i have a study guide has 45 questions of meltable choices i need some one to do that for me!

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Name: __________________________ Date: _____________

1. Professor Karney administered a psychological test measuring shyness to a large number of undergraduate students. The students also completed a lengthy questionnaire on their social life and activities, including number of friends. Professor Karney conducted a statistical analysis of the responses and found a correlation coefficient of –.80 between level of shyness and number of friends. This indicates that: A) as number of friends increases, level of shyness increases. B) as number of friends decreases, level of shyness increases. C) there is no relationship between level of shyness and number of friends. D) a cause-and-effect relationship exists between shyness and number of friends.

2. According to Psych For Your Life: Successful Study Techniques, which of the following studying strategies should you AVOID? A) Using flashcards. B) Taking notes on your laptop. C) Studying while multitasking. D) Taking notes by hand.

3. Who among the following individuals was NOT a key scientist in the development of behaviorism? A) Sigmund Freud B) Ivan Pavlov C) John B. Watson D) B. F. Skinner

4. Sigmund Freud’s school of thought, called _____, emphasized the role of unconscious conflicts in determining behavior and personality. A) structuralism B) functionalism C) psychoanalysis D) behaviorism

5. While Freud emphasized _____, Rogers emphasized _____. A) unconscious conflicts; conscious experiences B) unconscious conflicts; overt, measurable behavior C) development; sexuality D) favorable mental health; mental illness

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TH13 Chapters 1-3

 

6. When thinking like a scientist, it is important to: A) engage in critical thinking. B) utilize a costs-benefits analysis. C) identify unconscious motivations. D) avoid speculating about the truth.

7. Which of the following individuals can prescribe medications? A) Noah, who is a counseling psychologist B) Sara, who has a doctorate in school psychology C) Roman, who is a psychiatrist D) Lin, who is an educational psychologist

8. The second step of the scientific method is to: A) analyze the data to arrive at conclusions. B) formulate a specific question that can be tested. C) report the results. D) design a study and collect relevant data.

9. Professor Wallace studied over 3,000 elderly individuals for a decade and found a statistically significant relationship between survival rate and number of close friends. Specifically, he found that elderly individuals with few close friends had a much higher death rate. To say that the results of his study are “statistically significant” means that: A) the finding has great practical value and significance. B) there is a cause-and-effect relationship between the two variables. C) the finding does not have to be replicated to be accepted by the scientific

community. D) the results are unlikely to have occurred by chance.

10. Dr. Ginsburg wants to study possible gender differences in the willingness of young children to engage in risky behaviors. To gather data, Ginsburg and a co-researcher carefully observe the willingness of boys and girls to try risky behaviors at a local zoo, such as petting a burro or feeding different animals. Dr. Ginsburg is using _____ to gather data. A) naturalistic observation B) a survey C) the case study method D) a representative sample

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11. Dr. Dalpiez conducts research with mice, pigs, and chimpanzees. Dr. Dalpiez’s specialization is in _____ psychology. A) clinical B) experimental C) comparative D) educational

12. Mary Whiton Calkins: A) founded the first psychology laboratory in America at Yale University. B) studied with Sigmund Freud and became the first female psychoanalyst in the

United States. C) is best known for her pioneering research on comparative psychology and her book

The Animal Mind. D) conducted research on personality, dreams, and memory, and became the first

woman president of the American Psychological Association.

13. Psychologists who take the evolutionary perspective assume that psychological processes are: A) subject to the principles of natural selection. B) unconscious. C) overt and observable. D) dynamic and ever changing.

14. Evidence that is the result of observation, measurement, and experimentation is referred to as _____ evidence. A) empirical B) pseudoscientific C) operational D) dependent

15. A collectivistic culture is one in which: A) individual achievements are highly valued. B) a person’s social behavior is influenced more by individual preference than cultural

values and norms. C) a person’s individual preferences and goals are considered to be more important

than the requirements and goals of his or her social group. D) great importance is placed on following established tradition and customs.

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16. The _____ functions as the main link between the nervous system and the endocrine system. A) adrenal medulla B) adrenal cortex C) amygdala D) hypothalamus

17. Lydia experiences a rush of euphoria after her daily five-mile run. This sensation is known as: A) neurogenesis. B) the runner’s high. C) the synaptic rush. D) the split-brain high.

