Psychiatric Assignment 7

Kim is a 27-year-old woman who recently moved from a small

town in Texas to work in the city of Dallas as a reporter for one

of the major newspapers. She is 5’6” tall and weighs 115 lb. To

keep in shape she likes to jog, which she did regularly in her

hometown. She doesn’t know anyone in Dallas and has been

lonely for her family since arriving. But she has moved into a

small apartment in a quiet neighborhood and hopes to meet

young people soon though her work and church.

On the first Saturday morning after she moved into her new

apartment, Kim decided to get up early and go jogging. It was

still dark out, but Kim was not afraid. She had been jogging

alone in the dark many times in her hometown. She donned her

jogging clothes and headed down the quiet street toward a nearby

park. As she entered the park, an individual came out from a

dense clump of bushes, put a knife to her throat, and ordered her

to the ground. She was raped and beaten unconscious. She

remained in that condition until sunrise when she was found by

another jogger who called emergency services, and Kim was

taken to the nearest emergency department. Upon regaining

consciousness, Kim was hysterical, but a sexual assault nurse

examiner (SANE) was called to the scene, and Kim was assigned

to a quiet area of the hospital, where the post-rape examination

was initiated.

Answer the following questions related to Kim:

1. What are the initial nursing interventions for Kim?

2. What treatments must the nurse ensure that Kim is aware

are available for her?

3. What nursing diagnosis would the nurse expect to focus on

with Kim in follow-up care? 

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PHL hip hop research paper

Your research paper assignment is to write an 8-10 pg. double-spaced paper (i.e. including work cited page) on the topic of your choice. You must use 5 article sources from the Hip Hop Studies Reader that we have not read.

 

You must also integrate any of our class readings into your argument. Feel free to see me for help and/or possible outlines. It is standard format of 12 pt. font, Times New Roman, and one inch margins. Please put a title to your essay and center it on the page. Also put your name and our classroom information on the top-left corner of the page. Use MLA parenthetical citations.

 

 

Here are few things to keep in mind when writing your paper.

1)     Introduction Central Idea and Thesis: The first paragraph should grab the reader’s attention. The thesis (i.e. what you will argue) is clearly stated. Show the reader why the topic matters.

2)     Organization: The essay should be well-organized. One idea follows another in a logical sequence with clear transitions.

3)     Understanding of Text: The essay should clearly lay out the main argument of the authors you are reading. Demonstrate a clear grasp of a difficult concept with a good example. Pay attention not simply to the content of the author’s argument but also the methods by which they address an issue.

4)     Critical Evaluation of the Text: Critical evaluation is not always negative it can be positive. On the negative side you can briefly step outside a view and raise an objection to it from a different perspective. After raising an objection you may offer a response that tries to minimize the force of an objection. On the positive side you can try and extend someone’s view and apply it to a different situation or you could show why the argument is original or a good reminder or may point out various strengths in the author’s argument or approach. Whether you show limitations of a view or its strengths or both you must give reasons in support of your evaluations. Please try and give a sophisticated response to the text that is clear and demonstrates that you “got what he/she tried to say” and you critically thought about it.

 

5)     Mechanics: Try and have few, if any, spelling, punctuation, organization, grammar or usage errors.

 

 

Grading Rubric

Problem Identification: Identify and thoroughly explore the issue and significant underlying issues. Capture the multi-faceted and dynamic nature of a complex issue.

Context and Assumptions: Considers integral contexts and background information, surfacing assumptions and address the ethical dimensions underlying the issue.

Data/Evidence: Demonstrate skill in search, selection, and source evaluation. Examine evidence and its source, question accuracy, relevance, and completeness. Demonstrate an understanding of how facts shape but may not confirm opinion.

Integration of Diverse Perspectives: Seek out, weigh and effectively integrate diverse, uncomfortable or contrary views. Analyze other positions in an accurate, nuanced, and respectful fashion.

Develops Own Perspective: Clearly present and justify your own position. Demonstrate ownership for constructing knowledge or framing original questions.

Conclusion: Identify, discuss, and extend conclusions and/or consequences. Considers ambiguities and raises questions.

