SOCW-6210-6351-Wk1-Responses

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Response 1:

Resiliency

Respond to at least two colleagues in one or more of the following ways:

        

·      Add to your colleague’s suggestion for applying resiliency to Talia’s case by suggesting an adaptation of the strategy.

·      Critique your colleague’s suggested application of resiliency to social work practice, stating whether you might use the strategy in your own practice, and why. 

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

Colleague 1: B

Nineteen year old Talia Johnson was the victim of a rape at a fraternity party (Plummer, Makris and Brocksen, 2014).  This week’s video depiction highlights Talia’s struggle with navigating her way back into the life she knew prior to the sexual assault (Laureate Education, 2013).  The social worker has a glimpse into her daily life, particularly as she struggles with her parent’s understandable discomfort with their daughter remaining on campus (Laureate Education, 2013).  Talia views her current situation as stagnant and not easily changeable.  During these situations, the professional charged with helping the client achieve the best positive outcomes when pairing their innate resiliency with a Strengths Based Perspective (Zastrow and Kirst- Ashman, 2016).  Zastrow and Kirst-Ashman recognize the importance of emphasizing one’s resiliency, particularly when faced with undeniable adversity (Zastrow and Kirst-Ashman, 2016).

 

While this may be proven as an effective approach, convincing a client who is experiencing consistent feelings of helplessness and hopelessness, is certainly not an easy feat.  Therefore, the focus of this approach should remain small, manageable tasks seen through to completion (Zastrow and Kirst-Ashman, 2016).  In Talia’s case, perhaps suggesting she schedules agreed upon times to speak with her mother would alleviate the stress she feels by receiving the numerous phone calls (Laureate Education, 2013).  The premise behind this suggestion is that when Talia starts seeing small daily success, she may start “buying in” to the fact that she, too, can come back from the trauma that has placed her where she is.  Thus, her acceptance of her own resiliency, while her innate strengths are continually highlighted by the social worker, will only add to her achievement of positive outcomes (Zastrow and Kirst – Ashman, 2016).

 

By applying this concept of resiliency to Talia’s case, it is clear how this would be an effective approach within my own future social work practice.  Every client with whom a social worker comes in contact, has some innate level of resiliency.  Finding the opportunities to point out resiliency, even in its simplest form, becomes the responsibility of the professional charged with guiding the client toward the desired outcomes.   For example, when a client drives a car for the first time after being involved in a car accident, this can be identified as  form of resiliency and the first step in achieving their goals.  The ultimate goal would be for the client to recognize this resiliency within himself, but until this time the social worker can serve as the client’s “strength identifier.”

 

Laureate Education (Producer). (2013). Johnson family: Episode 5 [Video file]. Retrieved from https://class.waldenu.edu

 

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader

 

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

 

 

 

Colleague 2: J

Talia is a 19-year-old college student who was sexually assaulted at a frat party. After seeking help from campus resources and the services of a counselor, she has begun to experience high levels of anxiety and stress (Plummer, Makris, and Brocksen, 2014). While Talia has begun to resent her counselor for the coping mechanisms she has given Talia, Talia has nonetheless continued to do the things suggested for her, such as journaling, going to group meetings, and talking about her feelings (Laureate Education, 2013). As an observer, these behaviors exhibited by Talia all suggest that she is a resilient individual who refuses to let the things that have befallen her ruin her life permanently.

 

As a social worker, it can be a very difficult task to convince a client that they are resilient, especially when they feel like their life is falling apart. As mentioned by Zastrow and Kirst-Ashman (2016,) giving the individual small, manageable tasks to achieve can boost their confidence and encourage them to take on larger, more difficult tasks. The social worker in Talia’s case already has proof that she is resilient by Talia’s compliance and adherence to journaling and going to group meetings (Laureate Education, 2013).

 

In my own practice, using the concept of resiliency will only serve to increase my client’s self-esteem and self-worth. By giving clients small goals that they can achieve, I can build up their confidence and determination. I think it will also be important to still call clients resilient when they fail at a goal- by still coming to sessions and admitting failure, they are only improving themselves. This would also give them the chance to evaluate the goal or their performance and see what went wrong, what can be done to fix it, and when can it be tried again. Resiliency means to be able to keep going through adversity; it also means to be able to adapt and change with the situations at hand. By instilling this in clients, they can begin the healing process.