18. According to Pereira’s study on exercise and neurogenesis, discussed in Psych for Your Life: Maximizing Your Brain’s Potential,: A) experience has minimal effect on brain functions or structures. B) exercising regularly decreases the release of endorphins in the brain. C) while exercise promotes the growth of new neurons in the brains of mammals,

findings are mixed in humans. D) exercise promotes the growth of new neurons in the human brain, just as it does in

other mammals.

19. Messages from other neurons or specialized cells and sensory receptors are typically: A) collected by the synaptic vesicles. B) relayed by glial cells to the correct node of Ranvier. C) received by the dendrites. D) received by the axon terminals.

20. The _____ lobe primarily control’s a person’s ability to plan, initiate, and carry out voluntary movements and actions. A) frontal B) occipital C) parietal D) temporal

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21. _____ is the branch of science that is concerned with the study of the nervous system, especially the brain. A) Plasticity B) Neuroscience C) Clinical psychiatry D) Developmental psychology

22. Psychologist and neuroscientist Roger Sperry is BEST known for: A) his efforts to debunk the pseudoscientific claims of phrenology. B) the discovery of neurogenesis in the adult human brain. C) his studies on split-brain patients. D) identifying the specific brain areas involved in different forms of aphasia.

23. Epinephrine and norepinephrine are manufactured by the _____ gland(s) in the _____ system. A) adrenal; endocrine B) pineal; endocrine C) thyroid; limbic D) pituitary; limbic

24. Tom is a split-brain patient seated in front of a screen. As he focuses on the middle of the screen, the image of an apple is briefly flashed on the LEFT side of the screen. Tom will: A) be able to verbally name the object. B) be able to use his right hand to reach under the screen and pick up the correct

object. C) verbally deny that any image appeared on the screen. D) probably have an epileptic seizure.

25. Nicotine is classified as a(n): A) endorphin. B) SSRI. C) agonist. D) antagonist.

26. Petro is unable to articulate ideas or understand spoken or written language because of brain damage. Petro suffers from: A) Parkinson’s disease. B) Alzheimer’s disease. C) the after effects of the split-brain operation. D) aphasia.

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27. How many neurons are there in the human brain? A) 50 million B) 50 billion C) 10 billion D) 100 billion

28. The brainstem is made up of the _____ and the _____. A) forebrain; midbrain B) cerebellum; medulla C) reticular formation; pons D) midbrain; hindbrain

29. Reuptake occurs: A) when the brain shifts functions from damaged areas to undamaged areas. B) when sodium ion and potassium ion channels open. C) in the small gaps in the axon called the nodes of Ranvier. D) when neurotransmitter molecules are reabsorbed by the presynaptic neuron.

30. According to the box “Critical Thinking: “His” and “Her” Brains?”, which of the following is FALSE? A) Men’s brains tend to be much smaller than women’s brains. B) Women and men have different proportions of gray to white matter in their brains. C) In general, the male brain is more asymmetrical and functions are more lateralized

than in the female brain. D) Men’s brains tend to be larger than women’s brains.

31. The box Focus on Neuroscience: Vision, Experience, and the Brain describes the visual experience of Mike May, who regained partial sight in one eye after 40 years of blindness. Mike: A) was only able to perceive new faces and objects. B) had well-developed motion perception. C) could distinguish male from female faces. D) had no color perception.

32. The receptor cells for vision are sensitive to what kind of stimulus? A) light B) heat C) vibration D) tactile

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33. When you taste a sour lemon, your taste receptors send messages to your: A) olfactory cortex. B) amygdala. C) thalamus. D) frontal lobes.

34. The optic disk produces: A) color vision. B) night vision. C) the blind spot. D) proprioception.

35. Jack is a fervent believer in the idea that ancient astronauts colonized the Earth. After seeing an exhibit of moon rocks, Jack became convinced that one rock had traces of ancient hieroglyphics carved on its side and that another showed a crude diagram of a spaceship. The MOST likely explanation for Jack’s conclusion is his: A) use of positive self-talk. B) perceptual set. C) use of perceptual abilities such as aerial perspective and motion parallax. D) extrasensory abilities.

36. When Isabel visited the children’s zoo, she heard squeals coming from the baby pigs and loud grunts from the adult pigs. Her perception of the high-pitched squeals can be explained by the _____ theory of hearing, and her perception of the low-pitched grunts can be explained by the _____ theory of hearing. A) place; frequency B) frequency; place C) opponent process; trichromatic D) trichromatic; opponent process

37. Research shows that repeated exposure to a particular stimulus leads to increased liking for that stimulus. This is referred to as: A) the mere exposure effect. B) psychokinesis. C) perceptual constancy. D) sensory adaptation.