 

 

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PSYC 380 Forum 4

The textbook defines social neuroscience as “The study of how genes, chemicals, and brain areas contribute to social behavior, is a relatively new area of study, but one that excites growing enthusiasm. We shall consider two topics, love and altruism” (Kalat, 2019). However, Perspectives on Psychological Science defines social neuroscience and the meaning as “The goal of social neuroscience is to identify biological mechanisms and to specify the influences between social and neural structures and processes.” (Cacioppo & Cacioppo, 2013). Personally, I believe that social neuroscience is the process of how the brain attempts to break down social experiences along with behaviors.

 

The field of social neuroscience contributes to our understanding of various social behaviors. There have been great perspectives and attempts to distribute knowledge into the reflection of social neuroscience. This is a wonder thing considering the fact that this allows us now in the present to understand, as well as those in the future. There have been great attempts and to understand factors that make social neuroscience understandable to others in the field of study. Together this has allowed for students, such as us in this course to explore the research performed on this top of neuroscience today.

Social neuroscience could contribute to discipleship and growth in godly behaviors and decision making. Just as social neuroscience is the process of how the brain attempts to break down social experiences along with behaviors, it also allows one to think and break down spiritual experiences. This leads to the life of a Christian, and as a Christian comes growth in godly behaviors and decision making as long as one follows the word of God. The Bible says “And Jesus came and said to them, “All authority in heaven and on earth has been given to me. Go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, teaching them to observe all that I have commanded you. And behold, I am with you always, to the end of the age.”” (The Holy Bible, Matthew 28:18-20).

 

 

 

References:

Cacioppo, J. T., & Cacioppo, S. (2013). Social neuroscience. Perspectives on Psychological Science, 8(6), 667-669. doi:10.1177/1745691613507456

 

Kalat, J. W. (2019). Biological Psychology (13th ed.). Boston, MA: Cengage. ISBN: 9780357096345.

Word count: 383 words

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Week 9 Discussion Response to Classmates

I NEED THIS 10/31/2020 BY 12PM

Please no plagiarism and make sure you are able to access all resources on your own before you bid. You need to have scholarly support for any claim of fact or recommendation regarding treatment. Grammar, Writing, and APA Format: I expect you to write professionally, which means APA format, complete sentences, proper paragraphs, and well-organized and well-documented presentation of ideas. Remember to use scholarly research from peer-reviewed articles that is current. Sources such as Wikipedia, Ask.com, PsychCentral, and similar sites are never acceptable. Each classmate’s document is attached so please respond separately.

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

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

1. Classmate (A. Carr)

Case Conceptualization

Ka-Sean is a 25-year old lesbian African American who has saught counseling due to unmanagable anxiety. She is currently living with her partner and is enrolled in a graduate counseling program. She has attended counseling once, after her mother passed away. She describes this period of her life as “very dark” and talks about an emergence of self-injurious behaviors (cutting, burning, punching herself). Although she does not use this coping method anymore, she claims that her chronic worrying has become debilitating. Ka-Sean refers to her worrying as “the flooding” because she feels flooded with an overwhelming amount of unknowable questions. Since her mothers death, her father and sister are her main support system. Ka-Sean used to rely heavily on her partner, until she recently thought her partner was cheating on her. Her brother used to support her until she decided to move in with her girlfriend, which he vocally opposed. With that said, Ka-Sean’s support group has become rather small. Because of her excessive worrying and anxiety, Ka-Sean has began to feel the physical symptoms of stress. She reported feeling chronically restless, stomach issues, muscle tension, fatigue, and difficulties sleeping. Occasionally, she experiences deep anxiety that leads to tightness in her chest, heart palpitations, shaking and shortness of breath. This happened for the first time 2 years ago and has been reoccurring once to twice a month since. She has had multiple ER visits fearing that she is having a heart attack.

Diagnostic Impressions

F41.1 Generalized Anxiety Disorder

F41.0 Panic Disorder

Rationale for Diagnostic Impressions

Based on the case presentation, Ka-Sean displays many of the symptoms associated with F41.1 Generalized Anxiety Disorder (GAD). Ka-Sean’s excessive worry and anxiety has been apparent for a minimum of the last two years since her ER visit (Criterion A). She also finds it difficult to control the worry and “flooding” thoughts (Criterion B). She also noted that her anxiety and worry are at the source of her restlessness, fatigue, and sleep disturbance (Criterion C). Ka-Sean described her sleep cycles as battles; she often tosses and turns repetitively as she rattles her “to-do-list” off in her head. Ka-Sean’s anxiety, worry, and physical symptoms cause her a great deal of distress and impairment, which leaves her struggling to complete school assignments and socialize with her peers (Criterion D). Ka-Sean is currently taking Xanax, prescribed by her primary care physician, however, it does not seem to be causing her condition (Criterion E). Although Ka-Sean displays many symptoms associated with F41.0 Panic Disorder, her condition is not better explained as such (Criterion F).