 

Laureate Education (Producer). (2013). Johnson family: Episode 5 [Video file]. Retrieved from https://class.waldenu.edu.

 

Plummer, S.-B., Makris, S., & Brocksen, S. M. (2013). The Johnson Family. In Sessions: Case Histories. Laureate Education, Inc.

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

 

 

 

 

 

Response 2:

 

Discussion: Micro vs. Macro Practice

 

·      Respond to at least two colleagues by identifying three reasons that macro practice should not be dominated by micro practice if social work policy is to effectively deal with the problems of oppressed and marginalized groups.

·      Support your response with specific references to the resources. Be sure to provide full APA citations for your references.
Colleague 1: D

Micro practice is to work with individuals.  Macro practice is to work at the organizational level.  Micro practice has come to dominate the social work profession because if we were to break down the macro and mezzo levels, we are left with individuals.  “Social workers have long recognized that micro and macro practice are complementary, but they have generally emphasized the micro, individual treatment aspect of the profession” (Popple & Leighninger, 2015, p. 7).  It has been discussed plenty that social workers find themselves working with individuals a majority of the time.  The root of the individual’s issues is based on things that are bigger than the individual (Popple & Leighninger, 2015, p. 7).

 

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

 

Colleague 2: R

The dichotomy between micro and macro social worker practice varies in the approaches used. Micro social worker practices are based on the ideas on how to better equip the individual to deal with societal needs and expectations. If there is an individual in need of services, the micro approach will link that individual to services to assist their individual underlying needs. The macro social worker approach attempts to have the community meet people at their levels of need. The idea behind the macro level approach to is discuss social worker and the needs of group of individual to larger organizations and agencies such as schools or child welfare agencies. In essence, and as mentioned in this week’s reading, the ideas of micro and macro practices are to compliment from one another. Understanding the needs of one might be just be the needs of the general population of that area, (Popple & Leighninger, 2015). Therefore becoming familiar and effective with using techniques on the micro level, might uncover solutions to bigger societal problems in communities.

 

 

Popple, P.R., & Leighninger, L. 2015. The police-based profession: Introduction to social welfare policy analysis for social workers. 6th ed. Upper Saddle River, NJ: Pearson Educations

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Developmental Psychology

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Emotional and Personality Development in Early Childhood

Instructions

Discuss emotional and personality development in early childhood. Be sure to include comments on: a) the sense of Self, b) emotional development, c) moral development, and d) impact of gender.

Discussion posts should be at least 300 words and include minimally (2) citations from this week’s reading.

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Power Point Slides

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-Power Point about Ted Bundy

-8 slides

– analyze from one of the theories of personality

– The only requirement is that there must be sufficient information available about this person’s life for you to adequately complete the assignment. Also, be sure to choose someone you know and truly find interesting. Base your presentation on a published biographical or autobiographical book, in addition to the text. Be detailed in your discussion of how theoretical concepts apply. There is no need to explain the theoretical concepts (you may presume that the audience knows the theories). Instead, focus on how the theoretical concepts apply to the chosen famous personality to demonstrate that you understand the theories well enough to apply them appropriately, with insight.

-You will analyze this person from Freudian perspective: What do you know about his or her childhood that would be of interest to a psychoanalyst? Does this person seem to be fixated at any stage? What are his or her personal relationships like? What conclusions can you draw? You do not have to believe every part of your analysis, but it must reflect the facts of the individual’s life and the theory you are using.

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PSY 270,PSY 380,PSY 228

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This subject is a psycology defrent from the previous, and do the eassy questions to ,you can choose one for each unit exams, i will send you format eassy questions, how you will do for graduate school format.

Thank you.

Publisher:

Pearson: Allyn & Bacon

 

PSY 270

Learning Theories

Text: Learning and Memory

4th Edition, 2009

ISBN: 10: 0205658628/ 13: 9780205658626

Authors:

Scott Terry

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Learning Theories

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

1. The central question for the field of Learning is:

(a) How do genetics influence behavior?

(b) What role does the environment play in the development of mental process- es?

(c) How do we come to have knowledge? (d) Why do learning disabilities develop?

