Diversity Awareness Class – Race and Ethnicity – Due 11/8

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Topic: Race

Format/Length: 2 Pages (1 page = Part A / 1 page Part B) | APA Format | MUST USE AT LEAST 2 COURSE RESOURCES

Due: Monday, November 8

Details:

Part A:

In the introduction to their book Seeing White: An Introduction to White Privilege and Race, Halley, Eshleman & Vijaya (2010) argue that “Often whites simply perceive themselves as ‘normal’ or ‘just human’ and fail to notice their own race” (p. 4). What do you interpret this statement? How does this relate to the idea that race is socially and culturally constructed?

Review the Pew Research Center’s (2020) report Amid National Reckoning, Americans Divided on Whether Increased Focus on Race Will Lead to Major Policy Change. Why do you think the different groups discussed in the article have different views of the progress that has been made on equality? Which group do you most closely agree with? Why? How do the groups that you’re part of influence your perspective here? Is this an area where you might have a single story?

Part B:

· What caused you to view the world around you differently or examine a topic from a different perspective?

· What struck you as you explored the course materials this week?

· What insights have you had?

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6-1 Discussion: Prosocial Behavior

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A family member says that humans are exceptional because, unlike other animals, we can be kind, selfless, and virtuous. Would you agree with that statement? Or do you think that our selflessness is actually driven by some degree of self-interest? For this discussion, you will explore the concept of prosocial behavior, with a focus on empathy, morality, and altruism.

First, title your post “Prosocial Behavior.”

For your initial post, review the videos Aggression vs. Altruism: Crash Course Psychology #40, Why Some People Are More Altruistic Than Others, and How Is Our Moral Psychology Manipulating Us. Then answer the following questions:

  • Is our ability to empathize with others a product of nature or nurture? How does our worldview shape our capacity for empathy?
  • In what ways is our moral compass influenced by the social and cultural perspectives that guide our behavior?
  • In what ways is our moral compass influenced by spiritual perspectives that guide our behavior?
  • Some people believe that humans are exceptional because of our capacity for prosocial behavior, such as kindness and altruism. By contrast, others believe that all behavior is motivated by some degree of self-interest; therefore, humans are not capable of engaging in selfless acts. Do you believe that humans are capable of altruism? Use credible evidence to support your position.
  • How does the concept of prosocial behavior apply to any of the following programmatic course themes:
    • Self-care
    • Social justice
    • Emotional intelligence
    • Career connections
    • Ethics

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Psychotherapy Scenario

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***Assignment is due SUNDAY Februrary 7 at 8pm EASTERN time***

I will send photos of the chapters upon marking an agreement. Please primarily answer these questions from the corresponding chapters written next to them. You must also use at least one other additional source to validate your answers to the questions. The source can be an article related to the topic you have chosen. Please try to use in text citations as often as possible and using the proper APA formatting. If you are unfamiliar with this type of formatting please refrain from requesting to do this assignment. Thank you.

Select only one of the cases below and answer the corresponding questions. I suggest selecting the topic you feel most confident with. Make sure to identify which case you have selected in the heading of your post e.g., Case #1.

Keep responses to the questions at 2-3 paragraphs total.

Case #1: A client who has not questioned her religious beliefs

Brenda, age 22, comes to see you because of problems in living at home with her family. She tells you that she feels dependent both financially and emotionally on her parents and that although she would like to move out and live with a girlfriend, she has many fears of taking this step. She also says that her religion is extremely important to her and that she feels a great deal of guilt over the conflict she has with her parents. After some discussion you find that she has never really questioned her religious values and that it appears that she has completely accepted the beliefs of her parents. Brenda says that if she followed her religion more closely, she would not be having all these difficulties with her folks. She is coming to you because she would “like to feel more like an independent adult who could feel free enough to make my own decisions.”

  1. Which personal characteristics of effective counselors from Ch. 2 would be most helpful in this situation?
  2. Which of the issues faced by beginning therapists from Ch. 2 might become an issue for you in this specific case (at least 2 issues) and why?
  3. What ethical issues from Ch. 3 do you need to consider in this specific case (at least 2) and why?