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38. Which perceptual illusions involve size constancy? A) the moon illusion and the Shepard Tables illusion B) the Müller-Lyer illusion and the impossible figure illusion C) the moon illusion and the Müller-Lyer illusion D) the carpentered-world illusion and the Shepard Tables illusion

39. Look at the following two examples:

(1) XXXXXXXXX OOOOOOOOO (2) ZWX ZQX YZV QWX ZWQ

You tend to perceive the elements in the first example as two units because of the law of _____. You tend to perceive the elements in the second example as five units because of the law of _____. A) proximity; closure B) figure/ground; closure C) closure; good continuation D) similarity; proximity

40. Cones are concentrated in the _____ and specialized for _____. A) center of the retina; distance vision and feature detection B) fovea; color vision and visual acuity C) fovea; peripheral vision and vision in low-light conditions D) periphery of the retina; color vision and visual acuity

41. Amy, an accomplished gymnast, has just learned how to do a cartwheel on the balance beam. Which two senses are especially involved in this accomplishment? A) sense of equilibrium and the vestibular sense B) proprioception and the kinesthetic sense C) kinesthetic sense and vestibular sense D) audition and vision

42. The “fallacy of positive instances” refers to the: A) ability to predict the future. B) tendency to misjudge the probability of an event occurring simply by chance. C) tendency to seek the simplest possible explanation for an unusual event. D) tendency to remember events that seem to confirm our beliefs and forget the events

that contradict our beliefs.

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43. _____, a Gestalt psychologist, was the first person to study the phenomenon of induced motion. A) Max Wertheimer B) Roger Shepard C) Karl Duncker D) Johann Müller-Lyer

44. As you walk into your grandmother’s home, you catch the whiff of your favorite peanut butter cookies. The process by which the odor of cookies is converted into neural signals that your brain can interpret as the smell of cookies is called: A) transduction. B) sensory adaptation. C) proprioception D) neuroplasticity.

45. You can easily distinguish between a tuna fish salad sandwich and a chicken salad sandwich by their smell because airborne molecules from tuna salad and chicken salad: A) stimulate two different patterns of odor receptors in the nasal cavity. B) stimulate different sensory thresholds. C) each stimulates a different odor receptor in the nasal cavity. D) generate neural impulses along two different sensory pathways.

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SOCW-Discussions-11

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Discussion 1: Developing Alliances in Social Work Practice

Have you ever heard the term or saying “straight but not narrow”? This is an example of a statement of being an ally—recognizing one’s unique position of privilege yet standing with others who are oppressed. By taking this course, you have started the process of becoming an ally. Evan and Washington (2013) identify the steps toward being an ally, which include being supportive of those who are unlike you, learning about other cultures, becoming aware of the oppression and marginalization, and becoming aware of one’s own privilege. Getting involved in issues is part of that process. You will consider how to become an ally this week.

 

To prepare: Review “Working With Survivors of Human Trafficking: The Case of Veronica.” Think about how one might become an ally to victims of human trafficking . Then go to a website that addresses human trafficking either internationally or domestically.

 

Post a brief description of the website you visited.

 

Explain how you might support Veronica and other human trafficking victims incorporating the information you have found.

 

Explain how you can begin to increase your awareness of this issue and teach others about human trafficking victims.

 

Describe opportunities to get involved and become an ally to those who have been trafficked.

 

Identify steps you can take to begin to support this group.

 

References (use at least 2)

 

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York: Routledge Press.

 

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

  • “Working With Survivors of Human Trafficking: The Case of Veronica”

Working With Survivors of Human Trafficking: The Case of Veronica

Veronica is a 13-year-old, heterosexual, Hispanic female. She attends high school and is in the ninth grade. She currently lives in an apartment with her biological mother and her sister, age 9. She came to this country 7 months ago from Guatemala. Veronica is a sex trafficking survivor and was referred to me for individual therapy by a human trafficking agency in the United States.

