One-Way Experimental Designs

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Assignment: One-Way Experimental Designs

Correlational research, which you explored in this week’s Discussion, is useful in identifying relations between two variables, but does not make assumptions regarding cause and effect among the variables because researchers did not control for outside factors. To demonstrate possible causal relations among variables, researchers will need to manipulate variables in an experimental research design.

The variable that the researcher manipulates in an experimental research design is termed the independent variable. As a researcher, one important determination you need to make is the number of independent variables involved in the study. If you manipulate one independent variable, the study would be termed a one-way experimental design.

Researchers also need to determine dependent variables. In an experimental design, the dependent variable is the measure of the effect of the independent variable. If the dependent measure reveals an effect made by an independent variable, a researcher may be able to determine cause.

Consider a study that hypothesizes that 8-year-olds who play educational computer games score higher on intelligence tests than those who do not play educational computer games. Consider how many aspects you would need to address if you were conducting the study. First, you would need to understand that the independent variable is the game-playing, whereas the dependent variable is the scores on the intelligence test.

Next, you would need to determine the levels of the independent variable. In this scenario, suppose there are three levels of play: no play, some play (4 hours a week), and frequent play (8 or more hours a week).

Additionally, you would need to determine whether the study is a between-participants design or a within-participants design (also known as a repeated-measures design). A between-participants design uses different groups for each level. A within-participants design uses the same group, and that one group repeats the experiment for each level.

In this Assignment you apply key concepts related to experimental design to a research study and analyze and interpret the outcome.

To prepare:

  • Read the assigned pages from Chapter 10 in your course text.
  • Read the following study scenario:

    Researchers are interested in the effectiveness of a particular treatment for insomnia. They contact 50 insomnia sufferers who responded to a newspaper advertisement to participate in the study. Each participant is given a pill with instructions to take it before going to sleep that night. The pill actually contains milk powder (a placebo). The participants are randomly assigned to receive one of two sets of instructions about the pill. One half of the participants are told that the pill will make them feel “sleepy,” and the other half are told that the pill will make them feel “awake and alert.” The next day the participants return to the lab and are asked to indicate how long it took them to fall asleep after taking the pill. The individuals who were told that the pill would make them feel sleepy reported that they fell asleep faster than the participants who were told the pill would make them feel alert.

    Think about the concepts you read about this week about one-way experimental designs and analysis of variance (ANOVA), and how they apply to the above study.

The Assignment (1–2 pages):

With the study scenario in mind, complete the following:

  1. Identify the independent variable and dependent variable. Indicate the number of levels in the independent variable and describe each level.
  2. Indicate whether the research used a between-participants or a within-participants research design and how you determined this to be the case.
  3. Presume a third condition was added to the study. In this condition, the participants are not given any information about the effects of the (placebo) pill. Next, suppose an analysis of variance (ANOVA) was conducted. Briefly interpret, in your own words, what it would mean if the F was significant as applied to this study.

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7-2 Case Study: psy 200 Final Paper

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In the previous milestones, you have  focused on certain aspects of provided case studies. For your final  paper, you are asked to discuss client information, assessments,  addiction information, and treatment found in the provided case study.  Read Case Study 1 and then refer to the Case Study Final Project Guidelines and Rubric in the Assignments Guidelines and Rubrics folder for a complete description of this paper.

Your paper should:

  • Be composed in MS Word and formatted in APA style
  • Be at least 5 pages in length, not including the title page and references page
  • Employ a minimum of three scholarly sources that directly support your main ideas

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M5-211

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For your initial post, review Reminiscing to Teach Others and Prepare for Death Is Associated With Meaning in Life Through Generative Behavior in Elderlies From Four Cultures and answer the following questions:

· How do an individual’s experiences in Bronfenbrenner’s macrosystem impact their views on or practices surrounding death?

· Choose two cultures to compare (not necessarily from the article) and describe their views on death. How do they differ? How are they similar?

· How does Bronfenbrenner’s ecological model apply to any of the following programmatic themes? You may want to review the Programmatic Themes document.

· Self-care

· Social justice

· Emotional intelligence

· Career connections

· Ethics

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Case Study – Gloria

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Case Study Assignment Template Note: Please use this template to complete the Case Study Assignment (due in Week 7). All you need to do is write a paragraph within each box contained in the template to receive credit for this assignment.

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Case Study Assignment Overview

Case Study Section 1 Review

Case Study Section 2 Review

Case Study Section 3 Review

_________________

Gloria has recently graduated college and started a new job. Her coworkers seem very nice, and Gloria has gotten to know Lakeisha and Reggie the best.

Reggie is a friendly older man who often talks about his plans for retirement in five years. He likes to make people laugh but often jokes about his struggles to learn new programs and technology.

Gloria and Lakeisha have been assigned to work on a project together. Lakeisha is very organized and has prepared a list of to-do items along with due dates. She even color-coded the list to indicate which partner will do each item. Gloria, who is more laid-back, feels a bit uncomfortable with this micromanaging from Lakeisha, who has only been at the job a few months longer than she has. Gloria wonders if Lakeisha thinks she is either lazy or stupid, and she does not look forward to working on this project. In the past, Gloria attempted to communicate her feelings with a co-worker; however, her coworker told Gloria that she needed to put her feelings aside and just do the work assigned to her.  As Gloria ponders having a conversation with Lakeisha, she starts to feel overwhelmed and thinks she might have to ask to be removed from this project.