 

Case # 2: A woman struggling over an abortion decision

This case involves Melinda, a 25-year-old Latina who says she wants to have an abortion. She has been married for three years, already has two children, and says: “We had to get married because I was pregnant. We didn’t have money then. The second kid was not planned either. But now we really can’t afford another child.” Her husband is a policeman going to law school at night. She works as a housekeeper and plans to return to school once her husband finishes his studies and it is “her turn.” He should graduate in another year, at which time she is scheduled to enroll in classes at the community college. Having another baby at this time would seriously hamper those arrangements in addition to imposing the previously mentioned financial burden. But the client reports:

“I go to call the clinic, and I just can’t seem to talk. I hang up the minute they answer. I just can’t seem to make the appointment for the abortion, let alone have one. I was never much of a Catholic, and I always thought you should be able to get an abortion if you wanted one. What’s wrong with me? And what am I going to do? I don’t exactly have a lot of time.”

  1. Which personal characteristics of effective counselors from Ch. 2 would be most helpful in this situation?
  2. Which of the issues faced by beginning therapists from Ch. 2 might become an issue for you in this specific case (at least 2 issues) and why?
  3. What ethical issues from Ch. 3 do you need to consider in this specific case (at least 2) and why ?

 

Case #3: A woman who wants her marriage and her affair

Loretta and Bart come to you for marriage counseling. In the first session you see them as a couple. Loretta says that she can’t keep going on the way they have been for the past several years. She tells you that she would very much like to work out a new relationship with him. He says that he does not want a divorce and is willing to give counseling his “best shot.” Loretta comes to the following session alone because Bart had to work overtime. She tells you that she has been having an affair for two years and hasn’t yet mustered up the courage to leave Bart for this other man, who is single and is pressuring her to make a decision. She relates that she feels very discouraged about the possibility of anything changing for the better in her marriage. She would, however, like to come in for some sessions with Bart because she doesn’t want to hurt him.

    1. Which personal characteristics of effective counselors from Ch. 2 would be most helpful in this situation?
    2. Which of the issues faced by beginning therapists from Ch. 2 might become an issue for you in this specific case (at least 2 issues) and why?
    3. What ethical issues from Ch. 3 do you need to consider in this specific case (at least 2) and why ?

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Tests and Measurement (PSYC – 6315 – 1) FINAL EXAM

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Note: Please refer to the following table to complete question #27.

 

 

 

 

QUESTION 1

1.       Which of the following would not be considered an advantage of testing over a clinical or job interview?

[removed] a. Test taker can be compared to a known population
[removed] b. Ratings will be consistent for different assessors
[removed] c. Assessor can get a good sense of the person as a whole
[removed] d. Outcomes can be predicted with known levels of accuracy

1 points   

QUESTION 2

1.      The first intelligence test was developed by:

[removed] a. Binet
[removed] b. Wechsler
[removed] c. Wundt
[removed] d. Socrates

1 points   

QUESTION 3

1.      Psychological tests are commonly used to assist with decisions regarding:

[removed] a. Academic placement
[removed] b. Hiring
[removed] c. Psychiatric diagnosis
[removed] d. All of the above

1 points   

QUESTION 4

1.      Jill correctly answered 40 out of 50 questions on her final exam and received a score of 80%. This is an example of what type of score?

[removed] a. Norm-referenced
[removed] b. Criterion-referenced
[removed] c. Z-score
[removed] d. Percentile

1 points   

QUESTION 5

1.      Jose was a straight-A student in high school and he has been accepted to a competitive college. He is having trouble deciding on a major. What type of test is most likely to help him make a decision?

[removed] a. An intelligence test, such as the Wechsler.
[removed] b. An objective test of psychopathology, such as the MMPI.
[removed] c. A projective test, such as the Rorschach inkblot test.
[removed] d. An interest inventory, such as the Self-Directed Search.