2. Which of the following could be considered valid ways to measure learning?

(a) the rate at which an animal presses a bar in an experimental chamber (b) the degree to which one’s respiration rate changes from one situation to another

(c) the ability of an individual to recall material while completing an exam (d) all of the above

3. Which of the following is not demonstrative of learning?

(a) possessing factual knowledge (b) the acquisition of a new skill

(c) experiencing a surge in one’s attentional ability following the consumption of a stimulant medication

(d) feeling more competent after training, compared to before training

4. One’s potential for learning could be demonstrated if:

(a) acquired knowledge is used after it is initially obtained (b) acquired knowledge is used as it is obtained

(c) acquired knowledge is used before it is obtained (d) none of the above

5. Which of the following changes in behavior are typically excluded from a formal definition of learning?

(a) changes that are transient

(b) permanent changes in behavior

(c) changes in one’s behavioral repertoire (d) none of the above

6. Bandura’s “BoBo doll” experiment illustrated the distinction between:

(a) physiological and affective changes in behavior (b) potential and actual changes in behavior

(c) potential and maturational changes in behavior (d) actual and physiological changes in behavior

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7. Changes due to maturation are excluded from the definition of learning because:

(a) they may arise from innate forces (b) neural

(c) they occur independent from one’s experiences (d) all of the above

8. Which of the following is a maturation-based, as opposed to experience- based, change in behavior?

(a) a rat’s faster pace through a maze after 10 attempts through the maze

(b) a decrease in one’s anxiety level towards horror films after viewing one horror film per day for an entire year

(c) developing aggressive tendencies after viewing models acting in an aggressive manner

(d) bone growth

9. Habituation can be measured by:

(a) observing whole-body startle reactions to loud tones (b) measuring the amount of blood flowing into one’s brain

(c) measuring changes in the electrical conductivity of the skin (d) all of the above

10. Which of the following is most likely to result in suppressed responding during a habituation experiment?

(a) spaced presentations (b) massed presentations (c) savings

(d) generalization

11. Which of the following is most likely to result in durable habituation?

(a) spaced presentations (b) massed presentations (c) savings

(d) dishabituation

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12. After habituating his animals to a visual stimulus, Dr. Stillman presents a novel tone to his subjects. Following the presentation of the tone, the animals are again shown the initial visual stimulus, but they no longer habituate to this event. What has occurred?

(a) generalization

(b) sensory adaptation (c) savings

(d) dishabituation

13. After habituating his animals to a dark-blue circle, Dr. Stillman presents a light-blue circle to his subjects and finds that they continue to habituate to this novel item. What has occurred?

(a) generalization

(b) sensory adaptation (c) savings

(d) dishabituation

14. Effector fatigue occurs when:

(a) sensory receptors lose their ability to detect changes in the environment (b) one’s response system is depleted

(c) a subject exhibits an orienting response to a stimulus (d) none of the above

15. Neurons directly involved in the reflex arc have been labeled:

(a) Type S (b) Type R (c) Type H (d) Type A

, 6. Neurons directly involved in the reflex arc have been labeled __ , and are closely related to the process of __ .

(a) Type S; sensitization (b) Type S; habituation (c) Type H; sensitization (d) Type H; habituation

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17. Neurons that playa major role in the general level of arousal of the nervous system have been labeled:

(a) Type S (b) Type R (c) Type H (d) Type A

18. Why is a CR sometimes called an anticipatory response?

(a) because a subject anticipates that making a CR will lead to some type of

reward

(b) because a subject makes a CR during the presentation of the US (c) because a subject makes a CR during the presentation of the CS (d) none of the above

19. Which of the following methods of classical conditioning is focused on the survival value of conditioned associations?

(a) eyeblink conditioning (b) SCR measurement

(c) conditioned taste aversion (d) all of the above

20. Dr. Williams is interested in studying classical conditioning, but she feels that manipulating reflex-evoking USs in unethical. To work around Dr. Wil- liams’s ethical standards, she should use:

(a) evaluative conditioning (b) eyeblink conditioning (c) SCR measurement

(d) none of the above

21. One possible drawback to evaluative conditioning is:

(a) the reflexes studied are difficult to observe

(b) the SCRs that are to be evaluated can be painful to subjects (c) the traditional CRs used with the procedure are too intense (d) none of the above

22. Questions about evaluative conditioning have addressed

(a) whether or not this process is truly classical conditioning (b) the consciousness status of preference changes

(c) researchers should utilize verbal data during this procedure (d) all of the above

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23. Unconditioned Stimuli:

(a) have no biological significance to an organism (b) are neutral stimuli

(c) cannot have their significance acquired (d) none of the above

24. Unconditioned Stimuli:

(a) can have a sensory element to them (b) are devoid of emotional significance (c) do not typically elicit specific reactions (d) are unidimensional

25. Which of the following could serve as a (S?

(a) the passage of time since the most recent US (b) a tone

(c) one’s external environment (d) all of the above

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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 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. Explain the steps and results that were revealed in Tolman and Honzick’s (1930) latent learning experiment.

