One Status, Three Takes

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Read the three statuses below and think of three different scenarios where the original status listed could be interpreted to mean something different.

For example, if the status update was, “Goodbye, cruel world!” it could be a reach out for help, a reference to pop culture (Pink Floyd album or several other songs), or someone being overly dramatic and silly. What it meant to the original poster depends on their situation and personality, and what it means to the reader varies as well. Be sure to consider biases and different social groups as you write.

For each of the statuses below, discuss each interpretation of the status. Your paper should be 2-3 pages in length.

  • Status 1: They’re always trying to keep me down!
  • Status 2: A very good day. I didn’t have to see any of the sickly, disgusting mites that live around here.
  • Status 3: I love my life!

Overview of Social Media Theories and Influences:

Cultivation theory looks at how we are subtly influenced over the course of time. For example, think about language. In your house, certain words might have been forbidden and you would be startled to hear them. But as you got older, you might hear them more and more at school, on the bus, at work, with your friends, etc. Suddenly, it wasn’t such a big deal. You may have even found those words slipping out of your own mouth!

For social media, cultivation theory could be applied to look at political views, religious views, shopping habits, and more. But let’s look at something a little different – biases. Our social media groups tend to reflect aspects of ourselves. Many of us have friends with views that we don’t wholeheartedly agree with. What if we read something from them, time-after-time, which was a little uncomfortable, like all of those xyz people are stupid?

If you read something to that effect over and over again, do you think it would affect how you think about xyz people? Even if you just say something in passing conversation, like “I’ve heard that xyz people are stupid.” What you read, especially over and over again, affects you and your beliefs.

Social learning theory describes the way we learn behaviors. We get encouragement and motivation to repeat a behavior when we are validated for it. Social learning theory can help us understand things like attraction. Pleasant attributes, like humor, make a person more attractive to us. When a date (significant other/spouse) says something funny, and we laugh, both sides of the interaction get pleasure out of it. Humor is likely to be something we both appreciate and share more of in the future.

To take this idea into the social media realm, let’s look at Facebook statuses. If a person posts something funny (pleasant, cute, etc.), people can give them a little “zing” of pleasure by “liking” their status. That “like” is the encouragement or motivation to repeat the behavior, or to post more. A comment (either positive or negative) is more interaction. Even something as simple as a “poke” could be interpreted as pleasant attention as well – someone is thinking of me!

If a person was posting and it hung out there in dead space with no interaction, they might be less likely to post something similar again. The person posting might find themselves waiting to update their status until they know more people are at their Facebook pages. People are remarkably good at figuring out the best and worst times to post.

Our social media sites and usage are shaped by us – but also by our audience! You know how concerned parents are about who their kids are hanging out with? It’s just as important online. Who we socialize with (and how we socialize with them) is important, both online and in-person, as we all mutually influence each other.

Agenda setting theory examines how social media can direct us where to focus our attention, but not what to think. In other words, if we see enough coverage of a topic, we will think it is an important topic and begin to think and research more about it. In this way, social media can drive what we are reading and viewing. It filters and shapes media, leading us to decide that what is often discussed is actually important – and it may not be something as important as another topic. This is where you may hear about “spinning” a story. If something else becomes a focus, that may become the important thing that everyone is talking about (leading to whatever needed to be spun being pushed to the side or perhaps even forgotten.)

Politics are a great example of agenda setting theory. What is the big issue people are talking about now? With our agenda set by social media, we are free to go off and learn more about it, but it might not be something of major importance. However, people tend to think about things they see or hear about and other (important) topics may be ignored. This is one way social media influences our learning.

An example is someone behaving poorly – say a politician who just raged on about bad driving gets pulled over for speeding. If it’s a slower news day, this may be big news. People would be likely to hear about it and maybe click on related links. If something else major came up (like someone else behaving even worse!), we might be less likely to direct our attention that way if others did the same.

Most researchers ask, “What does media do to people?” Instead, uses and gratification theory really turns around the question and asks, “What do people do to media?”

This theory says that we are active users of media, and that we determine what we want to read, watch, and/or consume social media content. So, we can play games online with friends to escape, or watch a YouTube video on something and then comment, or research our upcoming vacation using other people’s reviews and comments. Blogs represent a pervasive form of leisure activity and informational learning as well. What do you think you can tell about someone by looking at what blogs they read?

To take Uses and Gratification theory a bit farther, we can assume that any effects from consuming the media we choose are intended affects – or at least could be anticipated if we considered. For example, choosing to read a somewhat controversial blog would likely result in a lot of consideration and discussion of the topics from the blog. It might result in changing attitudes and learning new things as well.

Let’s think about this theory using something most (if not all) of us have: our cell phones. We use our cell phones to stay in touch with people, to call for help when needed, play a simple game, maybe even to make a fashion or technology statement. But add in a smart phone (which again, many of us have) and we have instant access to social media. People are taking more pictures, using different apps, and connecting in different ways – especially using social media tools. How often do we see people waiting in line, sitting on public transportation, or walking down the street while typing away on their phones?

With the proliferation of smart phones and other gadgets, we have instant and (nearly) constant connection with our friends and connections on social media. We can use our phone to seek many different gratifications: escape into a game, show off a beautiful project, seek approval of an outfit, research a political position, and more.

Schemas are ways we organize information to help us better understand it. Schemas are especially important as we talk about social media and biases.

A bias is a tendency or way of looking at feelings, ideas, and opinions. We rarely look at something unbiased, we are influenced by our experiences, attitudes, the kind of day we’ve been having, our friends, and even our social media. When you hear about someone having a bias, it usually refers to a slightly skewed way of thinking (not necessarily wrong), but influenced by what the person knows.

As we’re organizing information using schemas, our biases have a way of working into that process. For example, if you were thinking about people you would never want to hire; perhaps those “stupid xyz people” from our earlier example. You might not have heard of them before, or met anyone from that group, but if everything you have read or seen on social media leads you to believe they are “stupid,” then you are already biased.

Of course, we all have biases. The purpose here is to be aware of the lens through which these things come our way. We want to be open to experiencing another viewpoint, make our own decisions, and recognize biases.

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Assignment Vargas Family Case Study: Narrative Therapy (Obj. 7.1 and 7.2)

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Read “Topic 7: Vargas Family Case Study.”

Identify one member of the Vargas family whose dominant story could use some rewriting. Read the workshop notes on Reauthoring Conversations.

Part 1: In 250-300 words, write a counseling note for the client’s file. In this note, describe any exceptions to the problem that you have identified and develop scaffolding questions to ask the client in your next session, one in their landscape of action and one in their landscape of identity.

Part 2: Put yourself in the client’s shoes and, as the client, write a reauthoring version of their story that is 500-750 words in length. It should incorporate the exceptions and responses to the scaffolding questions from Part 1. Use narrative language when applying this reauthoring technique.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

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Role-Playing Practice: Using the CFI to Individualize Anxiety Care

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Social workers need to be able to identify cultural conceptions of illness and mental illness. Because studies show that anxiety and depression differ from culture to culture and within cultures, it is important to build skill using the Cultural Formulation Interview (CFI) to elicit how an individual has actually incorporated their cultural beliefs. While the core interview is a set of 16 questions, more detailed versions expand on each area. In this Assignment, you sensitively apply the CFI to your case collaboration partner as well as research how to address and individualize anxiety resources for your partner’s culture and needs.

To prepare:

  • Read the Diaz (2017) article (ATTACHED) and take note of their experience using the CFI and the advantages they found in the process. Also note the minority stress concerns that arise in those working with anxiety issues in different cultures.
  • Review the CFI questions (ATTACHED) and readings in the DSM-5 *ATTACHED) on cultural variations, syndromes, and idioms.
  • Meet your collaboration partner and take turns administering the CFI questions (and any needed subsections) to each other. Your partner will role-play an anxiety issue but otherwise be as true to their own situation as possible.
  • Observe how the CFI administration process goes and take any notes needed. Based on what you learn about your partner’s needs and culture, you may need to do further research in the suggested readings and library before submitting your Assignment.

Submit a 4-page paper in which you do the following:

  • 1. Describe the skills or techniques you used to engage your partner during the CFI.
  • 2. Explain which aspects of the CFI were the most helpful in learning about your partner’s personal view of the problem and situation.
  • 3. Identify which relevant subsections of the CFI you used. Explain why you did (or did not) use a subsection as part of your assessment.
  • 4. Analyze how you, as a social work treatment provider, might adjust interventions for the client, their individualized circumstances, and culture of origin.
  • 5. Describe culturally appropriate evidence-based treatment recommendations for intervention. Support these recommendations with evidence from scholarly resources.
  • 6. Recommend a specific evidence-based measurement instrument to validate the diagnosis and assess outcomes of treatment. Explain any cultural considerations you made when determining an appropriate instrument.