Ka-Sean appears to be presenting co-occurring symptoms to GAD which are reflective of F41.0 Panic Disorder. She reported a few abrupt surges of symptoms including heart palpitations, shaking, shortness of breath, a fear of losing control, and tightness/discomfort in her chest (Criterion A), which have persisted once to twice a month for the last 2 years. After each attack, Ka-Sean’s worry increases because she fears losing control and having another panic attack during school or social events (Criterion B). Ka-Sean has not withdrawn from social activities or classes due to this fear. As stated above, the disturbance does not seem to attribute to the physiological affects of her Xanax prescription (Criterion C). Lastly, Ka-Sean’s symptoms and disturbance can not be better explained by any other phobic, obsessive or anxiety disorder (Criterion D).

 

References

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

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

2. Classmate (C. Rob)

Ka-Sean Conceptualization

(Include specific information about client symptoms and presenting concerns).

Ka-Sean is a 25 year old African American Lesbian. She is experiencing longstanding bouts of excessive anxiety. Ka-Sean lives with her partner in a large city. She lost her mother a few years ago and experienced an increased level of anxiety and self-injurious behaviors during that time period. She is the youngest of three children. She has a strained relationship with her brother whom she has not spoken to in a number of years. She has a stable and supportive relationship with her older sister and her father. Ka-Sean reports having excessive worry that dominants 80% of her awake time. Ka-Sean experiences physical symptoms associated with her excessive worrying which such as; muscle tension, difficulty with sleep, stomach issues, chest tightness and shortness of breath. She also reported having difficulty concentrating, making decisions and completing tasks. Ka-Sean often needs guidance and reassurance when making decisions.

Ka-Sean had to quit her job due to feeling overwhelmed and exuashted with making decisions and overanalyzing tasks. She is currently a student in a Graduate Counseling Program. Her classmates describe her as being a perfectionist. Additionally , Ka-Sean worries about her school work and often needs reassurance and guidance from her classmates and professor regarding her work and progress.

Diagnostic Impressions

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

F41.1 Generalized Anxiety Disorder with Panic Attacks

Rationale for Diagnostic Impressions

(Include the diagnostic impressions using the DSM-5 to link the client’s symptoms to the diagnostic criteria for each diagnosis that you render. If you do not render a diagnosis, you still must use the DSM-5 to explain why you chose not to render a diagnosis.)

Based on the case presentation, Ka-Sean appears to demonstrating symptoms consistent with F41.1 Generalized Anxiety Disorder with Panic Attacks. Ka-Sean has experienced excessive worry and anxiety occurring more day than not for at least 6 months about events, such as school and work performance(Criterion A) . The client reports having quitting her job due to “analysis paralysis” over anaylzing tasks and feeling overwhelmed by making decisions. Additionally the client has experienced significant anxiety while being student in a graduate program. The client expressed excessive procrastination and the need for reassurance from her professor and classmates. This presentation is consistent with Criterion A. Ka-Sean has expressed difficulty with controlling worry ( Criterion B) as evidenced by “the flooding” of thoughts and questions that run through her mind such as “ What if she (partner) doesn’t love me”. Ka-Sean has experienced difficulty concentrating or mind going blank (Criterion C3) muscle tension ( Criterion C5) and sleep disturbance (Criterion C6).

As a specifier , Ka-Sean also shows symptoms consistent with Panic Attacks. She has shown the abrubt surge from a calm to anxious state with the following symptoms; heart palpitations, shaking hands, shortness of breath, chest pain or discomfort (tightness) and fear of losing control. This is evidenced in an incident 2 years ago. Her partner had to take her to the emergency room because it was thought she could be having a heart attack. These incidents occur infrequently.

3. Classmate (L. Sha)

Case Conceptualization

Ka-Sean is a 25-year-old, single, Lesbian female resides with her significant other, whom she has known since her childhood and is unconditionally supportive. She has recently enrolled in a graduate school counseling program. She presents with anxiety with excessive worry, with a history of chronic restlessness, stomach issues, muscle tension, fatigue, and sleep disturbance due to ruminating thoughts and tossing and turning throughout the night. Also, she has difficulty concentrating and focusing, which has led to impairment at work and school, leading to quitting her job and difficulty completing school assignments. Ka-Sean has been observed as a “perfectionist” and controlling in that she has difficulty working with others on group assignments. She has difficulty making decisions and is unable to control her worries.