Still, she and Lakeisha have connected because they are both single mothers of teenagers. Gloria confides in Lakeisha about her 16-year-old son who has started making poor choices and is currently grounded for sneaking out of the house and getting drunk at a party the night before a big exam.

The company recently informed the team that there will be a compliance test on new safety policies, which employees will need to pass in order to keep their jobs. The company has provided materials to study as well as optional practice exams. Gloria and Lakeisha have signed up to take the first practice test. Reggie, however, jokes that he will probably wait until the night before the test to read the material. As the date of the test approaches, Reggie becomes increasingly nervous. He makes frequent comments about how hard it is for him to learn a different way of doing the jobs that he has been doing for years, joking that “you can’t teach an old man new tricks.”

1. Gloria’s son is making poor decisions. Given what you have learned about a) brain development and b) social development in Chapter 3:
Explain why Gloria’s son is making those poor decisions.
Discuss specific strategies Gloria can implement to help her son make better choices.
Use specific concepts related to development and self-regulation to explain why these strategies would be effective.
2. Reggie is demonstrating a fixed mindset. How is Reggie’s mindset affecting the way he prepares for the new compliance test?
Use brain plasticity (neuroplasticity) to explain how Reggie can start to develop a growth mindset.
Suggest study strategies for Reggie so that he will be prepared for the compliance test. Use specific concepts from Chapter 4 to explain why these strategies will be effective.
3. Consider Gloria and Lakeisha’s different approaches to the project. On which of the Big 5 personality traits do they most differ?
Give advice to Gloria on how she can use emotional regulation and cognitive reappraisal to work with Lakeisha.

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Discussion

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RESPOND TO THREE OF MY CLASSMATES DISCUSSIONS.

Review the “How do I Know I am Learning” resource located in the Topic 2 Resources and answer the following questions:

· What is the relationship between the topic objectives, the assignment, and the rubric? How is each component important to completing an assignment?

· What are some strategies you have learned from the readings and assignments in this course so far that will help you complete your assignments both accurately and efficiently?

 

 

 

 

Ah-Lan Coloma

Sep 4, 2023, 11:51 PM

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The topic objectives organize what will be in the course. The assignments display the student’s level of competency and knowledge of what was covered. The rubric shows the criteria used to grade the assignments. As a student, the topic objectives will help you understand the areas of the course that are most important. These highlights will help the student properly prepare for course assignments. The rubric will help guide us in presenting our understanding. That’s the relationship that the three share. You can’t have one without the other.

To complete my assignments accurately and efficiently, I will exercise time management. I plan to use the course calendar and the syllabus to help me manage my DQ requirements. I will use the tools provided within this course to ensure that I’m citing correctly in my assignments, and using credible resources to complete my work. In addition, I plan to chip away at harder tasks throughout the week so I don’t feel rushed. I will use the ‘Promodoro technique’ to work over my time here with GCU.

 

 

 

 

 

 

 

 

 

 

Tyler Zimmer

Sep 4, 2023, 8:58 PM

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The topic objectives, assignment and rubric all collectively work together. The objective allows you to see what is important and what will be presented in the week to come. The assignment allows you to show what you have taken from the readings and apply them to the objectives. The rubric allows you top see what you shall be graded on. This will allow you to refer back to the objectives and tie those into the assignment.

 

One strategy that has helped me is the idea of time management and not letting procrastination set in. Being able to set time aside during the evening to work on the readings and then apply them to the questions will help me to effectively understand the content rather than  rushing through it at the end of the week. I also use the calendar and announcements in order to stay on top of my work. It is appreciated that everything is laid out so you know what to expect during the week.

 

 

Brandi Strickland

Sep 4, 2023, 7:59 PM

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The topic, objective and rubric all work together to help us understand the assignment and what is expected. The topic and objective go together by telling what the assignment is and what is needed to complete it correctly. The rubric tells how assignments are graded and the requirements you must meet for the grades. You can look at the rubric throughout working on your assignment to make sure you are meeting all criteria. I think the things that will help me be successful is definitely time management, looking at all the resources offered and reviewing all of the assignments before starting them, and then again durning and after completion before submitting to make sure that I have met all criteria needed.

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Pyschology

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EXERCISE AND SPORTS PSYCHOLOGY 17

 

 

 

 

 

 

Exercise and Sports Psychology

Bethany Hamilton: What makes a successful athlete?

Prerna Dayal

Bryant University

 

 

 

 

 

 

 

 

 

Abstract

This application paper undertakes to elaborate various exercise and sport psychology aspects which are relative to the career of a well-known female surfer Bethany Hamilton. It looks at various aspects of her life, and how she applied certain sports psychology principals that helped her become a successful athlete and overcome numerous obstacles.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTRODUCTION

Bethany Hamilton was born in Lihue, Kauai, Hawaii on February 8 1990. She grew up with two older brothers Noah and Tim. All members of her family had a history and surfing and exposed Bethany to competitive surfing at age 8. Nature and Nurture both intended for her to become one the greatest athletes with her family’s support throughout the process. At age 9 Bethany received her first sponsorship by Rip Curl and by age 13, came second in the NSSA national championships in California.