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Editing a philosophy/psychology paper on Sigmung Freuds book The Freud Reader

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ATTACHED IS THE ORGINAL ESSAY ALL I NEED IS FOR IT TO BE EDITED TO FIT THE REQUIREMENTS

*MUST USE THE FREUD READER NO INTERNET SOURCES*

Freud, Sigmund. The Freud Reader, edited by Peter Gay. New York: W.W. Norton, 1989.

THESE ARE THE ORIGINAL REQUIREMENTS

Write a concise 3-page expository essay that answers one of the following questions, using only the primary texts: “On Narcissism” or “Mourning and Melancholia”.  Of course, I encourage you to discuss the material with your classmates in a mutually-beneficial way.  Please do not use the internet or any secondary sources.  Do not simply rewrite your class notes, but rather demonstrate in your answers that you have read, understood, and thought about the material.  Write as if you are explaining Freud’s theory in your own words to someone who has not read Freud, and please avoid using first person (I feel…I think…”)

How does Freud understand the concept of “narcissism”?

How does Freud understand the concept of “mourning”?

I’m looking for thorough, coherent answers that demonstrate reflection on the assignments.  Please double-space, and type using size-12, Times New Roman font.  Please avoid using direct quotations on these short assignments, unless they are short and cited correctly (using either Chicago, MLA, or APA style).

An A-paper will show an excellent grasp of the material, and demonstrate that the student actively read the material, and has incorporated the lectures and discussion into thoughtful, comprehensive reflection on the material. It will also have minimal errors in spelling and grammar, and present coherent arguments.

 

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Discussion Board

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Paul and Ava are parents to 3-month-old Kevin. After giving birth, Ava decided to spend several months at home caring for Kevin, but she plans to return to her full-time job as soon as her 12-week maternity leave ends. Some of Ava’s friends have expressed concerns about her returning to work so soon, and Paul’s parents are worried that Kevin may experience learning and behavioral problems if he begins attending child care at such a young age. Ava enjoys being a stay-at-home mother, but she and Paul could really use the income Ava’s job will provide.

  • Using research in the text as a guide, what advice would you give Paul and Ava?
  • Do their friends and family have valid concerns? Why or why not?
  • What types of support can Paul provide after Ava returns to work?
  • What qualities should Paul and Ava look for when choosing a child-care center?

PLEASE ONLY ANSWER QUESTIONS REGARDING TO THIS POST.

TEXTBOOK IS ATTACHED FOR REFERENCE.

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PSY 280

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10th Edition, 2009

ISBN: 13: 978-0-495-39092-3

 

PSY 280

Marriage and Family

Text: Marriages and Families: Making Choices in a Diverse Society

Authors:

Mary Ann Lamanna and Agnes Riedmann

Publisher:

Thomson Learning, Inc.

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Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Pets are present in percent of American households.

a. 10

b. 25

c. 40

d. over 50

2. In his book, The New Work of Dogs, journalist Jon Katz argues that, today, most dogs

a. have work responsibilities.

b. are not viewed as family members.

c. are companion animals.

d. do not represent”family.”

3. According to the text, almost 80 percent of families with children have

a. lice.

b. mini-vans.

c. pets.

d. nervous breakdowns.

4. The Census Bureau uses which of the following terms to describe a person or a group of people residing together?

a. family

b. nuclear family

c. extended family

d. household

5. According to the text, in recent years, people have been

a. marrying earlier in life.

b. avoiding marriage.

c. postponing marriage.

d. cohabiting more than marrying.

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6. Cohabitation has emerged as a lifestyle

a. that is stigmatized as unhealthy and immoral.

b. that is much more common than marriage.

c. that continues to be illegal.

d. that can be intermediate between marriage and singlehood or an alternative to mar- riage.

7. The text reports that between 1990 and 2000, percent of marriages were

preceded by cohabitation.

a. less than 10

b. about 15

c. 25

d. over 50

8. Which of the following theoretical perspectives is directly concerned with the influ- ence of family policy?

a. interactionist

b. family systems

c. family ecology

d. conflict

9. A strength of the perspective is that it sensitizes us to significant politi-

cal-economic and social-cultural issues that may not be addressed in other theories.

a. interactionist

b. family ecology

c. structure-functional

d. family systems

1 O.ln his book The Culture of Fear, sociologist Barry Glassner demythologizes some common fears about dangers to children, including all but WHICH of the following?

a. corporate white-collar crime

b. kidnapping by a stranger

c. teen suicide

d. in-school violence

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11. The text points out that it appears we cannot ever completely shield children from

global or local dangers, and suggests a(n) analysis of risk.

a. exploratory

b. ecological

c. realistic

d. systems

12. Which of the following is NOT a reason given by the text for decreased American in- volvement in neighborhood and community?

a. longer working hours

b. commuting patterns

c. homogeneous neighborhoods

d. the tendency to rely on technological tools for interpersonal contact.

13. According to the family development perspective, each developmental task has “on- time”transitions and a certain order in which major transitions to adult roles take

place, called _

a. role sequencing

b. in a row

c. at-a-boys

d. stage order

14. The sequence of singlehood, marriage, parenthood, grandparenthood, and widowhood are a focus of which of the following perspectives?

a. feminist

b. family development

c. family systems

d. interactionist

15. Which of the following is NOT one of the positive consequences of increased longevity identified in the text?

a. increasing numbers of elderly people being cared for by a smaller group of middle-

aged and young adults

b. more years invested in education

c. longer marriages for those who do not divorce

d. a longer period during which parents and children interact as adults

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16. The text points out that, as the proportion of children declines,

a. adults are more likely to be living with children.

b. neighborhoods are less likely to contain children.

c. children are more likely to be a consideration in daily life.

d. the needs and concerns of young children will be elevated in our consciousness.

17. The text defines this term as “the opportunities one has for education and work, whether one can afford to marry, the schools that children attend, and a family’s health care”:

a. tokens

b. lucky shots

c. life chances

d. cultural bonuses

18. In 2005, the top 20 percent of U.s. families received percent of the na-

tion’s total income.

a. 20

b. 30 c, 40 d. 50

19. Which of the following has the highest family incomes?

a. married couple families in which the wife is not in the labor force

b. married couple families with wives in the labor force

c. male-headed families

d. female-headed families

20. According to the text’s discussion of social class differences among marriages,

a. working-class couples tend to emphasize values associated with parenthood and job

stability and may be more traditional in gender role ideology.

b. white-collar partners are less inclined to value self-expression.

c. middle-class parents stress obedience and conformity in children.

d. parents in working-class families value self-direction and initiative in children.

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21. According to a photograph in the text, families who have a parent deployed in Iraq

due to the war sometimes use a as a reminder and emotional focus for

the duration of that family member’s absence.

a. candle in the window

b. “flat daddy” or “flat mommy”

c. photo album

d. flag

22. According to the text, the military is a more “family friendly” setting (at least in peace time) than the civilian world, and has several benefits and support systems for families. Which of the following is NOT one of these?

a. family housing

b. extensive health insurance

c. longer deployments overseas

d. day care and school age activity centers for older children

23. Warmth, sensitivity, tenderness, and placing concern about others’ welfare above self-

interest can be classified as character traits.

a. aggressive

b. instrumental

c. expressive

d. agentic

24. The text observes that men are not all alike. Recognizing this, scholars have begun to

analyze in the plural, rather than the singular – a recent and subtle

change meant to promote our appreciation for the differences among men.

a. masculinities

b. agentics

c. machismos

d. instrumentalities

25. Between 1-4 of live births produce children who are that is, children

have some anatomical, chromosomal, or hormonal variation from the male or female biology that is considered normal.

a. transgendered

b. homosexual

c. transexual

d. intersexual

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Written Assignment for Unit One

• Include your name, student number, course number, course title and unit number on each page of your written assignment (this is for your protection in case your materials become separated).

• Begin each written assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e. an introduction, middle paragraphs and conclusion).

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one ofthe criteria that is used in assigning points to written assignments. However, students who are successful in earning the maximum number of points tend to submit written assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words.Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course Syllabus for more details on plagiarism and proper citation styles.

Please answer ONE of the following:

1. Do you think the American family is “declining” or “changing”? What is the basis for your answer?

2. Which theoretical perspective are you most likely to use as you look at family life? How does that theory suit your particular view of life? Can you recognize your own “blinders of personal experience”? Which theoretical perspective do you have the most difficulty with? Why?

3. What are the primary differences and similarities between the family lifestyles of African Americans, Latinos (Hispanics), Asian and Pacific Islanders, American Indians (Native Americans), Whites, and multicultural families?

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You have just completed Unit 1 of this course.

You are off to a great start!

Keep up the good work!