Ka-Sean reports that she experiences a “flooding” of worry where she experiences multiple thoughts that appear to be cognitive distortions about her circumstances that likely potentiates her anxiety.

Ka-Sean has experiences tightness in her chest, heart palpitations, shortness of breath, thoughts of losing control, with the onset being two years ago and now occur once or twice a month within others’ presence and when alone. She is hypersensitive to these attacks and has an increase in worry after the attack occurs.

Her mother died a few years ago, and she characterized this time as a “dark period” with increased anxiety and engaging in self-injury with cutting, burning, and punching herself. As a result, she sought treatment due to these symptoms and issues of bereavement. There are no reports of these symptoms continuing to occur since that time.

Ka-Sean has recently been diagnosed with a stomach ulcer after reports of having heartburn, upset stomach, fatigue, and bowel changes.

Diagnostic Impressions

F41.1 Generalized Anxiety Disorder with Panic Attacks

K25 Stomach Ulcer

Rational for Diagnostic Impressions

Based on Ka-Sean’s reports and presenting symptomology, Ka-Sean meets the criteria for F41.1 Generalized Anxiety Disorder with a Panic Attacks. Consistent with the symptoms of Generalized Anxiety Disorder, Ka-Sean presents with excessive worry and anxiety occurring more days than not for at least the last couple of years about various aspects of her life, including work, school, and her relationship with her significant other (Criteria A.) She reports that she is unable to control her worry (Criteria B) and that her anxiety is associated with being easily fatigued (Criterion C2), difficulty concentrating and focusing on her mind going blank (Criterion C3), experiencing muscle tension (Criterion C5), and sleep disturbance with restlessness (Criterion C6.) Ka-Sean’s experiences with anxiety, worry, and physical symptoms has caused clinically significant impairment at work with her quitting her job, at school with her difficulty with completing assignments and working with others, and potentially her relationship (Criteria D.) She denies using alcohol or illicit substances or having a medical issue that could account for these symptoms (Criteria E.) Her symptoms do not meet the criteria for another mental disorder (Criteria F.)

Ka-Sean also meets the criteria for the Panic Attack specifier in that she experiences heart palpitations (Criterion 1), shortness of breath (Criterion 4), tightness in her chest (Criterion 6), and fear of losing control (Criterion, 12). She has a history of experiencing abdominal distress (Criterion 7), however, she has recently been diagnosed with a stomach ulcer.

Required Resources

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

· Section II, “Anxiety Disorders”

· Section II, “Obsessive-Compulsive and Related Disorders”

· Section II, “Trauma- and Stressor-Related Disorders”

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

· Chapter 5, “Anxiety Disorders”

· Chapter 6, “Obsessive-Compulsive and Related Disorders”

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PSYC 255 DB 1

Your initial thread must be at least 250 words and you must support your assertions with at least one citation in current APA format.

Topic: Scripture seems to support the idea that it is important to investigate life to find wisdom and truth. Read these Scripture verses and think about them in the context of the topic of research: Proverbs 19:2, Proverbs 17:24, Proverbs 18:13, and Ecclesiastes 12:13.

Thread Prompt: Select at least 2 of these 4 Scripture verses to include in your thread. What do you see in these Scripture verses related to research? Identify and explain the insights that you notice. Be sure to include the text of the Scripture as part of your answer.

FYI:

Dear Lyn,

I am writing to you regarding your success in the Db 1 assignment. I hope to help you avoid an all-too-common tendency that leads to low marks on the Discussion Board assignments. The tendency is for students to concentrate only on the Bible passages and forget that they are also in a research class. The three chapters assigned in the Crawford textbook should be a huge, integral part of the essay and replies. Without meaningful, substantive course content in the posts (not merely quoted, but integrated into the essays), the scores will be low.