On October 31st 2003 the water Bethany was lying on with her surf was gleaming and unruffled, what came next was a life changing event for her. She suddenly noticed something grab hold of her entire arm pulling her back and forth, until she saw a pool of red in the water realizing her arm was gone. Within no time the enormous 14ft Tiger shark disappeared into the deep waters. 13-year-old Bethany couldn’t fathom what had happed, as her friend slowly dragged her 200 yards using a surfboard leash. The shark bite was an extremely exasperating since she no longer had an arm; one of the most important tools for surfing. Bethany took it upon herself to change this notion and returned to the water just one month after the attack. The radical change in her body was difficult to adjust to, however, she showed astonishing recovery and a positive attitude. In an interview with ABC News, she mentions “Well, I think that I should just have a positive attitude toward things and the challenges coming up and if I have a bad attitude, then it’s not really going to make it anything better. If I don’t get back on my board, I’ll be in a bad mood forever.” This shows that she wasn’t obligated to express that she could successfully bounce back, but most importantly for her own satisfaction. Bethany surfed for the love of the sport, surfing was in her blood, and she chose to outshine in the male-dominated sport.

Bethany began receiving a lot of support from her fans after returning to the waters. She used this opportunity to motivate others. Her father helped her get back into surfing, and her family was very supportive. She put her heart and soul into relearning how to surf as she mentions “the transition from two arms to one was far from easy”. After one year of rigorous training, Bethany competed in the National Surfing Championship and won her first national trophy. There was no turning back for her she won several championships and began writing about her journey as a surfer. She was also awarded the Best Comeback Athlete by ESPY in 2004 and received the Courage Teen Choice award. Along with continued participation competitively and solely for pleasure MTV published her autobiography the same year called Soul Surfer: A true Story of Faith, Family and Fighting to Get Back on the Board. She received a worthy response for her best-selling book and created a documentary of the book in 2007. In the documentary she talks highly about her faith and how it helped her overcome so many obstacles as a teenager and after the release she claimed that her determination began to decline. She married Adam Dirks in August 2013 and announced that she was pregnant in 2015. Her husband encouraged Bethany to surf competitively and bring her spark back, just one year after their marriage she won the Pipelines Women’s Pro Competition.

RECOVERY AND ACHIEVEMENT MOTIVATION

Bethany Hamilton’s incident of a shark attack was the last thing a surfer could expect while surfing, she lost one of the very significant body part used for the sport. Losing an arm is not only frustrating for an athlete but also difficult to deal with during teenage years, where people are still learning about their bodies. The highest rates of issues related to body image occur during the teen and early adulthood years. However, Bethany was very motivated towards her goal and had a strong sense of self, she was unstoppable despite the harsh circumstances. She claims that her faith in god was something that helped her stay motivated even before the shark attack. Her confidence in god made her believe that everything that was happening to her happened for a bigger and much greater reason. It took the load off her shoulders and lowered her stress levels.

She had a high Achievement Motivation which is the desire to strive for task success, persist in the face of failure and have pride in accomplishments. In her interview with Tampa Bay she mentions (2015) “Just dealing with fame and becoming a girl and struggling with my body image and the media and this world that we live in is so incredibly challenging, it can really bring you down.” Her journey was incredibly hard, but she had the power to bounce back hastily. She felt threatened in various situations while learning how to surf and swim again. Bethany mentions (2015) “I think at first, adjusting to life with one arm was essentially really challenging because I was so used to doing everything with two arms, and all of the sudden, I’m relearning how to put my hair up and relearning how to surf. I remember trying to paddle out surfing, and there were just waves crashing on me over and over again. Sometimes I would come in crying and frustrated and discouraged.” Her achievements motivated her to further motivate other people and being a role model for all her supporters and fans. According to the 5 personality viewpoints Bethany successful fits into the Phenomenological Approach where the person uses they understanding and interpretation of the situation that determines their behavior. She interpreted her shark bite as a learning and never looked at it as a shortcoming she adopted a much more adaptive approach.

 

 

 

 

Achievement of Goal Theory

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Bethany Hamilton gave birth to her first child after which she continued training rigorously since she had time constraints to train she used her time more judiciously. She competed in the WST Swatch Women’s Pro and stood in the 13th position. Bethany, claims that it was disappointing to lose, but it was also a good learning to motivate her so that she could do better in the future. She focused on both Achievement goals; outcome oriented as well as Task oriented. This determines that she placed a lot of stress on winning as well as getting better to reach optimal performance. She mentioned in an interview with The Guardian (2015) that “I want to make the most of it, so I feel like I’m wiser with my time now.” Bethany experienced role conflict at this stage due to the conflicting demands of competing and being a mother. Yet she persisted to compete further and was supported by her husband at every step, he chose to be a stay at home dad to let Bethany fulfil her training requirements. She looked for more challenging situations and won third place in the Fiji Women’s Pro Competition. In the process, she beat Stephanie Gilmore and Tyler Wright, who were the top-ranked surfers and world champions for surfing. She also got nominated for her first WSL Big Wave Award for her performance on the wave Jaws after her period of loss.