Veronica’s biological mother and father separated when Veronica was 3 years old. She lived with her maternal aunt and biological mother until she was 6 years old, and her mother left Guatemala to come to the United States. At that time, Veronica stayed in the care of her maternal aunt and kept in touch with her biological mother via phone and through the visits that her mother made to Guatemala. Veronica would visit with her father, who lived nearby, on occasion, although she stated they did not have much of a connection. When Veronica was 12 years old, her maternal aunt forced her into prostitution, using the money from the sex acts as her main source of income. Veronica reported that her maternal aunt began treating her “like a slave” and would make her smoke an unknown substance before obligating her to perform sexual acts on countless men for money. This took place for close to a year before Veronica was able to sneak a phone call to her mother and explain what had been happening to her. Her mother quickly arranged for Veronica to be picked up by a “coyote” (a person who smuggles people into the United States). The coyote successfully smuggled Veronica into the United States within 2 months of that phone call. However, while crossing the border from Mexico to the United States, Veronica once again became the victim of sex trafficking crimes. The coyote was also a pimp who arranged for men crossing the border in the same truck as Veronica to engage in sexual acts with her for which the coyote collected money. U.S. immigration officers caught most of the people traveling in the truck, including Veronica, and placed them in a detention center. However, the coyote got away. Three weeks after Veronica was detained, after much questioning and investigation, she was reunited with her mother.

I met with Veronica weekly for individual therapy in my role as a social worker at an agency serving individuals who have experienced human trafficking. Veronica reported having occasional flashbacks and fear that “it will all happen again,” and she was diagnosed with post-traumatic stress disorder (PTSD). The goals agreed upon in therapy included building Veronica’s support system, building her self-esteem, and managing her symptoms of trauma. Building rapport with Veronica in therapy took several weeks as she reported not trusting anyone and not wanting to think about what happened to her. After about 9 weeks of relationship building and safety planning, I was able to engage her through education on the dynamics of human trafficking. She reported that it was especially hard for her to trust men and that she often had a hard time speaking up. I worked with her on these issues by teaching her how to be more assertive and by modeling assertive behaviors. We worked on self-affirmations to help build her self-esteem. Because Veronica is very self-conscious, practicing self-affirmations was challenging for her. I often utilized a trauma-informed curriculum for adolescents called S.E.L.F. (Safety, Emotions, Loss, and Future) to facilitate healing and trauma reduction. Veronica reported that grounding techniques taught via this curriculum helped take her out of her thoughts and bring her back to the present moment. Some of the grounding techniques she continues to engage in on a daily basis include tapping her feet, stretching, writing, walking, and washing her face when she feels she is becoming numb or getting lost in thoughts of what happened to her.

Veronica has demonstrated great resiliency. She is attending a church close to her home and reports having faith in God. She recently enrolled in swimming and volleyball and has made several friends in the community. I continue to meet with Veronica on a weekly basis and will be stepping down with her to biweekly sessions now that she is stable and connected to her community. Because Veronica does not speak English and is a child, there are no support groups available in her area for human trafficking survivors. I am presently working on connecting her with a mentor.

Veronica is currently working with the human trafficking agency that referred her, Immigrations and Customs Enforcement (ICE), and an attorney to obtain a visa specific to human trafficking (T-Visa). A T-Visa grants survivors of human trafficking a visa in the United States. In 2000, Congress passed the Victims of Trafficking and Violence Protection Act (VTVPA), which strengthens the ability of law enforcement agencies to investigate and prosecute human trafficking and also offers protection to victims via a T-Visa. The T-Visa is for those who are or have been victims of human trafficking. It protects victims of human trafficking and allows victims to remain in the United States to assist in an investigation or prosecution of human trafficking.

Veronica’s mother is also attending weekly individual therapy. She has been working through the heavy guilt and trauma of this experience. Veronica and her mother continue to heal, and with each passing day, they grow stronger.

 

Discussion Question 2: Indicators of Suicide

Increased stress levels, feeling hopeless and alone, being bullied, or experiencing repeated physical or sexual abuse could all be reasons why some adolescents consider suicide. Adolescent suicide has far-reaching consequences on families, friends, communities, and schools. For this Discussion, use the Parker Family case study to consider the indicators of suicide. Also think about how you might react to students in this situation if you were a social worker in a school.

 

Post your answer to the following:

o    After learning about the character in the Parker Family case study, imagine that you were the school social worker. Which indicators would you have looked for and why.

o    How would you have responded to each of those indicators?

o    What kinds of questions would you have asked and why?

Please use the Learning Resources to support your answer.

 

References (use at least 2)
[removed]Laureate Education (Producer). (2013). Parker family (Episode 3) [Video file]. In Sessions.

Russell, S. T., & Joyner, K. (2001). Adolescent sexual orientation and suicide risk: Evidence from a natural study. American Journal of Public Health, 91(8), 1276–1281.

 

[removed]Miers, D, Abbott, D., & Springer, P. R. (2012). A phenomenological study of family needs following the suicide of a teenager. Death Studies, 36(2), 118–133.