Please watch my five minute video on this topic. I am determined to help you avoid the shock of low grades. On to success!
D. Sosin

Link address for video: https://watch.liberty.edu/media/t/1_mu0jc2w7

 

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n Topic 4, you submitted a treatment plan for your client Eliza. Since the initial treatment plan, several changes have taken place within Eliza’s case. Read Eliza’s Case Study:

In Topic 4, you submitted a treatment plan for your client Eliza. Since the initial treatment plan, several changes have taken place within Eliza’s case. Read Eliza’s Case Study: Part Three. Since the mandatory assessment 2 weeks ago, you have discovered that Eliza is again on your client listing for the day due to a mandatory evaluation, with the incident report indicating that campus public safety, due to a tip from a concerned resident, found the client passed out and alone in her dorm, smelling of alcohol.

Part 1: Review the initial Treatment Plan submitted in Topic 4.

  • Reassess your treatment plan diagnoses, goals, and objectives based on the new information provided.
  • Fill out and submit a new treatment plan evidencing the changes made in treatment utilizing the treatment plan template provided.

Part 2: In a 1,000-1,250-word essay, answer the questions presented in a separate Word document, addressing the following:

  • Examine the case and propose why the changes occurred.
  • Reassess the effectiveness and validity of the treatment plan.
  • Discuss how the treatment plan needs to be adjusted to address the changes in the situation.
  • Justify the changes both ethically and legally.
  • Determine what the changes (obstacles) mean to the treatment plan.
  • Discuss how you would evaluate the resources available for you to make a referral.
  • Discuss how you would communicate to the client the need for referrals to other behavioral health care professionals.
  • Determine which referrals you would make and how you would collaborate with other behavioral health care professionals.
  • Include any instruments you would use to assess the client.

Submit the revised treatment plan and essay to your instructor.

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.

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PHILOSOPHY OF HELPING

Describe your personal philosophy of helping using your personal and professional life experiences.

Personal experiences: What or whom has been a driving force in formulating your personal helping philosophy? The paper in part should be based on the wants to help children and their families.

Professional experiences: Discuss the impact of any professional experience (employment, volunteer, etc.) that was influential in shaping or creating your philosophy.

What are the primary beliefs, values, and ethics that guide your approach to life and how do they inform

15

(how are they reflected in) your personal philosophy of helping?

How may your personal value system impact your role as a professional social worker?

Please discuss why you have chosen to become a professional social worker.

Note: This is a self-reflective paper. The paper should demonstrate self-awareness and also integrate some of the material discussed in class. No outside references are required.

Grading Criteria

Your paper will be assessed on the following areas:

• Did the paper include a reflection on the role of personal experiences in shaping the student’s philosophy?

• Did the paper include a reflection on the role of professional experiences in shaping the student’s philosophy?

• Did the paper clearly define the student’s actual philosophy of what helping is?

• Did the paper clearly define how helping is achieved from the student’s personal perspective?

• Did the student explain his or her personal values/belief system?

• Did the student reflect on how these personal values and beliefs may impact his or her work with clients?

• Did the student discuss how he or she formed the desire to become a social worker?

• Was the paper clearly written and well organized?

• Was the paper grammatically and typographically correct?

• Does the paper follow APA guidelines?

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6-2 Journal: Criminal Prosecution

6-2 Journal: Criminal ProsecutionTask: Submit to complete this assignment

In this assignment, you will reflect upon the role and limitations of psychological theories in the prosecution of criminals.

What are the limitations of psychological theories in the prosecution of criminals? Does a person’s age impact their motivation or the chances of continuing criminal behavior? Think about your final project assignment. What limitations did you experience as you were developing your report? Can these limitations be addressed or rectified? Explain.

To complete this assignment, review theCriminal Prosecution Journal Guidelines and Rubricdocument.

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2-2 Activity: Journal

Overview

In this module, we will learn about the psychoanalytic tradition. In the previous module, we addressed methods theorists use to measure personality and completed a mock Thematic Apperception Test (TAT). Now, let’s revisit your Module One Journal responses using a psychoanalytic lens and see if we can discover new insights about ourselves.

Please note: This journal will contain a nonclinical analysis. Your task is not to diagnose or assign clinical labels to yourself. That would require licensure beyond the scope of this course. This journal does require personal reflection; analyze and share to the depth you are comfortable with.