 

 

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Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Freud, Kinsey, and many present-day psychologists and biologists maintain that hu-

mans are inherently .that is, we all have the latent physiological and emo-

tional structures necessary for responding sexually to either sex.

a. heterosexual

b. homosexual

c. transexual

d. bisexual

2. A newly identified sexual orientation is characterized by a lack of sexual attraction to others. What is this sexual orientation called?

a. nonsexuality

b. asexuality

c. neutrality

d. sexual dormancy

3. In our culture, what does the phrase “coming out” mean in terms of sexual orienta- tion?

a. beginning puberty

b. starting to experiment sexually

c. identifying oneself as gay to others

d. choosing a bisexual orientation

4. Until fairly recently, it was stated that about percent of adult individuals

are gay or lesbian. However, current research suggests that the proportion is probably lower.

a. 1

b. 5

c. 10

d. 20

5. No specific differences between heterosexuals and gays have been

conclusively established.

a. behavioral

b. genetic

c. socialization

d. development

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6. Whether a same-sex orientation finds expression is clearly affected by -‘

apart from or in conjunction with any genetic dispositions.

a. parenting

b. childhood development

c. environment

d. brain chemistry

7. The perspective sees sex as a focus of norms designed to regulate sexual-

ity so that it facilitates responsible reproduction.

a. structure-functional

b. social conflict

c. biosocial

d. interactionist

8. One reason for the decline in marriages in the U.S. is that Americans increasingly

expect to find in marriage.

a. our soul mate

b. love

c. wealth

d. happiness and success

9. By 2005, the median age at first marriage for both men and women had

a. stabilized.

b. decreased.

c. risen.

d. begun to fluctuate.

10. According to the text’s discussion of the divorced, the

a. divorce rate continues to rise.

b. divorce rate is declining.

c. divorced will continue to contribute to the singles population.

d. the divorce rate is stable at an all-time low level.

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11. By 2005, the median age at first marriage for women was

a. 20.

b. almost 22.

c. 24.

d. almost 26.

12. Since 1980, the proportion of widowed women and men has

a. risen slightly.

b. risen substantially.

c. declined.

d. remained about the same.

13. In 2005, the median age for men to marry was

a. 27

b. 25

c. 23

d. 21

14. Which racial/ethnic group is most likely to be married and least likely to be divorced?

a. non-Hispanic white

b. African-American

c. Hispanic

d. Asian American

15. Which racial/ethnic group is least likely to married and most likely to be never-mar- ried?

a. Asian American

b. Hispanic

c. African American

d. non-Hispanic white

16. Significantly less likely to be married than other racial/ethnic groups, _

are more likely than other groups to be living by themselves, particularly in older age groups.

a. non-Hispanic whites

b. blacks

c. Native Americans

d. Asians

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17. Which category (all ages) is least likely to live alone?

a. Asians and Hispanics

b. non-Hispanic whites

c. blacks

d. divorced parents

18. An emerging alternative to marriage is where a couple is engaged in a

long-term relationship, but each partner also maintains a separate dwelling.

a. cohabitation

b. living alone together

c. domestic partnership

d. common-law marriage

19. Living alone together is already a trend in Europe, and is in the United

States.

a. unheard of

b. not yet a trend

c. an up and coming trend

d. clearly a trend

20. Although we know little about this family form, it is apparently at least partly moti-

vated by a desire to retain _

a. individual financial arrangements

b. separate cars C. autonomy

d. personal belongings

21. In 1940, the proportion of adults under age 30 living with their parents was quite high. Sociologists Paul Glick and Sung Ling Lin suggest that this was true because

a. an atmosphere of familism prevailed at this time.

b. the birth rate had been particularly high for several years.

c. the economic depression of the 1930s made it difficult for young men and women to obtain employment on a regular basis.

d. these adult children felt closer to their parents.

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22. By 2003, percent of men aged 18-24 lived with their parents.

a. about 5

b. close to 10

c. nearly 25

d. more than 50

23. Young singles choose to live with their parents for several reasons. Which of the fol- lowing is NOT one of these reasons?

a. the need for emotional support

b. tax shelter

c. the need for help with child raising

d. economic support

24. Attachment theory leads us to conclude that those with a(n) attachment

style are better marriage-partner prospects.

a. avoidant

b. insecure/anxious

c. secure

d. ambivalent

25. Which of the following age categories has the least stable marriages?

a. teenagers

b. people in their early 20s

c. people in their late 20s

d. people in their 30s

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Written Assignment for Unit Two

• Include your name, student number, course number, course title and unit number on each page of your written assignment (this is for your protection in case your materials become separated).

• Begin each written assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e. an introduction, middle paragraphs and conclusion).

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to written assiqnrnents. However, students who are successful in earning the maximum number of points tend to submit written assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words.Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course Syllabus for more details on plagiarism and proper citation styles.

Please answer ONE of the following:

1. What is the relationship between politics and sex research and sex education? Do you think that sex education should be a mandatory subject in our public schools, regardless of whether parents approve or not? How do you think this controversy can be solved, once and for all, or can it be?

2. Do you agree more with the family decline or family change perspective when it comes to fam- ily policy? Is the HMI (Healthy Marriage Initiative) a good move for our country or not?

3. Examine the major examples of heterogamy and explain the relationship between heterogamy and marital stability.

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Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. The new image of a “good” father in today’s society says that fathers _

a. are mainly providers or breadwinners

b. should be the primary nurturer of the child

c. not only take financial responsibility but also are actively involved in child care

d. can make less money, if they stay at home more

2. An opposite image from “good” fathers are u -”’ who “are avoiding even

minimal responsibility for their children:’

a. deadbeat dads

b. bad fathers

c. absentee dads

d. poor fathers

3. Racial/ethnic stereotyping often gives us an exaggerated, negative image of ____ as parents.

a. non-Hispanic whites

b. Asian Americans

c. African Americans and Latinos

d. Native Americans

4. The proportion of fathers who serve as the principal parent has in the last

20 years.

a. decreased dramatically

b. significantly increased

c. stayed about the same

d. decreased slightly

5. Which of the following is NOT one of the “facts” discussed in the text concerning fathers as primary parents?

a. About 20 percent of all u.s. children under age fifteen are living with single fathers.

b. About 5 percent of black and of Hispanic children live with single fathers.

c. Whether married or single, fathers as primary parents report facing isolation and stereotypes.

d. Primary-parent fathers have begun to organize support groups.

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6. In the past, research on parent roles viewed fathers as financial providers, disciplinar- ians, and “playmates;’ while mothers were seen mainly as

a. “soul mates:’

b. “counselors:’

c. “caregivers and comfort givers:’

d. “confidantes:’

7. Diane Ehrensaft defines shared parenting

a. in terms of time.

b. in terms of dedication.

c. as a family unit.

d. as an identity.

8. Men continue to dominate corporate America. In 2000, only a little over _

percent ofthe highest-earning executives in Fortune 500 companies were women.

a. 1

b. 5

c. 10

d. 15

9. The text reports that “the housewife,” a woman who views her adult role as one de- voted to the home, while she remains economically dependent on the earnings

of her husband, the breadwinner, has _

a. remained a vital presence in our society

b. re-emerged in strength

c. vanished

d. flourished in some ethnic groups

10. Some career women are now the labor force in order to stay home with

their children for a time.

a. “saying a permanent goodbye”to b. rejecting

c. “turning their back on”

d. “opting out” of

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11. In 2006, almost of mother of children under fifteen in married-couple

families were stay-at-home mothers, wives of steadily employed men, who remained out of the labor force for the entire year to “take care of home and family:’

a. one-tenth

b. one-quarter

c. one-third

d. half

12. The family is one in which a traditional division of labor is the ideal. This

family model is often associated with evangelical Christianity, as well as Orthodox Judaism, traditional Catholicism, and Mormonism.

a. strictly religious

b. ritualistic

c. neotraditional

d. gender specific

13. Sociologist Jessie Bernard asserted that the role for men emerged in the

United States during the 1830s.

a. good provider

b. masculine

c. egalitarian

d. macho

14. The provider role (and its counterpart, the housewife role) lasted into the _

a. 1950s and 1960s

b. late 1970s

c. early 1990s

d. millennium

15. Employed wives contribute about of a family’s income.

a. a tenth

b. a quarter

c. a third

d. a half

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16. According to classification by researchers Huston and Melz, which type of marriage is high on both affection and antagonism?

a. Bland, or empty shell

b. Warm, or friendly

c. Tempestuous, or stormy

d. Hostile, or distressed

17. According to classification by researchers Huston and Melz, which type of marriage is high on antagonism but low on love and affection?

a. Bland, or “empty shell”

b. Warm, or friendly

c. Tempestuous, or stormy

d. Hostile, or distressed

18. According to classification by researchers Huston and Melz, which type of marriage is low on showing signs of love and affection but also low on antagonism?