 

 

Singer, J. B., & Slovak, K. (2011). School social workers’ experiences with youth suicidal behavior: An exploratory study. Children & Schools, 33(4), 215–228.

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Week 6 Discussion Response to Classmates

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I NEED THIS 10/10/2020 BY 5PM

Please no plagiarism and make sure you are able to access all resources on your own before you bid. 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. Each classmate’s document is attached so please respond separately.

Read your classmates’ postings. Respond to your classmates’ postings.

  • Other diagnoses that your colleague should consider further in their ongoing work (i.e., potential differential diagnostic considerations)
  • Either a cultural or ethical consideration that may be pertinent to the diagnosis

1. Classmate (A. Carr)

Case Conceptualization:

Andrew is a 15-year-old Caucasian male who has recently been expelled from school after a physical altercation with another student and threatening to kill them. Andrew was found with a small knife in his possession and taken into custody, where he was later released to an intensive treatment center for a psychiatric assessment. Andrew is often getting is physical altercations with his peers and is said to have very few, if any, real friends. Many of the people he hangs out with are known for possessing drugs, getting into fights, and illegal behaviors. These behaviors became apparent when Andrew was in late elementary to early middle school, where he became aggressive, and started cheating, stealing, fighting, and sniffing substances. At the age of 11, he was court ordered to a residential treatment center after assaulting a girl at school. Andrews parents are known to be neglectful. His father works two jobs, day shift and night shift, while his mother works night shift at a local gas station 5 days a week. On their off time, they want nothing to do with their five children. Andrew is often responsible for taking care of his younger siblings which makes him angry and resentful. When Andrews father is not working, he drinks so heavily that he becomes aggressive, usually targeting Andrew and his mother with abuse. Andrews mother has been involved in his inpatient therapy and expresses that as a child, Andrew would often catch animals and severely hurt or murder them. She said that he showed zero emotion while doing so and that the animals got larger as he grew older. His symptoms date back to around age six.

Diagnostic Impressions:

F91.1 Conduct Disorder, Childhood-Onset Type with Limited Prosocial Emotions, Severe.

Rational for Diagnostic Impressions:

Based on case presentation, Andrew appears to be demonstrating symptoms consistent with F91.1 Conduct Disorder. Andrew meets eight of the fifteen criteria for this disorder, only three are required. Criteria met includes threatening others (A1), initiating physical fights (A2), used a knife in a physical altercation (A3), has been physically cruel to people (A4) and animals (A5), forced sexual activity at age 11 with a girl at school (A7), Stealing without confrontation (A12), truancy at school (A15), and impairment in social and academic functioning (B) (American Psychiatric Association, 2013). In the last 12 months, Andrew demonstrated at least five of these criteria including criterion A1, A2, A3, A4 and A15. Andrew’s mother shared that she witnessed him emotionlessly catching and killing frogs at age 6 and moving on to larger animals as he grew older. This indicated a childhood-onset type where individuals show at least one symptom of the disorder before the age of 10 (American Psychiatric Association, 2013). Andrew also displays two of the specifying factors of limited prosocial emotions. He expresses lack of remorse or guilt for his actions against others and animals, this includes his most previous altercation of threatening another student’s life. He also expresses a lack of empathy which can be seen in his disregard for the feelings of those he harms. He also meets this specifier by being more concerned about himself when it comes to the care of his four younger siblings. Andrews condition would be considered severe because he meets the majority of the criteria presented and has exhibited forced sexual activity, physical cruelty, and use of a weapon (American Psychiatric Association, 2013). Andrew’s severity with aggression evolved very quickly, as seen in his disruptive behaviors of sexual assault, physical assault, attack with weapons, and murder (of animals) before late adolescence (Playo, 2018). Because childhood-onset types typically experience a worsening of symptoms as they enter adulthood, Andrew may exhibit comorbidity for F60.2 Antisocial Personality Disorder as he reached age 18 (American Psychiatric Association, 2013). He also shows many if not all of the symptoms for F91.3 Oppositional Defiant Disorder, but differs because his symptoms are of a more severe nature and include aggression towards people and animals (American Psychiatric Association, 2013).

References

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

Paylo, V.E.K.M. J. (2018). Treating Those with Mental Disorders. [VitalSource Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/books/9780134802893/

2. Classmate (J. Char)

Case Conceptualization

Andrew, is a 15-year old Caucasian male, is experiencing difficulty at home and at school. Andrew currently lives with both biologically parents and four siblings. Andew has demonstrated aggressive and threatening behavior with siblings, peers ans parens.