COMPETENCE MOTIVATION THEORY

Competence motivation theory –feelings of competence, worthiness and control influence motivation. The basis of this theory is on the assumption that humans have an inborn motivation to be competent. The competence perception is relative to a person’s effective sate or urge. For instance in the positive effect of this perception, one attempts to follow success for mastery purposes while the negative side following lack of success in bid to improve. In the case of Bethany it was a positive effect as she sought to master the skill of surfing she once was an expert in. The urge to be perceived as competent after losing a limb may have also played a role of getting her back to the ocean once again she always said that sports should not have a disable section but a “section for those who are good at the sport in a unique manner”.

ADAPTIVE PERFECTIONISM

She always set extremely high standards for herself which is what made her a perfectionist. She spent hours training just to be on top, but she used every wave as an opportunity to train, make a mistake and pick herself up. Despite all other distractions after she began to gain fame she made sure to take out time for training. This is a great example of Adaptive perfectionism where there is a healthy commitment to achieve goals.

LEADERSHIP

The term leader has many definitions, but one commonly used definition is that a leader a person who inspires a group of individuals towards the attainment of their set goals or a person who sets a good example to others on how something should be done. In conjunction with this subheading, it is very clear that Bethany Hamilton has portrayed leadership qualities through various actions she has shown to the society.

Bethany Hamilton’s efforts to overcome her disability is relative to a whole group in the society who have disabilities. As it is the norm in the society, people either born with a disability or either those that have acquired a disability are seen as inferior to those people without any disabilities. It is prevalent in the modern day society that people with disabilities are looked down upon and are usually perceived to lack any ability to contribute something important to the society, but Bethany has beaten all odds to overcome that misleading perception.

By chasing her dreams and overcoming various obstacles that stood in the way, Bethany was able to overcome her disability and become a professional surfer. Having set such standards, she has shown other people with a disability that anything can be achieved if you put your mind to it. She has also set a good leadership goal by motivating them to pursue their dreams no matter the disabilities that face them.

Apart from the motivation she gives to people with disabilities, Bethany also sets a good example as a leader as run her charity works such as “The Friends of Bethany” which works to help amputees and survivors of shark attacks. On top of that, she has published some books such as: Devotion for the Soul Surfer, Rise Above, Ask Bethany and A Soul Surfer Bible which not provide motivation to people with disabilities but also to normal people who just lack motivation. Other attributes that portray Bethany as a leader is the perseverance, passion and the courage she has in doing what she does. Not many surfers have had encounters with sharks and still have the guts of going back to the ocean. The passion for surfing which is what made her go back to surfing is also a clear indicator she is an emergent leader as leaders love what they do without being coerced in anyway

SELF CONFIDENCE

Despite Bethany facing many adversities, she has used many of her accomplishments to inspire faith and hope among those who lack motivation. After her attack, Bethany kept a confident attitude, and she hoped to proclaim the word of God and inspire others to have faith anmd trrust in God too. “Raised in a religious family, she clung to the idea that she was part of a greater plan” (Hamilton 2012). Bethany made appearances on many talk shows such as Oprah, and she was interviewed for numerous newspaper and magazine articles that were printed globally. Additionally she has a movie based on her novel ‘The Soul Surfer’. Bethany works hand in hand with organizations such as the World Vision Foundation to help children with disabilities, and taking it upon herself to attend mission trips with her church to help others such as visiting Thailand to help reconstruct homes after a tsunami disaster (Hamilton 2010).

Furthermore, Bethany started a non-profit corporation called ‘Friends of Bethany’ to help other people who have lost limbs; the organization provides emotional support and tries to help families in monetary need with supply of prosthetics. Also, Bethany’s novel Soul Surfer reached the top of the bestseller list, and one of her main priorities for writing her story was to help others deal with difficult moments and find relief and faith in God to overcome their strife’s (Hamilton 2012). Bethany has also won several inspirational awards such as the Best Comeback Athlete ESPY Award and the Special Courage Award at the Teen Choice Awards in 2004 .Also, she has maintained to surf competitively and has won numerous surfing awards. In 2004, she placed fifth in the Pro Junior NSSA regional event in Hawaii only after few months on making her comeback. In the year of 2007, Hamilton completed in the top 20 surfers at both the U.S. Open tournament in Huntington and the Reef Hawaiian Pro competition.

She finished as the fourteenth position on the Women’s World Qualifying Series in 2008 and 2009. Bethany believes, “It’s exciting to know that by being who I am and all that I’ve been through, I’ve had a positive influence on those who require overcoming a barrier to accomplish a goal” (Sandler, 2007). All in all, Bethany Hamilton has achieved many great accomplishments and inspired millions of people worldwide to keep their faith and strive for achievements despite adversities that they have encountered.