1 points   

QUESTION 6

1.      A Pearson-r correlation coefficient indicates:

[removed] a. The degree and direction of a relationship between two variables
[removed] b. The formula to predict one variable from another
[removed] c. Whether the means of two groups are significantly different from each other
[removed] d. The amount of score variability

1 points   

QUESTION 7

1.      On a midterm with 100 questions, the mean number correct was 80 with a standard deviation of 2. Shigeko obtained a score of 86. Based on this information, you could say that her performance was:

[removed] a. Slightly above average
[removed] b. Moderately above average
[removed] c. Far above average
[removed] d. Average

1 points   

QUESTION 8

1.      Dr. Roe finds a significant positive correlation between the number of cans of diet soda consumed per year and the number of days sick per year. From this correlation, you can confidently conclude that:

[removed] a. Ingredients in diet soda cause illness.
[removed] b. People crave diet soda when they are sick.
[removed] c. People who drink more diet soda tend to be sick more often.
[removed] d. Diet soda drinkers generally have a poorer diet.

1 points   

QUESTION 9

1.      Coefficient alpha measures:

[removed] a. Test item difficulty
[removed] b. The degree to which test items are consistent with each other
[removed] c. Test stability over time
[removed] d. The portion of a test score accounted for by guessing

1 points   

QUESTION 10

1.      A reliability coefficient of .80 indicates that test score variance is due to:

[removed] a. 80% true score; 20% error
[removed] b. 20% true score; 80% error
[removed] c. 64% true score; 36% error
[removed] d. 36% true score; 64% error

1 points   

QUESTION 11

1.      High test reliability indicates:

[removed] a. Low measurement error
[removed] b. High measurement error
[removed] c. Low prediction error
[removed] d. None of the above

1 points   

QUESTION 12

1.      Professor Rogers has created a test of self-esteem and reported that he obtained a validity coefficient of .85. Before concluding that this is a good test, the most important question to ask is:

[removed] a. What are Rogers’ academic credentials?
[removed] b. How many items are on the test?
[removed] c. Against what criterion was the test validated?
[removed] d. What is the response format?

1 points   

QUESTION 13

1.      It would be most appropriate to use a 1-year test–retest reliability coefficient for a test of:

[removed] a. Personality
[removed] b. Mood
[removed] c. Stress level
[removed] d. Fatigue

1 points   

QUESTION 14

1.      Inter-scorer reliability would most likely be reported for a scale with what response format?

[removed] a. Open-ended
[removed] b. Multiple Choice
[removed] c. True/False
[removed] d. Rating scale

1 points   

QUESTION 15

1.      Correlating high school senior SAT scores with their later freshman college GPA is an example of:

[removed] a. Concurrent validity
[removed] b. Face validity
[removed] c. Test-retest validity
[removed] d. Predictive validity

1 points   

QUESTION 16

1.      Which of the following is most likely to be a useful item for a test of self-esteem with a true/false response format?

[removed] a. “I feel good about myself.”
[removed] b. “I feel good about myself and I feel confident.”
[removed] c. “Either I feel good about myself or I feel confident.”
[removed] d. “Describe how you feel about yourself.”

1 points   

QUESTION 17

1.      A test item asks the respondent to choose whether he is more “Outgoing” or “Conscientious.” This is an example of what kind of item?

[removed] a. Ipsative
[removed] b. Forced choice
[removed] c. Likert
[removed] d. a or b

1 points   

QUESTION 18

1.      A test requires respondents to respond to items by indicating if they “Strongly disagree,” “Disagree,” “Agree,” or “Strongly agree.” This is an example of a(n):

[removed] a. Open-ended response
[removed] b. Likert scale
[removed] c. Forced-choice response
[removed] d. Multiple-choice response

1 points   

QUESTION 19

1.       Here are three questions for a measure of anxiety:
Q1) I worry all the time
Q2) I feel very tense
Q3) I feel relaxed

The respondent is asked to rate each item on a 3-point scale, 1: Never, 2: Sometimes, 3: Always. Which of the following formulas would you use to transform Q3 before doing an item analysis?