Andrew has displayed oppositional behavior (e.g., oppositional & aggressive ouburst, , stealing/fighting, and sniffing substances). He has experienced academic difficulties and he  failed the seventh grade. He has also experienced threatening and violent behaviors. His symptoms appear to have begun at age 5.

Diagnostic Impressions

(Be sure to use the ICD-10 code, name of the disorder, and all of the specifiers)

F91.1 Conduct Disorder, Childhood-Onset Type, Moderate

Rationale for Diagnostic Impressions

Based on the case presentation, Andrew appears to be demonstrating symptoms consistent with F91.9 Conduct Disorder. Andrew has demonstrated a repetitive and persistent pattern of violating the rights of others and age-appropriate norms (Criterion A) as evidenced by getting in aggressive conduct that causes or threatens physically harm to his peers, siblings and parents (Criterion A2), bullying peers (criterion A1), theft (Criterion A8).

The client is experiencing clinically significant distress (Criterion B) as evidenced by his difficulty at school. The client is 15-years-old and thus he fulfills Criterion C of the diagnosis (i.e., the client is under 18-years-old and does not meet criteria for Antisocial Personality Disorder). It appears that the client’s symptoms began at approximately age 5, and thus, the Childhood-onset type (i.e., one symptom before age 10) is most appropriate. At this time, it appears that the “moderate” severity specifier best describes the client’s symptoms. The client has stolen but without confronting his victim, has used a knife the threaten a peer, and has demonstrated oppositional behavior towards peers, parents and siblings.

3. Classmate (M. Tay)

Case Conceptualization

Andrew, a 15-year-old Caucasian male, is currently in a residential intensive treatment facility after a physical altercation at school. After investigation, a small knife was found, resulting in Andrew’s expulsion. Andrew has demonstrated violent and aggressive behaviors (e.g., stealing, fighting, and killing animals). He has experienced academic difficulties (e.g., failing seventh grade, long absences from school for involuntary treatment). His symptoms began to appear at age 5.

Diagnostic Impressions

F91.1 Conduct Disorder, Childhood-Onset Type, Severe

Rationale for Diagnostic Impressions

Based on the case presentation, Andrew appears to be demonstrating symptoms consistent F91.1 Conduct Disorder. Andrew has consistently demonstrated a violation of the rights of others and age-appropriate societal norms (Criterion A) as evidenced by physical altercations at school (Criterion A2), a knife being found in his possession (Criterion A3), harming/killing animals (Criterion A5), and stealing (Criterion A12).

Andrew is experiencing significant impairment in his academic functioning (Criterion B) as evidenced by his slipping grades, failing of 7th grade, and absence due to involuntary admittance to psychiatric hospitals and his current expulsion.  Andrew is 15-years-old and meets Criterion C of the diagnosis (i.e., the client is under 18-years-old and does not meet the criteria for Antisocial Personality Disorder). Andrew’s symptoms began around age 5, leaving the Childhood-onset type (i.e., one symptom before age 10) is an appropriate specifier. The “severe” severity specifier best describes Andrew’s symptoms. The client has used physical cruelty against people and animals and had a weapon in his possession.

References

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.

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

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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DB question with reply

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One thread of 400-450 words for each thread, the student must support their assertions with at least two (2) scholarly citations in APA format. Any sources cited must have been published withing the last ten (10) years. Acceptable sources include your textbook and peer reviewed journal articles.

Reference Books for Discussion Board: American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). American Psychiatric Association Publishing. ISBN: 9780890425558.

Kring, A. M., Johnson, S. L., Davison, G., & Neale, J. (2018). Abnormal psychology: The science and treatment of psychological disorders (14th ed.). John Wiley & Sons, Inc. ISBN: 9781119456230.

Post: Based on your understanding of a Christian worldview, how would you define psychopathology? What does the Bible say about abnormality? What is the secular view of abnormality?

Replies provide specific replies 200-250 words that interact with the thread and foster discussion (e.g., assuming an opposing postition or role of a professional in the field, 3 strategies or considerations for him or her to address). Include a question or questions in your reply to engage your peer in more discussion. Each reply must incorporate at least one (1) citation in APA format.

