medical and psychosocial issues faced by PLWH within a cultural context.

Planning for the group consisted of 1) defining a format for the group, 2) recruiting appropriate members, and 3) building an appropriate group composition. When considering the format of the group, I thought about structure, time, place, and language. The group was designated a closed group in that new patients were not admitted once the initial membership was determined. The group was held in the center’s conference room, which was furnished with comfortable seating around a large conference table so that members were visible to each other during group sessions. The group met once a week for 90-minute sessions during which 60 minutes were spent on open discussion and the last 30 minutes were spent on having lunch. Given the importance of food in the Latino culture, I thought members would appreciate the opportunity to share a meal with their peers. I decided to designate the group as Spanish-speaking so that all sessions were held in Spanish. This offered members not only a sense of comfort and an opportunity to explore issues in their native tongue, but it also addressed the language barrier that often isolates Latino PLWH.

I used several strategies to recruit members. I hung flyers throughout the center, and I informed my colleagues about the group during interdisciplinary staff meetings. Referrals ultimately came from physicians, social workers, and even administrative staff who had developed relationships with patients at the center. When considering group composition, I focused on creating balance in group size and the characteristics of individual members. I worked to create a group with enough members so that discussions would be fruitful and differing opinions could be presented, but at the same time, individual members would have an opportunity to discuss their unique feelings, thoughts, and opinions. When it came to member characteristics, I strove to create a balance between homogeneity and heterogeneity across such domains as age, sex, sexual orientation, socioeconomic status, etc. The goal was to create a group where no member felt isolated by uniqueness while simultaneously promoting diversity between members. Prior to being admitted to the group, potential members were interviewed/screened in person or by phone. The focus of these interviews was to 1) assess the patient’s ability to communicate in Spanish, 2) describe the purpose of the group, 3) discuss individual expectations for the group, and 4) answer questions about group process and function. A total of 15 patients were referred. Four declined to participate before the group started and two did not show up after the first session. Of the remaining nine members, three were women and six were men. All of the men had a significant history of intravenous drug use (IVDU). Two of the men identified as gay, one identified as bisexual, and three considered themselves to be heterosexual. All of the women were heterosexual, identified a risk factor of unprotected heterosexual sex, and denied a history of IVDU. Members’ ages ranged from 36 to 60.

The group ran successfully for 18 months. Throughout the life of the group, several recurrent themes were discussed, including 1) stigma of HIV and homosexuality, 2) disclosure of HIV status, 3) safer sex practices, 4) adherence to HIV treatment, and 5) the doctor–patient relationship. Each of these themes was discussed within a cultural context giving light to issues such as familialism, collectivism, simpatia, machismo (gender roles), and Latino culture’s tendency to rely on a folk model of medicine.

As in most groups, certain members adopted roles within the group. For example, Anna, a 46-year-old female member, adopted the role of the “silent member.” She repeatedly came to sessions and sat in silence, only responding when she was prompted by direct questions from me or other members. The challenge with Anna was that as this behavior continued, other members tended to ignore her and leave her out of the discussion. In turn, it became my role to try to engage Anna as much as possible and draw her into the discussion. Another example is Diego, a 60-year-old male, who adopted the role of the “help-rejecting complainer.” Throughout group sessions, Diego repeatedly presented a problem or issue and engaged the entire group by asking for help. When members responded with suggestions or solutions, he came up with a myriad of excuses why none of them would work. I will admit I was not successful at altering Diego’s behavior in any way. I attempted to point out the pattern, and I tried to ask other members how it felt to constantly have their input rejected, but nothing seemed to work. Group members did express frustration and boredom with Diego. This was manifested in their body language and during group sessions when Diego was not present. When members spoke about Diego in his absence, I always encouraged them to bring these issues to his attention when he was present, but members were not able to do this because they were fearful of hurting his feelings.

Ultimately, the group served as an arena for mutual support and commonality. Group members forged relationships with peers with whom they would not have had contact in the absence of the group. They also had the opportunity to reflect on their illness and personal experiences within a safe and culturally sensitive environment. While a scientific evaluation of the group was not performed, I witnessed and members reported positive outcomes from the experience.

Discussion 2: Week 4 Blog

Refer to the topics covered in this week’s resources and incorporate them into your blog.

Post a blog post that includes:

· An explanation of potential challenges for assessment during your field education experience at a military mental health clinic

· An explanation of personal action plans you might take to address assessment in your field education experience at a military mental health clinic

References (use 2 or more)

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Chapter 6, “Social Work Practice in the Field: Working with Individuals and Families” (pp. 117-154)

Savaya, R., & Gardner, F. (2012). Critical reflection to identify gaps between espoused theory and theory-in-use. Social Work, 57(2), 145–154.

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Stages of Group Therapy

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A simple way to remember the stages of group therapy is as follows: form, storm, norm, perform, and adjourn. For its members, a therapy group begins with the group’s first gathering (form). Early meetings are frequently accompanied by some level of conflict (storm) as members learn to work together and establish the “rules” of the group. As members become more comfortable with the process (norm), their ability to work toward a common goal improves (perform). This is when the bulk of the therapy group’s productivity occurs. Finally, when the desired results have been achieved, the group terminates (adjourn). There are more scientific names associated with these stages, and there can be sub-stages, as well, but the underlying concepts of progression and change over time remain the same.

Effective therapy group leaders should be aware of what clients may be feeling during particular stages of group therapy and know techniques to help the group members move throughout the various stages. In addition, therapy group leaders need to be aware of group dynamics, including recognizing how therapy groups get stuck, as well as why and how to help groups move through barriers. At times a group leader might let the group work through its own problems, but, at other times, the leader needs to be proactive and take control of the therapy group.

For this Discussion, select one of the stages of group therapy. Consider the key characteristics of the stage you selected and how you might identify that stage during the therapy process. Also, think about the steps you might take to smoothly transition therapy group members to the next stage.

With these thoughts in mind:

 

WRITE a brief description of the stage you selected. Then, explain how you might recognize this stage in the therapy process (e.g., what you would do or say during this stage, what therapy group members would do and say during this stage). As the group therapy leader, explain what you might do in order to transition the group to the next stage. Provide examples to support your response.

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