a. Bland, or empty shell

b. Warm, or friendly

c. Tempestuous, or stormy

d. Hostile, or distressed

19. Tim and Judy were always very physical and lovey-dovey with each other, but they also fought often, sometimes getting loud and physical in their anger. According to Hus- ton and Melz, which type of marriage do they have?

a. Hostile

b. Bland

c. Warm

d. Tempestuous

20. John and Danielle were constantly using criticism, passive-aggressive behavior, and contempt during their fights, and they hadn’t said any words of love or touched each other for months. According to Huston and Melz, which type of marriage do they have?

a. Hostile

b. Bland

c. Warm

d. Tempestuous

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21. Eric and Nicole were civil yet distant in their relationship. They never had conflict, but also never slept together and rarely spoke to one another in intimate ways. Ac- cording to Huston and Melz, which type of marriage do they have?

a. Hostile

b. Bland

c. Warm

d. Tempestuous

22. Todd and Erin were constantly telling and showing each other how much they loved and appreciated one another. They were also not afraid to have healthy conflict when necessary, but always treated each other with respect, even when angry. According to Huston and Melz, which type of marriage do they have?

a. Hostile

b. Bland

c. Warm

d. Tempestuous

23. Huston and Melz called both Bland and Tempestuous unions because

these two marriage types evidenced only one of two desirable attributes.

a. “mixed blessing marriages”

b. halfway marriages

c. incomplete marriages

d. “lacking love marriages”

24. A study comparing mutually satisfied couples with those experiencing marital difficul- ties found that when couples are having trouble getting along or are stressed, they tend to

a. interpret each other’s messages and behavior more negatively.

b. fight in a “bonding” fashion.

c. engage in more self-disclosure.

d. avoid the “silent treatment:’

25. Success in marriage has to do with a couple’s perhaps more than any

other social indicator emphasized by social scientists in earlier studies of marital adjustment.

a. gentleness and humor in relating to each other

b. social similarity

c. financial stress

d. age at marriage

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Written Assignment for Unit Three

• Include your name, student number, course number, course title and unit number on each page of your written assignment (this is for your protection in case your materials become separated).

• Begin each written assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e. an introduction, middle paragraphs and conclusion).

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to written assignments. However, students who are successful in earning the maximum number of points tend to submit written assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course Syllabus for more details on plagiarism and proper citation styles.

Please answer ONE of the following:

1. Examine the three styles of parenting (as described by psychologist Diana Baumrind). Why do psychologists prefer the authoritative style?

2. What is the “wage gap?” Do you think American society will ever reach a condition of “comparable worth”? Why or why not?

3. Discuss the importance of each of the ten guidelines for bonding fights.

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Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Social scientists Robert Blood and Donald Wolfe interviewed about 900 wives in greater Detroit and asked who made the final decision in various areas. From their

interviews, they drew the conclusion that most families had a(n)” “deci-

sion-making structure.

a. relatively egalitarian

b. authoritative

c. patriarchal

d. very traditional

2. Blood and Wolfe’s investigation involving interviews with 900 wives in Detroit, Michi- gan, had the important effect of encouraging people to see marital power as

a. patriarchal.

b. matriarchal.

c. shared.

d. traditional.

3. The text points out that there are important areas of family life that were NOT includ- ed in the Blood and Wolfe study. Which of the following was, in fact, included in their investigation?

a. sexual life

b. how many children to have

c. how much freedom for same or opposite-sex friendships

d. decision making

4. According to Gillespie, the resource hypothesis (which presents resources as neutral and power as gender-free) is

a. rationalizing the preponderance of the male sex.

b. the most adequate explanation of gender equality.

c. thoroughly supported by research findings on gender inequality.

d. useless.

5. One way in which women come to have fewer resources is through their _

and resulting economic dependence.

a. comparative weakness

b. reproductive roles

c. vocational lag

d. lack of higher education

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6. In a traditional society, is legitimate power.

a. egalitarianism

b. female authority

c. male authority

d. child-focused decision-making

7. Studies comparing traditional societies with more modern ones suggest that in a tradi- tional society, norms of patriarchal authority may be so strong that they override per- sonal resources and give considerable power to all husbands. This perspective is termed

a. resources in cultural context.

b. family ecology.

c. relative love and need.

d. egalitarian normative.

8. Resource theory explains marital power only when there is no overriding _

norm or norm of marital power.

a. transitional/relative

b. egalitarian/patriarchal

c. dominant/subordinate

d. matriarchal/superior

9. Which theoretical perspective views families as shaping family traditions and family members’ self-concepts and identities?

a. interactionist

b. family systems

c. conflict

d. family development

10. Which theoretical perspective views the family as a living thing, with each compo- nent influencing all of the others?

a. family development

b. interactionist

c. family systems

d. conflict

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11. Dealing with the experience of a family who is trying to adjust to sending the young- est child off to college illustrates which theoretical perspective?

a. interactionist

b. family systems

c. family development

d. conflict

12. When a family member becomes addicted to alcohol, the entire family system is af- fected. Which theoretical perspective views a family as such?

a. family ecology

b. family development

c. interactionist

d. family systems

13. Trying to counsel and help a family who was living in New York on Sept. 11,2001

and who still struggle with the resulting trauma illustrates which theoretical perspec- tive?

a. family ecology

b. family systems

c. family development

d. conflict

14. The text points out that something must happen to cause family stress or to precipi- tate a family crisis. That something is what social scientists call a

a. precondition.

b. dysfunction.

c. structural threat.

d. stressor.

lS.ln general, stressors are less difficult to cope with when they are all EXCEPT which of the following?

a. expected

b. brief

c. unexpected

d. able to gradually improve over time

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16. Which of the following is NOT cited in the text as a type of stressor?

a. receiving a pay increase

b. ambiguous loss

c. conflict over family roles

d. daily family hassles

17. The text points out that adding a family member is stressful because doing so in- volves

a. intimacy.

b. family boundary changes.

c. an ambiguous loss.

d. demoralization.

18. Among low-income couples, a wife’s earnings may actually help to hold the marriage together by counteracting the negative effects of poverty and economic insecurity on

marital stability. This is known as the effect.

a. bootstrap

b. positive stabilizing

c. income

d. offsetting

19. In a study conducted in the Boston area, Brennan, Barnett, and Gareis found that

a. all men were disturbed when their wives had higher earnings.

b. role specialization is no longer so important to couple solidarity.

c. women were adversely affected when they earned more than their husbands did.

d. role specialization is very important to couples.

20. Marriage was originally a social institution directed toward the practical purposes of economic support and responsible child rearing. Today, marriage tends to be viewed as a

a. flexible agreement.

b. contract.

c. nadir of involvement.

d. a happy, emotionally supportive relationship.

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21. divorce laws, which exist in all fifty states, have eliminated legal con-

cepts of guilt and are a symbolic representation of how our society now views divorce.

a. Mutual

b. No-fault

c. Equal party

d. No-custody

22. There are a variety of demographic and behavioral factors that are related to divorce rates. Which of the following is NOT one of these?

a. Young children tend to destabilize marriage.

b. Remarried mates are more likely to divorce.

e. Race and ethnicity are differentially associated with the chances of divorcing.

d. Premarital pregnancy and childbearing increase the risk of divorce in a subsequent marriage.

23. According to the most systematic investigation, marital complaints made by both men and women are usually about

a. not enough sex.

b. not enough money.

e. deficiencies in the emotional quality of the marriage. d. infidelity.

24. Sociologist Linda Waite studied couples on the verge of divorcing, and found out that

for those who remained married, two-thirds described themselves as” n

five years later.

a. very unhappy

b. still on the verge of divorce

c. struggling at times

d. very happy

25. Improvements in unhappy marriages come about for various reasons. Which of the following is NOT one of the reasons cited by sociologist Linda Waite?

a. the passage of time (children got older, job or other problems improved)

b. hormonal changes (helped with moods and fighting)

e. partners’ efforts to work on problems, make changes, and communicate better d. individual partners made personal changes (travel, work, hobbies, ete.)

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Written Assignment for Unit Four

• Include your name, student number, course number, course title and unit number on each page of your written assignment (this is for your protection in case your materials become separated).

• Begin each written assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e. an introduction, middle paragraphs and conclusion).

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one ofthe criteria that is used in assigning points to written assignments. However, students who are successful in earning the maximum number of points tend to submit written assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course Syllabus for more details on plagiarism and proper citation styles.

Please answer ONE of the following:

1. What are power polities, as used by couples in relationships? Explain the major strategies that may be used to disengage from power politics.