2. Describe Basic and Applied Research and the similarities and differences of each.

3. List and describe the several parametric features of habituation that have been identified.

4. Describe the various methods of studying classical conditioning.

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

1. In the last 3 months, Mike never knows when he is going to get his allowance from his parents. He knows that he gets paid about every week, but sometimes his allowance comes 10 days after the previous one, sometimes only 4 days separate his allowance, while some payments come on a regular, 7-day rota- tion. The type of reinforcement schedule being used is a:

(a) variable interval (b) fixed interval

(c) variable ratio (d) fixed ratio

2. In a schedule, reinforcement occurs after a fixed number of

responses.

(a) continuous reinforcement (b) fixed ratio

(c) variable ratio (d) fixed interval

3. An experimenter designs their experiment so that a reinforcer is delivered after a subject presses a bar in a Skinner box. To maximize conditioning, which delay interval (between the response and the delivery of the reinforcer) should be used?

(a) 1 second (b) 2 second (c) 4 second (d) 8 second

4. The capacity to inhibit immediate gratification in preference for a larger re- ward in the long run is central to:

(a) secondary reinforcement (b) self-control

(c) continuous reinforcement (d) token reinforcement

5. The quickest way to reduce an organism’s biological need would be to use:

(a) secondary reinforcement (b) self-control

(c) primary reinforcement (d) token reinforcement

6. A teacher giving a student a coupon they can exchange for a pencil, candy, or other reward is an example of this type of reinforcement.

 

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(a) secondary and primary reinforcement

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(b) self-control and token reinforcement (c) primary and token reinforcement

(d) secondary and token reinforcement

7. After getting a good grade on an exam, Julie’s mom gives Julie a big hug. The behavior of Julie’s mom in this situation could best be described as:

(a) secondary reinforcement (b) social reinforcement

(c) primary reinforcement (d) token reinforcement

8. Sales associates’ attempts to help customers are sometimes rewarded with sales. Though which customer will buy may be unpredictable, more attempts

should produce more sales. Such a schedule would illustrate _

reinforcement:

(a) variable interval (b) variable ratio (c) fixed ratio

(d) fixed interval

9. A reinforcer:

(a) only has its reinforcing qualities in its originally-used context (b) does not always lead to satisfaction

(c) decreases the frequency of the operant response (d) possesses transsituationality

10. Which of the following could occur within a participant during punishment training?

(a) aggression

(b) conditioned fear

(c) avoidance of the situation (d) all of the above

11. Dr. Smith is trying to teach Billy to WANT to do his homework, because of the personal satisfaction that homework completion will bring to Billy. Dr. Smith is essentially trying to enhance Billy’s:

(a) extrinsic motivation (b) intrinsic motivation (c) latent learning

(d) biofeedback ability

12. A reward can interfere with a punisher when: (page 138)

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(a) reward and punishment fail to arouse approach-avoidance conflict (b) the punishment is not consistent

(c) the punishing event becomes a secondary positive reinforcer (d) none of the above- rewards never interfere with punishment

13. After Susie runs away from her mother and into the street, she is almost hit by a passing car. Following this event, Susie’s mother punishes her for her behavior. Research shows that:

(a) Susie might continue to misbehave, in an even worse manner (b) the punishment might have no effect on Susie

(c) both a and b

(d) neither a nor b

14. Self-Injurious Behavior tends to be treated with:

(a) reinforcement (b) punishment

(c) aversion therapy

(d) learned helplessness

15. Skinner’s stance of the use of punishment in treating Self-Injurious Behavior (SIB) was that:

(a) it should not be done because it is immoral

(b) it should not be done because it only reinforces the punisher (c) it should be done if it is brief, harmless, and contingent on SIB

(d) it should be done in an intense and painful way, in order to be effective in eliminating the SIB

16. Whenever Billy cries at the supermarket, his mom and dad buy him a candy bar, and find that with each trip to the store, Billy cries more and more. What is happening?