PSYCHOLOGICAL SKILLS TRAINING

Also referred to as PST, is a consistent practice of psychological or mental skills. Such mental skills include regulation of arousal levels or maintenance of concentration skills. Psychological skills training is very important to sports participants because at times they fall victim to various mental letdowns or their mistakes thus this mental aspect often overshadows their physical performance aspect but PST functions to regulate this kind of behavior( Kornspan, 2009). With this kind of training sports men and women can enhance their performance as they are well equipped whether mentally or physically.

For people like Bethany who have had a traumatic experience, this kind of training can come in handy. This is because this traumatic experiences usually affect the performance as traumatic experiences are bound to affect subjects psychologically. For Bethany, after losing her hand, she had to make many readjustments, especially in her training. The reality of surfing with one hand was also hard to accept, but eventually, she overcame all these setbacks. Were it not for her attributes of a tough mental athlete she could not have made it. The attributes that make a mentally tough athletes include, remaining unaffected by competition and adversity for instance in the case of Bethany the shark attack leading to amputation to one of her hands did not deter her from pursuing her dreams. Through rehabilitation conducted medical professionals, surfing training and intense workouts and the right mental attitude, Bethany is what she is today.

COMMUNICATION

Communication can be simply defined as the action of conveying anticipated meanings from a person or a group to another group or a person. Communication is a very important aspect of the day to day events of every individual. For individuals who have verbal impairment established forms of communication have been established which help them to go about their lives like normal people.

For people who have undergone any traumatic experience, communication is very important. This is because it helps in reducing the trauma that may have been inflicted and ultimately, eradicate it. For the case of Bethany who also had a traumatic experience, communication came in handy to erase the trauma caused and thus healing emotionally so as getting back to surfing. Frequent communication with family members and concerned professionals helped a lot. In her book The Soul Surfer, Bethany explains how she used to joke around and make fun of herself with members of her family and hospital attendants which in return assisted her to accept who she was eventually helping her overcome her trauma.

Communication to her worldwide readers through her books about her spiritual journey has strengthened her as she talks about her acceptance of the events that happened. Bethany talks about accepting the situation without asking any questions why it happened to her but rather embracing it and growing stronger in God’s faith. Her books also act as a source of motivation to many of her readers globally who are about to despair due to trauma or other similar adverse situations.

TRAITS OF SUCCESSFUL ATHLETES

Successful athletes have various common traits that often contribute to their success. They are consistent in their day to day workout and fitness routines. Despite losing one limb Bethany has learnt to exercise intensely to keep her body fit for surfing competitions a trait she has acquired.They have realistic expectations and work towards them. It was absurd for Bethany to think after her injury she would go on with surfing normally. She knew it was going to be a hard journey and put her mind to it. A trait she acquired and learnt after her ordeal. They have a burning desire to improve on their mistakes and to perfect what they do. Bethany passion for surfing is what made her go back to surfing even after the incident which is not an acquired trait. They have unwavering focus on their set targets. Despite having trouble to get back on the board Bethany did not despair rather she put more effort which is an acquired trait.

 

AROUSAL REGULATION

Arousal regulation refers to the ability or the capacity to be in a position to control your emotions. Arousal regulation is important because of the following reasons: it helps people to remain focused, it helps subjects to take control of their emotions and final it assists in recuperating from various setbacks (Thatcher & Rahman, 2011).  The setbacks may include injuries, poor performance or maybe failing to make the cut for the travelling team.

In the cause of Bethany, an amputation of a limb was the setback she was facing. The loss of a limb or any body part is not an incidence many people are likely to take lightly or overcome whether adults or children, but Bethany was determined to do so. The ability to put her emotions under control helped her understand what is, cannot change. Bethany in her book The Soul Surfer explains how she had made a decision not to pity herself or allow anyone else to. She was not willing to sit around and do nothing either. Bethany also explains how most of the times she would come out of the water after she was unable to swim or keep balance but ultimately she was able through keeping her emotions in control and eventually focusing.

IMAGERY

The imagery in sports basically refers to using all your senses while rehearsing your sport in your mind. Imagery in sports has a number of benefits which include: boosting the ability to compete effectively, it helps the subjects involved to make the most out of training, it assists in helping the subjects involved to remain motivated and finally it helps subjects to keep in good form even when training is hard or next to impossible at all especially after injuries (Kornspan, 2009).

In the instance of Bethany after the aftermath of the shark attack, through therapy, she was able to recuperate. But the major setback she faced was learning to surf without an arm. It is her visualization of seeing herself getting on that surfboard that enabled her to do so without forgetting support from family and friends and the great love for surfing.

CONCLUSION

To conclude, Bethany Hamilton’s is a passionate surfer who was inspired by her parents and siblings and religious faith, struggled through hardships caused by a shark attack, yet used her achievements to encourage others to have faith and hope. Bethany overcame a tragic shark attack that could have ended her surfing career or even ended her life, yet her determination to believe in herself and God has made her known globally as a living miracle and motivation. Bethany believes, “I’m living proof that there’s no such thing as a handicap. It’s only in your head” (Hamilton, 138). As she proceeds to travel around the world while attending and volunteering to aid others in need, Bethany will continue to develop her legacy as a strong-minded and caring soul. Bethany strives to prevail as an icon of hope and inspiration by touching lives through her platform of faith and sport. Overall, Bethany Hamilton’s legacy of faith and hope to overcome difficulty will continue to live on even long after her time.