2. Evaluate the question, “Crisis: disaster or opportunity?”

3. How do no-fault divorce laws and fair property settlements work against women in divorce proceedings?

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wk3 Strengths and Weakness

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Strengths and Weakness as a Therapy Group Leader

One of the fundamental choices facing each group therapy leader is whether leadership will be done as an individual or partnership. Each approach offers advantages and disadvantages. An advantage of individual leadership might be that you often make many of the decisions regarding the facilitation of the therapy group and its membership. For example, you decide on the size, member selection, length, theme, treatment goals, fees/insurance, and leadership style. In addition, as the therapy proceeds, you likely will continue to be the primary decision-maker in the group.

A disadvantage of individual group leadership might be collusion by the therapy group against you if the members disagree with your approach. Some group members may have issues with authority or can be resistant to treatment. In such cases, the group members can act out toward you. As an individual group leader, you might not have others to rely on to help you through such situations.

Co-leadership offers its own advantages and disadvantages. Group therapy sessions can be longer than individual sessions, sometimes lasting 90 minutes or even two hours, as opposed to 45-50 minutes for the average individual session. In a larger therapy group, such as eight to 12 people, there can be a lot to attend to. Thus, group co-leaders can divide up the work. For example, the focus might be on two or three group members. One group leader can help facilitate the process with those two to three group members while the co-leader observes what is happening in the rest of the group. Therapy group co-leaders can be a lot like parental figures. The co-leaders can work together to demonstrate a healthy relationship, and this can be an effective source of modeling for clients who might not have much experience with healthy relationships. Further, co-leaders can demonstrate other relationship skills, such as how to resolve conflict. Finally, if one co-leader is absent, the therapy group can still meet.

A disadvantage of group co-leadership is that it is based on a relationship. As such, it may suffer from basic relationship problems. What if you don’t like your co-leader? What if you or your co-leader have some dysfunctional behaviors? In such cases, these problems can come out in therapy and become the focus of the therapy group rather than issues of the members.

For this Discussion, review the week’s Learning Resources and complete the media titled “Leadership Styles Quiz.” With your quiz results in mind, consider the strengths and weaknesses you might have as a group therapy leader. Think about the challenges you might experience when working with a co-leader and how you might overcome these challenges.

With these thoughts in mind:

a brief summary of your strengths and weaknesses as a group therapy leader. Then, explain how two aspects of your personality might present challenges when working with a co-leader. Finally, explain how you might address these challenges. Be specific and use the Learning Resources and current literature to support your response.

 

The highlighted in red ones are me. I’m people oriented

Types of Leadership and Patterns of Management

The following 18 statements are about leadership styles or patterns of organization. Think of a therapy group with which you are familiar or an “ideal” type of therapy group you would like to work with. Then, note each statement that represents the types of leadership or patterns within the therapy group you selected. Choose ALL statements that represent the types of leadership or patterns of organization you selected.

1. The group leader’s main focus is on people. He or she motivates, provides incentives, delegates authority, empowers, consults, and involves others.

2. Emphasis on the roles of planning, coordination, administrative communication, budgeting, and decision making.

3. Leadership style is authoritative, centralized; no delegation of authority and no involvement of group members in decision making.

4. Tight control and supervision, closely linked to processes and outcomes.

5. The group leader does not tolerate deviations from the rules and processes that regulate the therapy group. Very low tolerance for ambiguity.

6. Group leader’s behavior focuses on achieving group’s goals and attaining legitimation from the external environment.

7. The group leader motivates group members to seek self-fulfillment, sets challenging goals, and encourages self development.

8. Group leader is task oriented, without considering the human factor. The human factor is a means to achieve his/her goals.

9. Decision-making and problem-solving processes are based on the group leader’s formal authority.

10. Emphasis on achieving group’s goals, taking the therapy group’s structure and internal procedures into account.

11. Efforts focused on selecting, developing, building, and guiding the group members to achieve the goals of the therapy group.

© Laureate Education 2012

12. Emphasis on division of labor and roles, including decision making and enrichment.

13. Leadership style is authoritative, centralized, directive, and focused on achieving the therapy group’s goals.

14. The group leader utilizes tools, mechanisms, methods, and technologies for problem solving and conflict resolution.

15. Emphasis on managing the external environment, reducing member’s dependency on agents in the environment, and increasing member’s control over their environment.

16. Considerable investment in developing resources, training, and preparing members to cope with constraints imposed by the external environment.

17. The group leader and administrative staff engage in alliances and coalitions with various elements outside the therapy group. Emphasis on reducing the impact of outside pressures; screening the environment to identify opportunities, risks, and threats.

18. Emphasis on the importance and contribution of the human factor, invest in developing the functional maturity of the group members in order to allow for improved interactions with the external environment.

Results Introduction:

Results will be mapped into four quadrants:

1) Task Oriented— Internal 2) Task Oriented — External, 3) People Oriented — Internal 4) People Oriented — External

Each of the 18 statements above belongs in one of these quadrants. The quadrant that contains the most statements that you selected is the style that best represents you as a leader. As you look over your results, remember that leadership is a continuum. Very few individuals fall under a single category (i.e., only Task Oriented — Internal). Instead, most individuals show leadership characteristics that overlap several different aspects

© Laureate Education 2012

(i.e., predominantly Task Oriented — Internal with lesser tendencies toward Task Oriented — External and People Oriented — Internal). Also, there might be times when a leader deliberately shifts between leadership styles based on the situation or the stage of the therapy group. With your results in mind, complete the Week 3 Discussion Assignment.

Task Oriented — Internal: Statements # 2, 4, 5, 10, and 13

Task Oriented — External: Statements # 3, 6, 8, and 9

People Oriented — Internal: Statements # 1, 7, 11, 12, and 14

People Oriented — External: Statements # 15, 16, 17, and 18

Definitions:

Task Oriented Task oriented leaders see themselves as the master organizer and driver for the therapy group. It is their responsibility to “get the job done.” They actively manage aspects of the therapy group, including defining tasks, assigning roles, creating structure, planning, and organizing. The task oriented leader’s focus on completing the task risks overlooking the impact their policies have on therapy group members.

People Oriented People oriented leaders see themselves as caretakers of the therapy group. It is their responsibility to provide support to the therapy group members. They focus their energy on motivating, supporting, and developing the people in the therapy group. People oriented leaders often encourage a participatory approach to group therapy, while placing less emphasis on processes or goals.

External An external approach places importance on the external environment and its impact on therapy group members. Decisions are often made in response to factors that occur outside of the therapy group.

Internal An internal approach places importance on the therapy group’s environment over the “outside world.” Decisions are often made in response to immediate group needs rather than based on factors outside of the therapy group

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Psych Evaluation

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The final project for this course is the planning and writing of a psychological report using simulated case data.

 

In Final Module, you will submit your psychological report. It should be a complete, polished artifact containing all of the critical elements of the final product.

 

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

 

While there are many different types of mental health professionals who perform counseling and psychotherapy, the one role that is unique to the psychologist is conducting tests and measurements, analyzing and reporting the results, and making recommendations. Psychological reports are used for many purposes in many settings, including educational and training, legal, medical, mental health, and vocational settings. While this course will not provide you with the professional qualifications to administer these tests, this exercise will give you an experience in planning and writing a psychological assessment report, evaluating the choice of measurements, describing and reporting the results, synthesizing assessment information, and making sound conclusions and recommendations based on your data. Whether your career path leads to being a producer or consumer of psychological reports, this project will give you a basis for understanding the assessment process.

 

The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission will occur in Module Seven.

 

In this assignment, you will demonstrate your mastery of the following course outcomes:

 Demonstrate knowledge of the APA Ethical Code and the relevant issues related to psychological assessment

 Develop a broad understanding of the complexity of psychological assessment and the various approaches to assessment

 Be familiar with a number of assessment instruments

 Understand the benefits and limitations of assessment and testing

 Be able to determine the appropriate use and misuse of tests

 Demonstrate their understanding of basic concepts and terminology

 Develop their critical thinking skills by systematically analyzing test results from case studies

 Be able to demonstrate their ability to comprehend current research related to assessment and testing

 Effectively communicate in a professional manner both through written and verbal assignments

 

Prompt

Imagine you have landed an internship as a psychologist’s assistant within a mental health organization. The psychologist needs your assistance in creating a psychological report for one of her clients. She has presented you with two case histories (which you will find below) and has asked you to complete the entire report, in which you will analyze the case history of your choosing and the corresponding data dossier to suggest results, conclusions, and recommendations for the client. The recommendations a professional makes in this area could impact the follow-up actions that other professionals might take. Be sure to carefully analyze all data to ensure a best possible situation for case study Barbara B.

 

Test results: Barbara received two projective personality tests and completed a depression-screening questionnaire.