(a) Billy’s responses are generalizing

(b) negative reinforcement- Billy has learned that when he cries at the store, he gets a candy bar

(c) masochistic behavior

(d) none of the above- there is no relation between the candy bar and Billy’s behavior

17. Ernie’s car has an automatic transmission with the gear shift behind the steering wheel. Earlier today, however, he drove his mom’s car, which has its automatic transmission gear shift on the floor of the car. As he tried to drive his mom’s car out of her driveway, he reached for the gear shift behind the steering wheel, although it wasn’t there. Ernie’s behavior in this situation is illustrative of:

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(a) retroactive interference (b) proactive interference (c) anchoring

(d) none of the above

18. As a result of taking this test today, you are having a difficult time recalling the material you studied yesterday, for a test in tomorrow’s calculus class. The memory deficit described here illustrates:

(a) retroactive interference (b) proactive interference (c) anchoring

(d) remote associations

19. Response learning can be enhanced by:

(a) using meaningful response items

(b) using nonmeaningful response items (c) the experimenter being vague

(d) responses having few associations

20. Which of the following can influence the degree to which items in a paired- associate learning task become connected to one another?

(a) prior knowledge

(b) preexisting associations Ic) cognitive elaboration (d) all of the above

21. Dr. Smith gives his experimental subjects the words BOY and SKY to learn in a paired associate task. After presenting subjects with these two words, subjects must generate a sentence that uses both of the words. Dr. Smith’s methodology is studying the effect of which of the following processes on paired-associate learning?

(a) free recall

(b) cognitive elaboration (c) memorization

(d) direction of associations

22. When presented with the stimulus word “BASKET” and asked for a response, Jody replies “BALL:’This response is typical of research looking into which aspect of paired associate learning?

(a) S-R mapping

(b) cognitive elaboration

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(c) prior knowledge

(d) direction of associations

 

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23. Enhanced recall for information presented in an earlier (as opposed to later) portion of a word list is referred to as:

(a) the recency effect (b) the primacy effect (c) anchoring

(d) paired-associate learning

24. The existence of long-term memory can be said to be supported by the occur- rence of:

(a) the recency effect (b) the primacy effect (c) anchoring

(d) paired-associate learning

25. The idea that words from the same semantic category can be recalled togeth- er even if they were not presented as part of the same list is the core idea underlying:

(a) categorical clustering (b) subjective organization (c) associative clustering (d) matrix recall

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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. At the start of the 20th century, Edward Lee Thorndike was one of the first researchers to investigate instrumental learning. Explain the research he conducted.

2. Describe the major criticism of the use of reinforcement in learning.

3. Describe the major components of avoidance learning and the theories that offer an explanation of it.

4. Describe the work and research done by scientist Herman Ebbinghaus.

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

1. You are asked “Who was the first president of the United States?”To answer this question, you would most likely have to retrieve information from:

(a) short-term memory (b) semantic memory (c) episodic memory (d) procedural memory

2. You are asked “Where were you on 9/1 1 ?” To answer this question, you would most likely have to retrieve information from:

(a) short-term memory (b) semantic memory (c) episodic memory (d) procedural memory

3. The finding that certain amnesiacs have impaired episodic LTM but preserved semantic LTM (or vice-versa) suggests that:

(a) LTM is always damaged in amnesia (b) STM is always damaged in amnesia

(c) episodic and semantic LTM are distinct from one another (d) doctors don’t really understand the disease

4. This anomalous forgetting phenomenon describes when a person thinks they have come up with an original idea, only to realize later it was suggested by someone else.

(a) cryptomnesia (b) deja vu

(c) fugue reaction

(d) none of the above

5. Which of the following is NOT known to produce memory loss?

(a) electroconvulsive therapy

(b) an unusual word appearing in the middle of a list of other words (c) the inducing of frustration in infants

(d) none of the above

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6. The answer to which of the following questions would most likely involve acti- vation of the mechanism(s) behind implicit memory?

(a) “When did you graduate from high school?” (b) “When is your birthday?”

(c) “How do you drive a stick shift vehicle?” (d) “Where were you on 9/11?”