Bethany Hamilton set an example for millions of people and made various contributions to get her personal message out in the world. She used her experiences for personal growth and life skills. She continues to be an important figure and inspiration, a fearless and courageous woman.

 

References

Barney, L. (2016, August 25). Bethany Hamilton: surfing with only one arm isn’t as hard as beating the stigma. Retrieved November 15, 2017, from https://www.theguardian.com/sport/2016/aug/25/bethany-hamilton-surfing-espy-award

Bethany Hamilton talks surf and overcoming obstacles. (2015, May 13). Retrieved November 15, 2017, from http://www.tampabay.com/tb-two/news/bethany-hamilton-talks-surf-and-overcoming-obstacles/2229549

Hamilton, B. & Rikkers, D. (2010). Ask Bethany : FAQs : surfing, faith & friends. Grand Rapids, Mich: Zonderkidz.

Hamilton, B. (2012). Soul Surfer : A True Story of Faith, Family and Fighting to Get Back on the Board. New York: Simon & Schuster UK

Kornspan, A. (2009). Fundamentals of sport and exercise psychology. Champaign, IL: Human Kinetics.

Sandler, M. (2007). Bethany Hamilton : follow your dreams. New York: Bearport Pub.

Surfing Star Bethany Hamilton Goes Inside The Ride Of Her Lifetime. (n.d.). Retrieved November 15, 2017, from http://www.espn.com/espnw/athletes-life/article/14555790/surfing-star-bethany-hamilton-goes-ride-lifetime

Thatcher, J., Day, M. & Rahman, R. (2011). Sport and exercise psychology. Exeter England: Learning Matters

News, A. (Ed.). (2005, November 21). Young Surfer Tells Tale of Shark Attack. Retrieved November 15, 2017, from http://abcnews.go.com/2020/story?id=124360&page=1

Weinberg, R.S., & Gould, D.). Foundations of Sport and Exercise Psychology. (6th edition.). Champaign, IL: Human Kinetics.

 

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Goals and Objective

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Assignment

Please answer each question below:

 

· Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

· Reflect on any three (3) most challenging patients you encountered during the practicum experience.

· What was most challenging about each?

· What did you learn from this experience?

· What resources were available?

· What evidence-based practice did you use for the patients?

· What would you do differently?

· How are you managing patient flow and volume?

· How can you apply your growing skillset to be a social change agent within your community?

· Reflect on how you might improve your skills and knowledge and communicate those efforts to your Preceptor.

· Answer the questions: How am I doing? What is missing?

 

2-3 PAGES

 

 

*********INITIAL GOAL FROM MARCH 1ST ***

 

Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.

1. Goal: my first goal is that in 4 weeks’ time, I will be able documents recommendations for psychiatric consultations accurately without help

a. Objective: keep accurate running log of all the client’s

b. Objective: record a detail data of the patient

c. Objective: systematically review each clients care plans

 

2. Goal: my second goal is to be able to develop SMART goals for practicum experiences in 4 weeks’ time

a. Objective: making structured goals that anyone who reads them will easily understand.

b. Objective: keeping an up-to-date notes and establish a schedule whereby my notes, treatment plans and assessment are complete at a specific time during the week.

c. Objective: outlining a precise realistic scope by drafting a prospectus of my project

 

3. Goal: my third goal is to improve my Pharmacotherapeutic skills by the end of this practicum.

a. Objective: knowing the appropriate evidence based clinical practice guidelines for psychotherapeutic plan

b. Objective: understanding the perception of each client regarding the therapeutic process.

4. Goal: by the end of this practicum, I would be able to accurately distinguish and develop exceptional diagnostic reasoning skills.

a. Objective: understand the process of differential diagnosis

b. Objective: making a list of possible diagnosis for the patient base on the symptoms the patient present with and narrowing it to the appropriate diagnosis.

c. Objective: continue to maintain boundary with client

 

 

 

 

 

 

 

 

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Ethics Assessements

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ETHICS AWARENESS INVENTORY PAPER

Write a 1,050- to 1,250-word paper regarding the EAI and your results. Address the following:

 

  • Explain the importance of understanding your personal ethical perspective.
  • Analyze the relationship between personal and professional ethics in psychology.
  • Describe the APA decision-making process and discuss how it facilitates ethical professional behavior.
  • List and explain your EAI scores and what they mean for you professionally
  • Describe how your ethical awareness inventory scores relate to the concept of aspirational and enforceable standards.

 

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SOCW-6210-6351-Wk3

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Discussion 1:

 

Social and Emotional Intelligence

What ideas or phrases come to mind when you hear the term intelligence? Prior to the current emphasis on emotional and social intelligence, individuals tended to associate intelligence with one measurement: intelligence quotient or the IQ. While the IQ focuses on intellectual abilities, emotional intelligence focuses on an individual’s awareness of his or her feelings and the feelings of others, and social intelligence focuses on an individual’s interpersonal skills (Zastrow & Kirst-Ashman, 2016, pp. 506-509).