 

Within your report, specifically the following critical elements must be addressed:

 

I. Introduction and Data Analysis

a) Introduce the client’s case you chose by briefly recapping the background of the client you are assessing. What is the reason for referral? State the presenting problem and the questions to be addressed through your evaluation of the data. Relate the problem to the APA Ethical Code and the psychological assessment issues that could be encountered.

b) In your response, consider who is making the referral and how this impacts your assessment of the data; is the intended consumer of the report a parent, a school system, a mental health practitioner, a probation officer, or another stakeholder?

c) Describe how you will analyze your data by considering the following questions. What is the best way to organize your data to address your referral question? How do you make this technical information useful and understandable for the intended reader? Justify your choice of method with other research.

 

II. Observation

a) Using the field notes provided and, referring to the specific testing instruments and methods used, describe the pertinent client behaviors and test conditions relevant to test outcomes and conclusions. What is the setting for the observation? Was it a natural or contrived situation? Was the subject aware of the observation (Hawthorne effect)? How did the observed behaviors relate to the referral question?

b) How did the subject respond to testing? What was his or her level of comfort, effort, emotional state, and so on? Using other research, justify how the subject’s behavior could have been impacted by the test conditions.

 

III. Benefits and Limitations

a) Provide a rationale for the test selection used, a brief description of the tests used, and the obtained scores.

b) For each test performed in the case history, assess the different approaches used by examining the benefits and limitations of each test performed.

c) Relate the tests performed to the APA Ethical Code; did each test follow ethical guidelines? Justify your viewpoint by using current research and theory.

 

IV. Conclusions

a) Given test behaviors, how confident are you in your results? Rationalize and justify your opinion with research.

b) Address the common themes and/or contradictions in your client’s test results. What common themes emerged from the data? In your response, relate the results to the referral question. What information in your data is most relevant to your referral question?

c) Discuss the limitations of testing or threats to the reliability or validity of the results. What suggestions would you make for additional assessment?

d) What evidence do you have to report to the psychologist to help her make a diagnosis? How might this evidence inform her diagnosis? Thoroughly explain your conclusion.

 

V. Recommendations

a) Given the conclusions you made, explain whether or not you have enough information to make recommendations for treatment or other interventions. If so, identify, explain, and justify with research what your recommendations for future assessments would be.

b) Explain how your recommendations are consistent with evidence-based practice by relating your response to current and relevant research.

 

VI. Reflection

a) Upon completion of your recommendations section, reflect on the process and work you did to create this report. Address what evidence you found most useful and why.

b) What additional client information would have been useful? How would you obtain it?

c) What have you learned through this process? What would you like to know more about?

 

Milestone One: Draft of Introduction and Data Analysis Milestones In Module Two, you will submit a two- to three-page draft of the Final Project’s Introduction and Data Analysis section.

The first step to creating a professional psychological report begins with considering the client’s background and reason for referral and the conditions surrounding why an assessment is needed, who the stakeholder of the assessment is, and whether or not the factors surrounding the client’s situation could impact the assessment. In this milestone, you will first be choosing a case history to analyze, “Barbara B.,” and you will also need to describe how you will be analyzing your data. The work you do in this milestone will impact the analysis and recommendations you will make in future milestones. This milestone is graded with the Milestone One Rubric.

 

Milestone Two: Draft of Observation and Benefits and Limitations In Module Four, you will submit a two- to three-page draft of the final project’s Observation and Benefits and Limitations sections. In this milestone, you begin to analyze the data in your client’s case history’s dossier. You will be addressing how the client’s behaviors and the test conditions impacted the test results. You will also closely examine the different tests used to determine the benefits and limitations of each. Finally, you will consider whether or not the assessments were conducted ethically. All of your observations and insights will need to be supported with current research and accepted professional practices. This milestone is graded with the Milestone Two Rubric.

 

Milestone Three: Draft of Conclusions, Recommendations, and Reflection In Module Six, you will submit a two- to three-page draft of the final project’s Conclusions, Recommendations, and Reflection sections. This milestone provides you an opportunity to work more closely with your data by requiring you to identify common themes that emerged from the data, to analyze the reliability and validity of the data, to offer recommendations for the client, and to reflect on the entire process. Milestone Three also culminates the work you did in the first two milestones. This milestone is graded with the Milestone Three Rubric.

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Evaluate the psychometric properties of a psychological assessment on DEPRESSION.

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Evaluation of the Psychometric Properties of the Test

Your evaluation of the test should include the following areas of consideration:

1. Purpose of Test: What is the purpose of the test (personality, screening, diagnosis, marriage counseling, placement for children, etc.)?  Who developed it and why?  How is it used?

2. Type of Test/Scoring: What kind of items does the test utilize (T/F, likert, etc)?  How is the test scored? What kind of score(s) do respondents receive (percentile rank, z score, T score, total and /or subscale scores?)

3. Normative Sample: Describe the normative sample (including the number of participants and their know demographic characteristics). Indicate whether or not the normative sample is adequately representative of the intended test-takers.

4. Administration: How is the test administered?  Paper and pencil? Computer based?  Who can purchase/administer the test (i.e., minimum qualifications)?

5. Reliability: Correctly use terms from the textbook/course materials to define the types of evidence for reliability reported in the review articles, and provide the specific numerical values of the reliability statistics. If no reliability data are provided, then explain what type of evidence for reliability you would need in order to fully evaluate the test.

6. Validity: Correctly use terms from the textbook/course materials to define the types of evidence for validity reported in the review articles, and provide the specific numerical values of the validity coefficients. If no validity data are provided, then explain what type of evidence for validity you would need in order to fully evaluate the test.

 Justification for Selecting the Test

Your justification for selecting the test should include the following areas of consideration:

1. Explain why you selected this test for review. Specifically, explain how the test is relevant to what you are doing now and/or your future career plans.

2. Explain how the test that you chose fits in with the goals and responsibilities of Christian professionals who might utilize the test. Choose at least one scriptural citation from the bible(an actual verse) THIS IS A REQUIREMENT to support your argument.

Assignment Parameters

1. Use of current APA formatting guidelines is expected thoughout your paper.

2. Your assignment should include an APA-formatted Title Page.

3. DEPRESSION psychological test to evaluate, and you will find two (3) articles(attached) from the Mental Measurements Yearbook (MMY) database that assess the psychometric properties of the DEPRESSION.

4. In your evaluation of the test, you will use information gathered from both review articles to write a comprehensive evaluation of the test.

· The written evaluation of the test itself (the body of your paper) should be 2-3 pages in length.

· Your paper should be written in a scholarly writing style with a formal, college-level tone that utilizes appropriate grammar, diction, spelling, and punctuation.

· Your paper should appropriately utilize in-text citations of all sources (2 review articles and 1 scriptural citation), and citations should be presented in accurate APA format.

5. Your paper will include an APA-formatted References Page.

· Your references page should include the reference information for the 2 review articles that you obtained from the MMY.

You MUST REFERENCE the testbook as a reference if you cite information from the textbook when writing your paper. Cohen, R. J. & Swerdlik, M. E. (2017). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). Boston, MA: McGraw-Hill. ISBN: 9781259870507.

· Make sure that you reference every source that you cite and that you cite every source that you reference. (Referencing the Bible is not required in APA-formatted manuscripts, but you can choose to reference it if you would like. Citing the Bible is required.)

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Organizational Behavior in Health Care MCQs Test Bank