7. Implicit Memory: Explicit Memory as Unconscious:

(a) Inactive (b) Indirect (c) Conscious (d) Retention

8. A test that makes direct reference to a prior episode is most likely assessing:

(a) incidental memory (b) implicit memory (c) working memory (d) explicit memory

9. Mary’s knowledge of how to drive a car is most likely originating from her:

(a) explicit memory

(b) procedural memory (c) episodic memory (d) semantic memory

10. Which of the following features has been identified as being a critical charac- teristic of STM?

(a) unlimited capacity

(b) lack of potential for forgetting (c) stores items verbally

(d) acoustic encoding

11. According to the word-length-effect, which of the following words has the best chance of being recalled correctly?

(a) INCARCERATION (b) THOUGHTFULNESS (c) TIRE

(d) MOUNTAINS

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12. The ability to recall, in order of presentation, which of the following number of items from a sequence of items, as indicative of a normal adult memory span:

(a) 12 (b) 4 (c) 7 (d) 2

13. The suffix effect tends to:

(a) enhance recall of recently-presented information

(b) enhance recall of information presented 24 hours or more prior to recall (c) diminish recall of recently-presented information

(d) diminish recall of information presented 24 hours or more prior to recall

14. The impairment in patient K.F. suggests that:

(a) one needs STM to get information into LTM

(b) STM is not necessary for the transfer of information into LTM (c) LTM has a limited capacity

(d) STM actually has an unlimited capacity

15. Which is NOT listed in your text (Box 8.2) as a condition which can cause memory loss?

(a) Lyme disease

(b) toxic poisoning from bad shellfish (c) alcohol poisoning

(d) all of the above can cause memory loss

16. Emotional events are highly recallable because:

(a) they tend to be non-distinctive, inhibiting interference from external factors (b) they allow our attention to wander

(c) they involve unconscious, but not conscious, memory processes

(d) the bodily arousal occurring with emotions enhances memory formation

17. According to McCarthy and Warrington (1990) which of the following is NOT a purpose of short term memory?

(a) familiarity

(b) problem solving

(c) language comprehension

(d) gateway to long-term memory

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, 8. High amounts of domain-specific knowledge can lead to the development of:

(a) novice ability (b) expert ability

(c) implicit memory

(d) procedural memory

, 9. The testing effect produces the effect it does because:

(a) testing is less challenging than continued studying

(b) transfer-appropriate processing mechanisms are engaged (c) testing is not connected to studying

(d) none of the above

20. Of all of the lectures in his Introductory Economics class, Tom remembers the class about global economics best because the teacher wore all of his clothes backwards and inside-out. The teachers was seemingly trying to en- courage:

(a) maintenance rehearsal (b) the recency effect

(c) the formation of an implicit memory (d) the von Restorff effect

21. One reason why textbooks place critical terms in bold-face is due to the premises of:

(a) maintenance rehearsal (b) the recency effect

(c) the formation of an implicit memory (d) the von Restorff effect

22. The enhanced recall of distinctive items, and the impaired recall of informa- tion presented just prior to the distinctive stimuli, is referred to as:

(a) the anterograde amnesic effect (b) the retrograde amnesic effect (c) the von Restorff effect

(d) the recency effect

23. The occurrence of distinctive stimuli impairing the recall of information pre- sented after the distinctive items is referred to as:

(a) the anterograde amnesic effect (b) the retrograde amnesic effect

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(c) the von Restorff effect (d) the recency effect

24. At the beginning of yesterday’s sociology class, Dr. Smith showed highly suggestive pictures of men and women to illustrate the different forms

that pornography can take. After this 5-minute slide show, Dr. Smith gave a 45-minute lecture of pornography and modern society. However, immediately after the class ended, the students had no memory of the lecture– all they could recall were the sexually explicit photographs shown at the start of class. This impaired memory is illustrative of:

(a) the anterograde amnesic effect (b) the retrograde amnesic effect (c) the von Restorff effect

(d) the recency effect

25. The spacing effect suggests that:

(a) massed practice is better than distributed practice (b) distributed practice is better than massed practice

(c) massed and distributed practice are equal in their utility (d) none of the above

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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. List and explain the different classifications of Amnesias.

2. Describe the early studies of short term and long term memory. What was found in these studies?

3. Explain the importance of the Brown-Peterson task and the steps involved in it.

4. Describe and list the major components of schemas.

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

1. If a typical person is told to/Name a type of mammalr which of the follow- ing responses would be LEAST likely to be named?

(a) dog (b) cat (c) whale (d) horse

2. When retrieving the concept CAR, the concept SPEEDING TICKET is also retrieved. What is the name of the concept that most directly explains why these two ideas are recalled together?