Classmate Olivia; This is a rather tricky prompt because I feel that my worldview and my personal view of Christianity are two different views. I see the Christian world view as defining psychopathology as determined to be sin in one’s life and they need to repent and get in alignment with God. I get this idea from Romans 3:23-24- “All have sinned and fall short of the God’s glory, but all are treated as righteous freely by his grace because of the ransom that was paid by Christ Jesus” (CEB). I find it similar to the thought like there is no way to be the best you can be if the best is God. Yes, God loves us and He always will, however in the eyes of other Christians who have a conservative way of living, the judgment is harsh.

My personal views, I find that God is a God love more than anything else. He loves each and everyone of us, therefore we should not determine or judge whether or not someone is right or not right with God because is up to him/her and God. I get this idea from John 13: 34- “I give to you a new commandment: Love each other. Just as I have loved you, so you also must love each other” (CEB). I believe the secular view of abnormality is much more conducive to the idea of getting help instead of trying to carry it all by oneself or by feeling one is broken since he/she cannot seem to fix it with God. Therapy is a much more acceptable action to take in today’s society and is seen as more helpful than people gave credit for. Abnormality and psychological disorder can be defined by the DSM-5 a problem that is causing “personal distress”. “violation of social norms”, and “disability and dysfunction.” (DSM-5, 2017). So in my eyes, the secular definition tends to convey the idea that there is something to be done by this, compared to the Christian idea that one must do better.

Resources

Diagnostic and statistical manual of mental disorders: DSM-5. (2017). Arlington, VA: American Psychiatric Association.

Holy bible. ceb. (2014). Abingdon Press.

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PSYC 421 Exam 3

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1. Development, and (3) Behavior Rating. Because these three scales are designed to measure different characteristics (that is, they are not homogeneous), it would be inappropriate to combine the three scales in calculating estimates of the test’s

2. In the Chapter 5 Meet an Assessment Professional feature, Dr. Bryce B. Reeve cited an experience in which he learned that the “Excellent” response category on a test was best translated as meaning ______ in Chinese?

3. Advocates of generalizability theory prefer the use of which of the following terms as an alternative to the use of the term “reliability”?

4. Which of the following is true of systematic error?

5. If the variance of either variable in a correlational analysis is restricted by the sampling procedure used, then the resulting correlation coefficient tends to be

6. A guidance counselor wishes to determine if a student scored higher on a mathematics test than on a reading test. What statistic(s) would be MOST useful?

7. Interpretations of criterion-referenced tests are typically made with respect to

8. In the Everyday Psychometrics for Chapter 5, psychometric aspects of the Breathalyzer were discussed. In one challenge to the test-retest reliability of this device, the court found

9. Which of the following statements is TRUE regarding the differences between a power test and a speed test?

10. IRT is a term used to refer to

11. Why isn’t IRT used more by “mom-and-pop” test developers such as classroom teachers?

12. A test containing 100 items is revised by deleting 20 items. What might be expected to happen to the magnitude of the reliability estimate for that test?

13. A test entails behavioral observation and rating of front desk clerks to determine whether or not they greet guests with a smile. Which type of error is this test most susceptible to?

14. Face validity refers to

15. Rating errors

16. A supervisor unintentionally rates his supervisees less favorably than they really deserve. Which type of error is at work here?

17. In an expectancy table, the percentage of employees who are currently successful in a position provides some indication of:

18. Which is the MOST useful tool in evaluating convergent and discriminant validity evidence?

19. Which of the following is NOT included in the traditional “trinitarian” conceptualization of validity?

20. Quotas may be viewed as one type of remedy for

21. Which is TRUE regarding the concept of test fairness?

22. In order to remain consistent with a test’s blueprint, a test administered on a regular basis is likely to require

23. Face validity

24. Which qualifies as a construct?

25. Which BEST describes the concept of validity as applied to tests?

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autism quiz T or F

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Please answer the following True and False questions and justify your answer (1 paragraph PER question)

1. Autism is more often diagnosed in boys than in girls? _____

2. Autism can be caused by emotional deprivation. _____

3. Autism is on the increase. _____

4. Autism has the same rate of occurrence worldwide _____

5. Autism can be detected before a child is 2 years old _____

6. Autism runs in families ____

7. There is a single gene for autism ____

8. Autism can be caused by the MMR vaccine _____

9. A person with autism can grow out of it _____

10. People with autism all have below average intelligence _____

11. People with autism always prefer being alone _____

12. Adults with autism are not capable of working _____

13. People with autism can’t feel emotions ____

14. People with autism do not easily understand that other people are thinking _____

15. All people with autism display deficits in communication _____

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Kara is 10 years old

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Title

ABC/123 Version X

 1
Week 2 Assignment Worksheet

PSY/203 Version 1

 1

University of Phoenix Material

Week 2 Assignment Worksheet

The Process of Memory (4 Points)

In the following spaces provided, list the term that corresponds with the definition in each numbered box.