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1:  Defined by Allport (1935) as a “mental state of readiness, organized through experience, exerting a directing or dynamic influence on the individual’s response to situations,” this is known as a(n)
A: Cognition
B: Behavior
C: Dissonance
D: Attitude
E: Perception
2:  The Tri-Component model suggests that human attitudes have 3 factors, that are:
A: Love, Intimacy, Passion
B: Biological, Chemical, Learned
C: Physical, Mental, Spiritual
D: Behavioral, Mechanical, Mental
E: Actions, Beliefs, Feelings
3:  Festinger (1957) suggested _________ to refer to when we perceive an inconsistency between two or more of our internal attitudes or between our behavior and attitudes.
A: Attitude Shift
B: Cognitive Dissonance
C: Disequilibrium
D: Psychoneurotic
E: Perceptual Illusion
4:  Attitudes are very individual and subjective, and therefore we do not currently have ways to measure an employee’s attitude about their jobs.
A: TRUE
B: FALSE
5:  The process by which we interpret and organize sensory information to produce a meaningful experience of the world, is known as _______.
A: Attitude
B: Perception
C: Cognition
D: Intuition
E: Judgment
6:  When a person limits their processing of information by only paying attention to certain select information based on prior experience, beliefs or attitudes, this is called ___________
A: Dual Stimulation
B: Cognitive Deficit
C: Selective Attention
D: Reverse Filtering
E: Registration
7:  If we claim an outside force motivated an event this is known as ________ compared with when we assign causal factors to ourselves or a person, known as __________.
A: Extraverted; Self-serving bias
B: Internal Locus of Control; External Locus of Control
C: Internal Attribution; External Attribution
D: External Attribution; Internal Attribution
E: Public Perception Management, Internal Perception Management
8:  Preconceived thoughts or beliefs can affect whether or not we hear opinions or information that does not agree with our preconceived thoughts
A: TRUE
B: FALSE
9:  Managers make attributions about employees based on “consistency” and “distinctiveness” as well as _____________ which is “the extent to which an employee’s performance is the same or different from other employees”
A: Attributes
B: Stereotype
C: Consensus
D: Differentiation
E: Habit
10:  A hich of the following is NOT one of the “Big 5” personalityhich of the following is NOT one of the “Big 5” personality, but is therefore also perceived to be a good hospital for Gastric surgeries as well. This generalized carryover based on just one characteristic is known as __________
A: Stereotype
B: Placebo Effect
C: Horn Effect
D: Halo Effect
E: Angel syndrome
11:  When a person evaluates another person as generally low on many traits after observing poor performance on just one trait… this negative carryover effect is known as _______
A: Stereotype
B: Placebo Effect
C: Horn Effect
D: Halo Effect
E: Angel syndrome
12:  From reading about the “contrast effect” in person perception, we know that if compared to a highly attractive person, a target person will be judged as ____________ than s/he would have been if rated on his or her own.
A: More attractive
B: Less attractive
C: Neutral – contrasts have no effects on judgment of attractiveness
D: Less attractive if male, more attractive if female
E: None of the above
13:  A defensive mechanism where we attribute our own attitudes onto someone else, such as “My friend tempted me with a desert and made me go off my diet.”
A: Procrastination
B: Projection
C: Prosocialization
D: Halo Effect
E: Stereotyping
14:  Overly generalized, and typically negative, views about a group of people is known as a __________
A: Stereotype
B: Projection
C: Halo Effect
D: Pygmalion Effect
E: Sublimation
15:  Price Waterhouse v. Hopkins was a legal case where a female lawyer claimed discrimination based on gender stereotyped statements
A: TRUE
B: FALSE
16:  Another name for the “self fulfilling prophesy” where individuals tend to live up to other’s stated expectations about us
A: Stereotype
B: Projection
C: Halo Effect
D: Pygmalion Effect
E: Sublimation
17:  Employee selection can be aided by the use of _________ which is the general use of measurements of human ability, personality, potential and other factors
A: I.Q. testing
B: Personality testing
C: Psychometrics
D: Rorschach (inkblot) tests
E: None of the above
18:  It’s a good idea for a manager to hire workers exclusively based on the score of a personality test.
A: TRUE
B: FALSE
19:  Extroverts do best in quiet, non-social jobs such as computer work, while Introverts show the best job performance when they must work and present in front of large groups of people
A: TRUE
B: FALSE
20:  Which of the following is NOT one of the “Big 5” personality traits measured with personality tests?
A: Neuroticism
B: Spirituality
C: Extroversion
D: Agreeableness
E: Openness
1:  Motivation is described as the conscious or unconscious stimulus, incentive, or motives for action towards a goal resulting from psychological or social factors, the factors giving the purpose or direction to behavior.
A: TRUE
B: FALSE
2:  The three components of the process of motivation are:
A: goals, incentives, and behavior
B: behavior, wants, and direction
C: incentives, behavior and goals
D: unsatisfied need, drive, and satisfied need
3:  The content theories of motivation focus on the assumption that individuals are motivated by the desire to satisfy their inner needs.
A: TRUE
B: FALSE
4:  Process theories of motivation focus on the cognitive processes underlying an individual’s level of motivation.
A: TRUE
B: FALSE
5:  The levels in Maslow’s Hierarchy of Needs are:
A: growth, relatedness, and existence
B: satisfiers, physiological, relatedness, self-esteem, and safety
C: physiological, affiliation, safety, self-actualization, and self-esteem
D: hygiene, affiliation, safety, satisfiers, and self-actualization
E: self-actualization, self-esteem, affiliation, safety, and physiological
6:  Employee motivation has a direct impact on a health services organization’s performance
A: TRUE
B: FALSE
7:  According to Alderfer, individuals must satisfy their lower level needs, at least to an acceptable state, before the person can be motivated to achieve higher level needs.
A: TRUE
B: FALSE
8:  Managers need to be conscious of the fact that all employees are not driven by the same needs, nor is any employee driven by the same need, at the same time.
A: TRUE
B: FALSE
9:  Alder’s ERG theory like Maslow’s Hierarchy of Needs requires an individual to satisfy a lower level need for a higher-level need to become the driver of a person’s behavior.
A: TRUE
B: FALSE
10:  The three categories of Alderfer’s ERG theory are:
A: existence, relatedness, and gain
B: existence, relatedness, and growth
C: extrinsic, recognition, and growth
D: environment, recognition, and gain
11:  The frustration-regression principle of the ERG theory explains that when a barrier prevents an individual from obtaining a higher level need, a person may “regress” to a lower-level need (or visa versa) to achieve satisfaction.
A: TRUE
B: FALSE
12:  Although an employee may have multiple needs to satisfy, managers must focus exclusively on one need at a time will to be effective in motivating an employee.
A: TRUE
B: FALSE
13:  According to Herzberg’s Two-Factor theory, motivators do not include:
A: salary
B: recognition
C: responsibility
D: work itself
E: advancement
14:  According to Herzberg, the opposite of job satisfaction is job dissatisfaction.
A: TRUE
B: FALSE
15:  Hygiene factors relate to job content and motivators/satisfiers relate to job context.
A: TRUE
B: FALSE
16:  Employees will be motivated to do work that they perceive to be significant.
A: TRUE
B: FALSE
17:  Which of the following is not one of the five core motivational job characteristics identified by Hackman and Oldham?
A: skill variety
B: task significance
C: autonomy
D: feedback
E: advancement
18:  The three types of motivational needs identified by McClelland are:
A: advancement, power, and affiliation
B: power, affiliation, and growth
C: affiliation, growth, and advancement
D: achievement, power and affiliation
19:  Each content theory of motivation is separate, distinct, and unrelated.
A: TRUE
B: FALSE
20:  Maslow’s Hierarchy of Needs had a great influence on the study of organizational behavior.
A: TRUE
B: FALSE
1:  Conflict is inevitable and unavoidable
A: TRUE
B: FALSE
2:  Conflict occurs when an individual or group feels negatively affected by another individual or group.
A: TRUE
B: FALSE
3:  Although there are numerous definitions of conflict, there are two common components to most definitions: (1) perceived incompatibility of interests, and (2) some interdependence of the parties.
A: 0
B: 0
C: 0
D: 0
E: 0
4:  Because all conflict leads to ineffectiveness, managers must create an organizational culture of cooperation.
A: TRUE
B: FALSE
5:  Conflict occurs when the ideas and thoughts within an individual or between individuals are incompatible. This is an example of what type of conflict?
A: goal
B: cognitive
C: affective
D: procedural
6:  Conflict occurs when two or more desired or expected outcomes are incompatible. This is an example of what type of conflict?
A: goal
B: cognitive
C: affective
D: procedural
7:  _________________ happens when several alternative courses of action are available and when the outcome is important to the individual whether positive or negative.
A: Intrapersonal cognitive conflict
B: Intrapersonal affective conflict
C: Intrapersonal goal conflict
8:  The following is an example of what type of intrapersonal conflict, When an individual must choose an alternative that is expected to have both positive and negative outcomes.
A: Avoidance/avoidance
B: Approach/approach
C: Approach/avoidance
9:  Cognitive dissonance occurs when individuals recognize inconsistencies in their thoughts and behavior.
A: TRUE
B: FALSE
10:  _____________ occurs when the expectations associated with a work role are incompatible with the individual’s needs, values, or ethics.
A: Person-role conflict
B: Intrarole conflict
C: Interrole conflict
D: Interpersonal conflict
11:  _______________ involves two or more individuals who believe that their attitudes, behaviors, or preferred goals are in opposition.
A: Intrapersonal conflict
B: Interpersonal conflict
C: Intragroup conflict
D: Intergroup conflict
E: Interorganizational conflict
12:  A lack of communication skills combined with our personal and cultural differences, creates powerful deficits in our ability to relate to each other. Because of this broad-based inadequacy, interpersonal conflicts regularly emerge.
A: TRUE
B: FALSE
13:  There are three types of intragroup conflict: (1) relationship, (2) task, and (3) process.
A: TRUE
B: FALSE
14:  Of the four categories of intergroup conflict, which one relates authority relationships?
A: Vertical conflict
B: Horizontal conflict
C: Line-staff conflict
D: Diversity-based conflict
15:  What type of intergroup conflict may occur when supervisors attempt to control subordinates?
A: Vertical conflict
B: Horizontal conflict
C: Line-staff conflict
D: Diversity-based conflict
16:  Integration of organizations that involves extensive linking of providers at different points in the patient care continuum causes the lowest level of interorganizational conflict.
A: TRUE
B: FALSE
17:  Of the five conflict-handling modes, which one reflects a win-lose approach to conflict?
A: Avoidance
B: Accommodation
C: Competition
D: Compromise
E: Collaboration
18:  Of the five conflict-handling modes, which one reflects a win-win approach to conflict?
A: Avoidance
B: Accommodation
C: Competition
D: Compromise
E: Collaboration
19:  Of the five conflict-handling modes, which one involves unassertive and uncooperative behaviors?
A: Avoidance
B: Accommodation
C: Competition
D: Compromise
E: Collaboration
20:  Individuals use the bounded rationality model to decision-making when there is sufficient time for an orderly, thoughtful process.
A: TRUE
B: FALSE
21:  The rational model is considered the “ideal” method of decision-making.
A: TRUE
B: FALSE
22:  Managers are under the constraints of limited time and resources, personal bias and other factors, which make rational decision-making unrealistic.
A: TRUE
B: FALSE
23:  The expression “bounded rationality” is used to denote the type of rationality that managers resort to when the environment in which they operate is too complex relative to their cognitive limitations.
A: TRUE
B: FALSE
24:  _______________ decision-making involves using one’s professional judgment based on past experiences rather than sequential logic or explicit reasoning
A: Bounded rationality
B: Intuition
C: Heuristics
D: Biases
25:  _______________ are guidelines or “rules of thumb” that help make our world manageable by simplifying complex tasks
A: Bounded rationality
B: Intuition
C: Heuristics
D: Biases
26:  _____________ bias is an intuitive technique where the perceived probability of an event is influenced by the ease of recollection.