[removed] a. 4 – Q3
[removed] b. Q3*(-1)
[removed] c. 3 – Q3
[removed] d. Q3/3

1 points   

QUESTION 20

1.      Random selection from a population means that participants are chosen:

[removed] a. Haphazardly
[removed] b. So that each one has an equal likelihood of being selected
[removed] c. So that sample demographics closely match the population demographics
[removed] d. By testing participants who are easiest to contact

1 points   

QUESTION 21

1.      Dr. Campbell uses an Internet form to gather standardization information for a new intelligence test. He wants data for people in an area with over a million residents. This area has few computers and little Internet access. He uses online advertising to direct residents to his test. After persistent efforts, he is able to obtain data for 1,000 residents. He is able to verify reliably that the participants are residents of his area of interest. What would you say about this dataset?

[removed] a. The size of the dataset is adequate so this can be considered a representative sample.
[removed] b. If the demographics (ethnicity, gender, age) are similar to the area’s population demographics, then this can be considered a representative sample.
[removed] c. If he obtained a larger sample (i.e., 10,000 people) then the sample could be considered representative.
[removed] d. This would not be considered a representative sample, even if it were larger or consistent with population demographics.

1 points   

QUESTION 22

1.      Computerized adaptive testing (CAT) is a system in which:

[removed] a. Items are modified to accommodate disabilities.
[removed] b. Items are selected based on responses to previous items.
[removed] c. Items are presented which make use of computer graphics.
[removed] d. The respondent uses computer input devices specifically designed for the test.

1 points   

QUESTION 23

1.      Six-year old Billy and his 20-year-old brother Sam both obtain valid IQ scores of 110. Their mother comments that Billy is really smarter since his score is particularly impressive “for a 6-year-old.” Which of the following would likely be correct?

[removed] a. Billy is not currently smarter, but he will be when he and Sam are both adults.
[removed] b. IQ is age adjusted, so Billy and Sam are at the same percentile, relative to their respective age groups.
[removed] c. Billy and Sam would be about equally matched on games requiring intelligence, such as chess.
[removed] d. Their mother is correct.

1 points   

QUESTION 24

1.      You have developed a test of musical ability, and would like to report the scores as Stanines, with a mean of 5 and a standard deviation of 2. Raw scores on your test have a mean of 30 and a standard deviation of 5. What is the Stanine score for someone who obtains a raw score of 25?

[removed] a. 1
[removed] b. 3
[removed] c. 7
[removed] d. 9

1 points   

QUESTION 25

1.      According to Item Response Theory, “theta” for a particular individual on a particular item is related to:

[removed] a. The probability that she will pass the item
[removed] b. Her ability to understand the item wording
[removed] c. The degree to which the item distinguishes her from other test takers
[removed] d. Her likelihood of correctly guessing the answer

1 points   

QUESTION 26

1.      The three-parameter IRT model indicates which three item characteristics?

[removed] a. Discrimination, readability, difficulty
[removed] b. Difficulty, unique contribution to the toal score, discrimination
[removed] c. Difficulty, chance of guessing correctly, discrimination
[removed] d. Reliability, unique contribution to the total score, validity

1 points   

QUESTION 27

1.      You are creating a new scale using classical test analysis. Which of these four items would you eliminate? Note: Please use the table found at the top of this page to complete this question.

[removed] a. Item A
[removed] b. Item B
[removed] c. Item C
[removed] d. Item D

1 points   

QUESTION 28

1.      Which of the following provides clear evidence of unlawful adverse impact?

[removed] a. Men obtain lower scores on a test of management ability and so are less likely to be chosen for certain management positions.
[removed] b. White applicants tend to score higher on a job selection test and are hired over lower-scoring nonwhites, even though whites are already overrepresented in the job category.
[removed] c. Persons who are under age 40 score higher on a test of popular culture and are hired over older applicants. High scores on this test do not predict better performance on this job.
[removed] d. Applicants for a position as a proofreader are given a test of reading ability; an applicant with dyslexia fails the test and is not hired.