 

image1.emfSensory Input

1. Hold

information as

either an icon or

echo

Forgetting

Attention

2. Transforming

information into

a storable form.

3. Sub-system

that retains and

processes new

information for a

short period of

time

4. The process

of transforming

short-term

memories into

long-term

memories

6. The process of breaking

down information into

smaller pieces

7. The process of repeating

information to enhance

retention

Forgetting

8. The process of assigning meaning to

information to transfer to long-term

memory

5. Sub-system

that retains

information for

long periods of

time

Forgetting

Retrieval

 

1. _________________________

2. Encoding

3. _________________________

4. _________________________

5. _________________________

6. Chunking

7. __________________________

8. __________________________

Computing IQ Essay (4 Points)

Consider the following scenario.

Kara is 10 years old. She has been given an intelligence test. Her mental age is 13. According to Sternberg, what is her IQ? Conduct research and interpret her score.

Choose two theories of intelligence.

Write a 150- to 200-word discussion on the components of each theory, and how they differ in relation to Spearman’s g.

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

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

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Sensory Input

1. Hold information as either an icon or echo

Forgetting

Attention

2. Transforming information into a storable form.

3. Sub-system that retains and processes new information for a short period of time

4. The process of transforming short-term memories into long-term memories

6. The process of breaking down information into smaller pieces

7. The process of repeating information to enhance retention

8. The process of assigning meaning to information to transfer to long-term memory

Forgetting

5. Sub-system that retains information for long periods of time

Forgetting

Retrieval

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VPSY 520 SPSS

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SY 520 SPSS Assignment 3

 

 

 

Before you begin the assignment:

 

 

 

·         Read Chapter 14 in your Discovering Statistics Using IBM SPSS Statistics textbook.

 

·         Review the video tutorial for an overview of conducting repeated measures analyses in SPSS.

 

·         Download and open the Snake Anxiety SPSS data set.

 

 

 

An overview of the data set:

 

 

 

This data set represents hypothetical data from a study that examined the level of anxiety that people with a snake phobia felt in three different scenarios. The same people were tested in each scenario. That is, each person experienced all three conditions.

 

 

 

Here is some more information about the variables in this hypothetical data set:

 

 

 

·         Number: This is the ID number of the participant

 

·         See_Distance: This is participants’ anxiety (scores could range from 40 to 100, with high numbers indicating higher anxiety) when they saw a large snake that was about 20 feet away.

 

·         See_Close: This is participants’ anxiety (scores could range from 40 to 100, with high numbers indicating higher anxiety) when they saw a large snake that was about 5 feet away.

 

·         Touch: This is participants’ anxiety (scores could range from 40 to 100, with high numbers indicating higher anxiety) when they touched a large snake.

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DB3 – Chapter 2

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{250 words minimum}

You are expected to use the textbook as your first source and to cite in-text where you used the the text information. A complete reference list is expected at the end of each discussion. You are expected to respond thoughtfully to at least one classmate (see the rubric and samples in the syllabus). Do not wait until the deadline to submit. You may get closed out and you will not have time to read what others have written and respond thoughtfully. Review the section under the Syllabus tab for sources you cannot use. 

We will explore psychological perspectives (also known as theories or paradigms).

Be sure to review the textbook, readings and activities in the Module.

Then choose the one perspective/theory/paradigm  which you think best explains abnormal behavior in TODAY’S world. You must choose one. Justify your choice. Give an example of how this perspective would explain behavior.

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milestone 4 (revisited)

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For this assignment, you will submit an initial draft of your Methods and Results sections. Now that you have completed your data collection, it is important to revise your methods section so that it accurately reflects the methods that were actually used in your study.

In your Results section, you should first describe how you reduced your data for analysis (e.g., how your questionnaires were summed or averaged to get a composite score to analyze). Your Results section should also include a table of the relevant descriptive statistics. Last, you will need to describe the statistical test that you chose to run and provide the key results for the test as well as a brief explanation of the results. It is essential that you follow APA style when writing this section. Please refer to Chapters 2 and 5 of your APA manual for further instructions on how best to write a Methods and Results section.

attached below  are the rubrics scoring guide that needs to be followed in order to create the draft and  a summary of the draft that needs to be created

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