 

To prepare for this Discussion, read “Working With People With Disabilities: The Case of Andres” on pages 28–31 in Social Work Case Studies: Foundation Year. Consider what you have learned about social and emotional intelligence in this week’s resources as well as what you learn about the person and environment as it relates to young and middle adulthood.

 

Post a Discussion that includes the following:

 

o   An explanation of how social and emotional intelligence are related to cultural factors

o   An explanation about how you, as a social worker, might apply the concepts of emotional and/or social intelligence to the case of Andres

o   An explanation of how social workers, in general, might apply social and emotional intelligence to social work practice. (Include a specific example in the explanation.)

 

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

 

References (use 2 or more)

 

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

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

 

 

 

 

 

Working With Clients With Disabilities: The Case of Andres

 

 

Andres is a 68-year-old male originally from Honduras. He is married and the father of two grown children: a daughter who is married with one child and a son who is unmarried. Andres lives with his wife in a brownstone in an upper-class urban neighborhood, and they are financially stable. He relies on Medicare for his health insurance. Andres is a retired child psychiatrist who completed medical school in Honduras and committed his career to working with Latino children and families in a major metropolitan area. Andres’ wife is a clinical psychologist who still maintains an active practice. Andres has a good relationship with his children, seeing them at least once a week for dinner, and his granddaughter is the light of his life.

Approximately 6 years ago, Andres was diagnosed with a rare brain tumor and Parkinson’s disease. Prior to his diagnosis, Andres was still on staff at a hospital, jogged daily, and had plans to travel with his wife. In a short time, Andres’ health deteriorated significantly. He now uses a cane and walker to ambulate. His speech is slow and soft. He requires assistance to get dressed and eat at times due to severe tremors and the loss of dexterity in his hands. Andres has fallen on multiple occasions and therefore cannot go out alone. He suffers from depression and anxiety and is currently on medication for these conditions. Andres spends a majority of time at home reading. He has lost contact with many of his friends and almost all of his professional colleagues.

Andres presented for treatment at an outpatient mental health setting. His daughter suggested it because she was concerned about her father’s worsening depression. Andres came into treatment stating his family thought he needed to talk to someone. He complied, but was unsure if treatment was really necessary. Andres agreed to weekly sessions and was escorted to each session by an aide who helped him at home.

While Andres had difficulty stating specific goals in the beginning, the focus of treatment became obvious to both of us early on, and we were able to agree to a treatment plan. Across multiple spheres of his life, Andres was struggling with accepting his illness and the resulting disabilities. In addition, he was extremely socially isolated despite the fact that he lived with his family and they were supportive of his medical needs. Finally, Andres’ role and identity had changed in his family and the world overall.

In a mere 6 years, Andres had lost his independence. He went from being a man who jogged every day to a man who could not carry a glass of water from one room to the next in his own home. Andres was trying valiantly to hold on to his independence. While his wife and his children were willing to provide any assistance he needed, Andres hated the idea of asking for help. As a result, he did things that compromised his balance, and he had several bad falls. In addition, Andres’ wife had assumed responsibility for all of the family’s affairs (i.e., financial, household, etc.), which had been Andres’ job before he got sick. Andres struggled as he saw his wife overwhelmed by all that she now had to take on. At the same time, he did not feel like he had the ability to reclaim any of what had been “taken” from him. Together, Andres and I identified the things he felt he was capable of doing independently and worked on how he could go about reclaiming some of the independence he had lost. We spoke about how he could communicate his needs, both for help and independence, to his family. We explored his resistance to asking for help. On many occasions Andres would say, “I was the one my children came to for help; now they have to help me. I can’t stand that.”

In addition to the struggles Andres faced in his everyday life, he also had to cope with the reality of his illness. Andres was well aware that his illness was degenerative, and with each change in his condition, this became a stronger reality. Andres frequently spoke of “a miracle cure.” He constantly researched new and experimental treatments in hopes that something new would be found. While I never attempted to strip Andres of his hope for a cure, we spent a considerable amount of effort getting Andres to accept his condition and work with what was possible now. For example, Andres had always been resistant to physical therapy (PT), but during our treatment, he began PT to work on maintaining his current balance rather than trying to cure his balance problems. Facing his illness meant facing his own mortality, and Andres knew his fate as much as he wanted to deny it. He often spoke of the things he would never experience, like his granddaughter graduating from high school and traveling through Europe with his wife.

Andres’ treatment lasted a little bit more than a year. He demonstrated significant improvement in his ability to communicate with his wife and children. Andres continued to struggle with asking for help, repeatedly putting himself in compromising situations and having several more falls. After the fact, he was able to evaluate his actions and see how he could have asked for limited assistance, but in the moment it was very difficult for him to take the active step of asking for help. Andres was also able to reconnect with an old friend who he had avoided as a result of his physical disabilities and feelings of inadequacy. We were forced to terminate when I left my position to relocate out of state.