1 points   

QUESTION 29

1.      Which of the following activities is a clear ethical violation?

[removed] a. Displaying a few MMPI items on your website for educational purposes
[removed] b. Releasing a psychological testing report directly to a client
[removed] c. Administering an IQ test and reporting the results to a private client who is curious about his IQ
[removed] d. Recommending specific jobs in a vocational assessment

1 points   

QUESTION 30

1.      DIF is a technique that could be used to determine:

[removed] a. Whether an item on a translation of a test functions the same as the original item
[removed] b. The percentile rank of a particular client on a test
[removed] c. Whether an applicant will be successful on a job, based on test results
[removed] d. What a test score would be, adjusting for guessing

 

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Alternative Theoretical Positions and Application Assignment

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Milestone Three: Alternative Theoretical Positions and Application

For this assignment, you will write a draft of Section II, Parts B and C of the final project. You will begin to compare and contrast your selected theory with the diverse range of theories you have explored throughout this course. Next, you will apply contemporary uses of the theory to real-world problems.
Note: This assignment is a draft of Section II, Parts B and C of the final project. Remember to finalize all the previous elements along with this draft before turning in the final project in Module Nine. Address any instructor feedback from your previous assignments when submitting your final project.
To complete this assignment, review the following documents:

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Discussion Board

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Explain the processes involved when drugs such as cocaine, marijuana, mescaline or alcohol enter the brain. You may draw a diagram to amplify your explanation.

Write: Make sure you directly and completely address the discussion forum question(s)/topic. Make sure to use proper grammar, punctuation, and proper APA citation, when writing your initial post.

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Substance-Related and Addictive Disorders

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The sign of an effective clinician is the ability to identify the criteria that distinguish the diagnosis from any other possibility (otherwise known as a differential diagnosis). An ambiguous clinical diagnosis can lead to a faulty course of treatment and hurt the client more than it helps. In this Assignment, using the DSM-5 and all of the skills you have acquired to date, you assess an actual case client named L who is presenting certain psychosocial problems (which would be diagnosed using Z codes).

 

To prepare: Use a differential diagnosis process and analysis of the Mental Status Exam in “The Case of L” to determine if the case meets the criteria for a clinical diagnosis.

 

Submit a 5- to 7 page paper in which you:

  • Provide the full DSM-5 diagnosis. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention).
  • Explain the full diagnosis, matching the symptoms of the case to the criteria for any diagnoses used.
  • Identify 2–3 of the close differentials that you considered for the case and have ruled out. Concisely explain why these conditions were considered but eliminated.
  • Identify the assessments you recommend to validate treatment. Explain the rationale behind choosing the assessment instruments to support, clarify, or track treatment progress for the diagnosis.
  • Explain your recommendations for initial resources and treatment. Use scholarly resources to support your evidence-based treatment recommendations.
  • Explain how you took cultural factors and diversity into account when making the assessment and recommending interventions.
  • Identify client strengths, and explain how you would utilize strengths throughout treatment.
  • Identify specific knowledge or skills you would need to obtain to effectively treat this client, and provide a plan on how you will do so.

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Week 6 Discussion

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Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from American Psychiatric Association. (2013) and/or Kress, V. E., & Paylo, M. J. (2019). You need to have scholarly support for any claim of fact or recommendation regarding treatment. Grammar, Writing, and APA Format: I expect you to write professionally, which means APA format, complete sentences, proper paragraphs, and well-organized and well-documented presentation of ideas. Remember to use scholarly research from peer-reviewed articles that are current. Sources such as Wikipedia, Ask.com, PsychCentral, and similar sites are never acceptable. Please remember that resources used must be from peer-reviewed resources such as academic journals. The assigned textbook and the DSM-5 are required for all assignments (i.e., cite and reference the textbook and DSM-5 in every assignment). As a general rule, web sites are not peer-reviewed except those which are online journal articles. Therefore, it is advisable for you to avoid using these websites as resources. Walden Library offers many peer-reviewed articles which pertain to the topics covered. While not required to use these articles, you should select a couple which you find interesting and which support your critical thinking and analysis.