A: Adjustment
B: Anchoring
C: Representativeness
D: Availability
27:  High quality decision-making is attributable to escalation of commitment by a manager.
A: TRUE
B: FALSE
28:  Framing heuristic is a tendency to make a decision based on the form or manner in which information is presented.
A: TRUE
B: FALSE
29:  Managers differ along two dimensions in the way they approach decision-making: value orientation and tolerance for ambiguity. Value orientation reflects the extent to which a person has a high need for structure or control in his or her life.
A: TRUE
B: FALSE
30:  Of the four basic decision styles, which one is associated with high tolerance for ambiguity and a high cognitive complexity?
A: Directive
B: Analytic
C: Conceptual
D: Behavioral
31:  Of the four basic decision styles, which one is associated with low tolerance for ambiguity and low cognitive complexity with a focus on technical decisions?
A: Directive
B: Analytic
C: Conceptual
D: Behavioral
32:  With training, managers can use all four decision styles effectively as different situations are presented, however, individuals have a tendency to resort to a single, dominant style (i.e., default mode of decision making).
A: TRUE
B: FALSE
33:  Negotiation may be defined as the process by which two or more parties decide what each will give and take in an exchange.
A: TRUE
B: FALSE
34:  ____________ negotiation is often referred to as “hard-bargaining” or a win-lose, zero-sum approach.
A: Integrative
B: Interactive
C: Distributive
35:  ___________ negotiation is a cooperative, interest-based, agreement-oriented approach to dealing with conflict that is viewed as a “win/win” or mutual gain dispute.
A: Integrative
B: Interactive
C: Distributive
1:  Groups can be categorized into three broad groups: primary, secondary, and reference.
A: TRUE
B: FALSE
2:  ____________ groups are those that we compare ourselves to for developing our personal behavior and social attitudes.
A: Primary
B: Secondary
C: Reference
D: Formal
E: Informal
3:  __________ groups are organized based on members’ common interests or goals.
A: Primary
B: Secondary
C: Reference
D: Formal
E: Informal
4:  Managers need to be aware that ____________ groups can be a powerful force within their organization.
A: Primary
B: Secondary
C: Reference
D: Formal
E: Informal
5:  __________ groups are created by the organization, therefore, they are part of the organization’s formal structure.
A: Primary
B: Secondary
C: Reference
D: Formal
E: Informal
6:  Groups go through sequential stages of development. The following is as example of what development stage: High levels of emotion because members are trying to find their group identity and exert their individuality.
A: Forming
B: Storming
C: Norming
D: Performing
E: Adjourning
7:  Groups go through sequential stages of development. The following is as example of what development stage: In this stage the rules for behavior are explicitly and implicitly defined. There is a greater degree of order and a strong sense of group membership.
A: Forming
B: Storming
C: Norming
D: Performing
E: Adjourning
8:  The group decision making process usually takes longer than an individual decision making process.
A: TRUE
B: FALSE
9:  Groups produce less and lower quality solutions to problems than do individuals working alone, because there are too many people involved in group decision making.
A: TRUE
B: FALSE
10:  There are four factors that play an important part regarding the quality of a group’s decision: (1) the group should be diverse, (2) members need be feel that they are in a “safe” environment so their ideas can be expressed freely, (3) the degree of task interdependence must be high, and (4) the group must have the potency for success.
A: TRUE
B: FALSE
11:  The nominal group technique is a brainstorming technique that assists to overcome the challenge faced by group members who may lack the experience to understand that the information they hold is needed to generate and evaluate options or alternatives.
A: TRUE
B: FALSE
1:  Organization development incorporates which of the following characteristics:
A: use of a behavioral scientist
B: rapid response to change
C: systematic approach
D: a and b only
E: a and c only
2:  All change in organizations should be considered an Organizational Development initiative.
A: TRUE
B: FALSE
3:  Behavioral science is important in OD because:
A: organizations should have an Employee Assistance Program (EAP) to help employees through any change process
B: understanding relationships is critical to the change process
C: organizations should have an understanding of how members react to change
D: all of the above
E: b and c
4:  The role of the OD Practitioner is to:
A: facilitate the change process
B: work closely with the organization
C: have ultimate accountability for the success off the change
D: work with the client to understand and move forward with the change process successfully
5:   Which of the following is an important skill set of an OD Practitioner?
A: technical skills
B: interpersonal skills
C: consulting skills
D: none of the above
E: all of the above
6:  It is better to hire an external consultant versus using an OD professional who is an employee of the organization because the external consultant will be able to psychological distance him/herself from the organization .
A: TRUE
B: FALSE
7:  Which of the following is an advantage to utilizing an external consultant?
A: knowledge of the organization
B: better data collection expertise
C: knowledge and experience of a particular intervention
D: a lack of objectivity
8:  Which of the following is an advantage to utilizing an internal consultant (i.e., employee of the organization)?
A: knowledge of the organization
B: better data collection expertise
C: knowledge and experience of a particular intervention
D: a lack of objectivity
9:  The goal of action research is to base the intervention on initial research, then to follow up the process with feedback through further data analysis to determine the effectiveness or impact, make adjustments as necessary, and ultimately use the results to feed additional research.
A: TRUE
B: FALSE
10:  During the __________ phase of the action research model, mutual expectations are identified.
A: entering and contracting
B: diagnosis
C: feedback
D: action
11:  The ___________ phase involves a strategic collection and analysis of data from the organization.
A: entering and contracting
B: diagnosis
C: feedback
D: action
12:  The most frequently used method of data collection is:
A: questionnaires
B: interviews
C: observation
D: unobtrusive methods
13:  Financial reports, turnover rates, exit interviews and customer satisfaction reults are all examples of what type of data collection?
A: questionnaires
B: interviews
C: observation
D: unobtrusive methods
14:  The “Hawthorne effect” in one potential pitfall of the observation method of data collection.
A: TRUE
B: FALSE
15:  Which data collection method might enable the practitioner to learn more about communication patterns, leadership issues, or ineffective conflict resolution strategies in the team?
A: questionnaires
B: interviews
C: observation
D: unobtrusive methods
16:  Changing from a functional to a matrix structure is an example of which type of intervention?
A: strategic
B: technostructural
C: human process
D: human resource management
17:  Which of the following interventions deal primarily with issues between people in an organization?
A: strategic
B: technostructural
C: human process
D: human resource management
18:  A career planning system is an example of which type of intervention?
A: strategic
B: technostructural
C: human process
D: human resource management
19:  A diversification in products is an example of which type of intervention?
A: strategic
B: technostructural
C: human process
D: human resource management
20:  The true test of an organizational intervention is the outcome.
A: TRUE
B: FALSE
21:  The goal of process improvement interventions is to increase efficiency.
A: TRUE
B: FALSE
22:  This intervention is designed to enable groups of people to work together on a single problem, and through a regimented process utilizing specific problem solving tools.
A: team building
B: process improvement
C: total quality management
D: work design
23:  Which of the following intervention is mistakenly often seen as the only intervention needed, but the goal of this intervention should be to build or improve a skill base?
A: team building
B: process improvement
C: training
D: work design

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