 

 

_________________________________________________________

 

 

 

Discussion 2: The Impact of Social Policy

 

Social policies can have a significant impact on individuals and families, as well as the organizations and agencies that implement the policies. In some cases, the policy, as written, appears comprehensive and effective. Yet, despite appearances, the policy might fail to be effective as a result of improper implementation, interpretation, and/or application of the policy. As a social worker, how might you reduce the potential negative impact faulty social policies might have on organizations and agencies, as well as the populations you serve?

 

For this Discussion, review this week’s resources, including cases “Working with Immigrants and Refugees: The Case of Luisa” and “Social Work Policy: Benefit Administration and Provision.” Then, select either of the cases and consider how the social welfare policies presented in the case influenced the problems facing Luisa or Tessa. Finally, think about how policies affect social agencies and how social workers work with clients such as Tessa or Luisa.

 

·      Post an explanation of the effects of the social welfare policies presented in the case study you selected on Luisa or Tessa.

 

·      Be specific and reference the case study you selected in your post.

 

·      Finally, explain how policies affect social agencies and how social workers work with clients, such as Tessa or Luisa.

 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

References (use 2 or more)

 

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

 

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.

 

 

Center on Budget and Policy Priorities. (2011). Policy basics: Introduction to the federal budget process. Retrieved from www.cbpp.org/files/3-7-03bud.pdf

 

 

Working With Immigrants and Refugees: The Case of Luisa

Luisa is a 36-year-old, married, Latino female who immigrated to the United States from Colombia. She speaks only Spanish, so a translator must be used for communication. She came to the United States on a visa, but remained beyond the allotted time. While in the United States, she met and married Hugo, who was in the country with documentation. Once Luisa married Hugo, she became pregnant with a daughter, who is now 3 years old.

Luisa has a 10-year-old son named Juan in Colombia. Luisa has always had the desire to reunite with Juan and bring him to the United States to live with her. After her marriage and status change, she began the process of sponsoring Juan. She has been advised that in order for sponsorship to be achieved, she cannot receive welfare benefits because she needs to prove that she can support herself and her child.

Luisa came to the local welfare agency after she and her daughter entered the domestic violence shelter. She reported that Hugo had a history of violence, which was exacerbated when he drank alcohol. Hugo had been drinking more frequently, and the episodes of violence had increased in severity. The domestic violence program requires all residents to apply for any available benefits in order to remain enrolled in their services.

In one particular episode, Hugo almost fractured her orbital bones. She had extensive facial bruising and blood pooled in one eye. Luisa is quite fearful of Hugo. She is also financially dependent on him. She is reluctant to apply for benefits because she fears that this will compromise her ability to sponsor her son in Colombia. She is tearful and tells me that she cannot sacrifice her son’s opportunity to come to the United States.

Luisa is socially isolated because she has no family in the United States, and Hugo has restricted her ability to socialize and establish friendships. However, she is a practicing Catholic and does belong to a church that offers bilingual services.

Luisa began to discuss returning to Hugo because she felt that this was her only viable option. I advised her that under the new federal changes in immigration laws she might be allowed to apply for benefits and still sponsor her son because she is experiencing domestic violence. I explained that we would need to speak to an immigration lawyer to verify this, but it could possibly be an alternative to returning to Hugo.

Luisa reported that she had given money to lawyers in the past who had been unhelpful. She was suspicious of the law’s ability to protect her. Hugo had also threatened to report her to the authorities, stating that he would tell them she only married him to remain in the country. Although this is not true, she feared that he would do this, and she would never see her daughter again.

I offered to speak with someone at the domestic violence program and advocate that they allow her some time to research her options. I told Luisa that these were difficult decisions to make and that she would be supported in her decision. I told her that she knew what was best for her family. I offered to research the options that she might have under this new federal program. I also asked for permission to contact the priest at her church so that she might be able to review her situation with a religious leader in the community. Luisa agreed.

Two weeks later, Luisa applied for services on behalf of her daughter and herself. She has decided not to return to Hugo.

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Week 5: Sleep Journal And Reflection Paper

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Specifically, for this assignment you will:

Keep a sleep/dream journal for at least 10 days throughout Weeks 3 and 4. In your journal make note of:

any dreams you had

any initial thoughts about the dream – events of the day that may relate, etc.

your general sleep schedule (if you have a tracker such as fitbit, include data on your sleep patterns as well – wakefulness, restlessness, times asleep/awake per night, total sleep, etc.)

your general eating habits by day

your general exercise habits by day

anything else of note in your psychological or physical health (stress, excitement, changes, etc.)

You may use any format you wish to record the data (notepad, computer, hardcopy spreadsheet, etc.).

Complete a 3-4 page reflection (not counting title or reference pages) in which you analyze the results of your sleep/dream journal. Consider how your psychological and physical health interacted. What patterns did you see? Discuss the impact that various factors such as fatigue, diet, stress and exercise had on your dreams and sleep patterns. Explain how this insight may impact your behaviors in the future to lead to better psychological and physical health.

NO COPY and Past Reflection minimum 3 pages, double spaced

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