Please follow the instructions to get full credit for the discussion. Please look at all the attachments. I need this completed by 10/07/20 at 5pm.

Discussion – Week 6

Top of Form

Diagnosis of Andrew

This week, you have an opportunity to put your diagnostic skills to practice while also receiving feedback from your peers. In real-world counseling practice, case consultation and staff discussions are essential to sound mental health practice, so it is important to feel comfortable giving and receiving feedback related to diagnosis.

To prepare for the Discussion:

  • Review this week’s Learning Resources.
  • To assist with your understanding with what should be      included in a case conceptualization, review the case study of Caden      provided in the Learning Resources.
  • Read Andrew’s case study in Kress and Paylo (2019).
  • Assess and diagnose Andrew.

By Day 3

Post a brief summary of Andrew using the following format:

  • Case Conceptualization (Include specific information about client      symptoms and presenting concerns.)
  • Diagnostic Impressions (Be sure to use the ICD-10 code,      name of the disorder, and all specifiers.)
  • Rationale for Diagnostic Impressions (Include the diagnostic impressions using      the DSM-5 to link the client’s symptoms to the diagnostic      criteria for each diagnosis that you render. If you do not render a      diagnosis, you still must use the DSM-5 to explain why      you chose not to render a diagnosis.)

Be sure to support your postings and responses with specific references to the Learning Resources.

Bottom of Form

Required Resources

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

  • Section II, “Neurocognitive      Disorders”
  • Section II, “Elimination      Disorders”

Kress, V. E., & Paylo, M. J. (2019). Treating those with mental disorders: A comprehensive approach to case conceptualization and treatment (2nd ed.). New York, NY: Pearson.

  • Chapter 12, “Disruptive,      Impulse-Control, and Conduct Disorders, and Elimination Disorders”

Handout: Case of Caden

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Nature or Nurture

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This essay is based on material in chapters 9, Biological Foundations. Please read that chapter before submitting this essay.

What nonshared family environments (environments that you were exposed to that no one else in your family was exposed to) shaped your personality?  In what ways did your inherited traits or qualities affect how others treated you?  In what ways did these traits or qualities influence your selection of situations (e.g., did you have physical competencies that caused you to join or steer clear of sports leagues?).  In what ways did these traits or qualities affect your selection of peer groups?  In turn, how did these environments shape who you are now?

1) Type your 300 word (minimum) essay in a Word processing program. S ince this essay is based on your own personal experience, no outside sources are required or expected. But should you use outside sources, cite them appropriately at the end of your essay.Essays will be checked for plagiarism

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Family Systems versus Individual Approaches Worksheet

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Details:

Complete the Family Systems Versus Individual Approaches Worksheet.

You are not required to submit this assignment to Turnitin.

This assignment meets the following CACREP Standard: 2.F.5.b. A systems approach to conceptualizing clients.

 

 

PCN-500 Family Systems Theory versus Individual Theories Worksheet

Directions: Choose one family systems theory (Bowenian, Structural, or Strategic) and one individual counseling theory studied in this course such as (CBT, REBT, or Person Centered) and compare the two theories. Complete the specific fields listed in the chart for each theory chosen. Provide a 25- to 50-word response for each field. Provide an in-text citation in each field as appropriate and include a full reference below.

  Family Systems Individual Counseling
Theory <Enter Theory Chosen> <Enter Theory Chosen>
Roles of the Counselor & Client    
Strengths of the Approach    
 Limitations of the Approach

 

    
Appropriate Scenarios for Using the Approach    
Appropriate Therapy Methods (Include 2 to 3)    
Important Ethical Considerations    

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