Prompt

For your journal, use the Module Two Journal Template to answer the following questions. Specifically, you must address the following rubric criteria:

  • Describe what a psychoanalyst like Freud or Jung would be looking for in the responses to a projective test like the Thematic Apperception Test. Your response should be 2 to 5 sentences in length.
  • Using the lens of a psychoanalyst, reflect on your Module One Journal responses by answering the following questions in 2 to 5 sentences each:
    • Describe what role your unconscious might have played in your responses. Are there any defense mechanisms present in your story?
    • Describe how you characterized any underlying conflicts present in your story. Think about drives and the parts of personality (id, ego, superego) in your response.
    • Describe how you characterized the interactions of the people in your story. What could this tell us about attachment and relationships?
    • Describe how much your own life experience informed the story you told.
  • After considering the role of the unconscious and projection in the story you told, describe another interpretation for your image. Your response should be 2 to 5 sentences in length.
  • Describe what a greater awareness of projection means for other interactions you might have with people in a social or professional setting. Your response should be 2 to 5 sentences in length.

Guidelines for Submission

Submit your completed Module Two Journal Template. If you cite external resources, you must use APA citation style.

Module Two Journal Rubric

CriteriaComplete (100%)Proficient (70%)Not Complete (0%)ValuePsychoanalystDescribes what a psychoanalyst like Freud or Jung would be looking for in the responses to a projective test like the TATShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to what a psychoanalyst would be looking for in responses to a projective testDoes not attempt criterion13UnconsciousDescribes what role the unconscious might have played in the responsesShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to what role the unconscious might have playedDoes not attempt criterion13Underlying ConflictsDescribes characterization of any underlying conflicts present in the storyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the characterization of any underlying conflictsDoes not attempt criterion13InteractionsDescribes characterization of the interactions of the people in the storyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the characterization of the interactions of peopleDoes not attempt criterion13Life ExperienceDescribes how much life experience informed the storyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to how life experience informed the storyDoes not attempt criterion13Another InterpretationDescribes another interpretation for the imageShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to another interpretation for the imageDoes not attempt criterion13Other InteractionsDescribes what a greater awareness of projection means for other interactions in a social or professional settingShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to what awareness of projection means for other interactions in a social or professional settingDoes not attempt criterion13Articulation of ResponseSubmission has no major errors related to citations, grammar, spelling, or organizationSubmission has some errors related to citations, grammar, spelling, or organization that negatively impact readability and articulation of main ideasSubmission has critical errors related to citations, grammar, spelling, or organization that prevent understanding of ideas9Total: 100%

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u5lc_psych

Live Chat Assignment #1- 1 typed page- In this chapter- 8- the author discussed several theories of motivation.  There are 5 specific theories discussed on pages 192-195.  Please pick 2 theories to compare anmd contrast.  Be sure to do both.  Which theory do you agree with and why?

 

Live Chat Assignment # 2- 1 typed page- What is the difference between extrinsic and intrinsic motives?  The textbook begins the discussion of this topic on page 205.  In answering this question, please refer to at least one additional, credible source.  In most situations would you say that you are intrinsically motivated or extrinsically motivated to do something?  Explain your answer. Why do you think this is?

 

 

8-5a. Extrinsic Versus Intrinsic Motives

Do you want to do well in this course? If you do, why? Carol Dweck (2009) finds that achievement motivation can be driven by performance or learning goals, or both. For example, are you motivated mainly by performance goals, such as your grade in the course? If so, it may be in part because your motives concern tangible rewards such as getting into graduate school, landing a good job, reaping approval from your parents or your instructor, or avoiding criticism. Performance goals are usually met through extrinsic rewards such as praise and income. Parents of children who develop performance goals are likely to respond to good grades with rewards such as toys or money and to respond to poor grades with anger and removal of privileges.

“When I was young I thought that money was the most important thing in life; now that I am old I know that it is.”

— Oscar Wilde , Irish dramatist, novelist, and poet (1854–1900)

Or is it learning goals that mainly motivate you to do well? That is, is your central motive the enhancing of your knowledge and skills—your ability to understand and master the subject matter? Learning goals usually lead to intrinsic rewards, such as self-satisfaction. Students who develop learning goals often have parents with strong achievement motivation who encourage their children to think and act independently. Parents and teachers help children develop learning goals by showing warmth and praising them for their efforts to learn, exposing them to novel and stimulating experiences, and encouraging persistence (Dweck, 2006, 2009). Children who are stimulated in this way tend to set high standards for themselves, associate their achievements with self-worth, and attribute their achievements to their own efforts rather than to chance or to the intervention of others.

Many of us strive to meet both performance and learning goals in our courses as well as in other areas of life. Grades are important because they are connected with tangible benefits, but learning for its own sake is also of value and can provide great pleasure.

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