(a) priming

(b) prosopagnosia

(c) association/ spreading of activation (d) procedural memory

3. Adam is trying to remember information for his psychology exam, but similar information that he studied in sociology is also being retrieved, interfering with his thinking process. This interference is most similar to:

(a) priming

(b) the fan effect

(c) spreading of activation (d) procedural memory

4. Ever since his car accident, Joe has difficulty remembering what his friends do for a living, although he can remember their names. This dysfunction is evidence for:

(a) the modularity of episodic memory (b) the modularity of semantic memory (c) the formation of an implicit memory (d) the validity of spreading of activation

5. An early, but ultimately incorrect, approach to understanding the biology of memory was:

(a) the modularity approach (b) long-term potentiation

(c) the formation of memory molecules (d) all of the above

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6. Remembering that improves over successive attempts at reproduction of the studied material is:

(a) hypermnesia

(b) encoding specificity (c) distinctiveness

(d) none of the above

7. Motor skill learning has qualities that make it illustrative of:

(a) procedural learning (b) declarative memory (c) neither a or b

(d) both a and b

8. As Melanie sits in class paying attention to the new material being presented by her professor, this information, in its unconsolidated state, is likely being processed in which storage system?

(a) sensory memory

(b) short-term memory (c) long-term memory (d) implicit memory

9. One study on remembering knowledge learned in school assessed learning 4

and 11 months after completion of a course. Grades fell about on

the delayed tests.

(a) 10 (b) 20 (c) 50

(d) none of the above

, O. After practicing all summer long, Madison has finally learned how to make a baseball curve when she throws it. This ability can best be described as:

(a) implicit learning (b) spatial learning

(c) stimulus-response learning (d) motor skill learning

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11. Tommy has been running the 1-mile race for his track team for the past 5 years. His best times in each of the past 5 years, respectively, have been 5:30,5:02,4:40,4:30, and 4:25. Assuming his training proceeds accord- ing to plan, which of the following times should he be capable of running this year, according to the power law?

(a) 3:59 (b) 4:02 (c) 4:23 (d) 4:10

12. The power law focuses on the relationship between motor skills learning and:

(a) practice (b) feedback (c) motivation (d) strength

13. Louie spent 4 hours yesterday afternoon learning how to ride a new ail-ter- rain vehicle, and had his competence tested over an obstacle course. He completed the course, but made 7 driving errors while on the course. After getting a good night’s rest (and without additional driving practice), Louie returned to the course today and completed it with only 2 errors. This skill improvement is best referred to as:

(a) implicit learning

(b) practice independent learning (c) practice dependent learning (d) massed practice

14. Janet is learning how to type, in the context of a single-session lab-based psychology experiment. To maximize typing performance in this context, the best type of feedback should be delivered how soon after each typing trial?

(a) 1 minute (b) 1 hour

(c) immediately (d) 10 minutes.

15. The self-guidance hypothesis suggests that:

(a) frequent feedback is the best way to improve motor skills

(b) delayed feedback allows one to learn how to correct their own errors (c) delayed feedback inhibits motor skill learning

(d) people can guide themselves when learning a motor skill-feedback is not necessary

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16. Which individual is likely to show the best classical conditioning ability?

(a) a 27-yearold (b) a 7-year-old (c) a z-year-old (d) a 72-year-old

17. Prenatal classical conditioning involves:

(a) exposing a child to a CS and US immediately after birth

(b) testing for a conditioned response at 1 month, and then 1 year, after birth (c) exposing a fetus to CS-US pairings

(d) none of the above

18. Identical twins tend to show similar memory ability on tasks involving:

(a) short-term memory (b) digit span

(c) sensory memory

(d) associative memory

19. Episodic memories can be assessed during infancy by using:

(a) classical conditioning (b) habituation

(c) dishabituation

(d) none of the above

20. Childhood amnesia may be the result of:

(a) prenatal exposure to alcohol

(b) enhanced hippocampal activity during the first year of life (c) well-formed meta memory skills

(d) diminished memory capacity during infancy, compared to adulthood

21. Very young children tend to rely on data to encode information,

whereas older children and adults utilize data during encoding.

(a) sensory; motor (b) sensory; verbal (c) verbal; motor (d) motor; sensory

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22. Cindy, a 6-year-old, is presented with several random strings of letters to commit to memory. Which of the following strings is she most likely to re- member in the correct order?

(a) RQY

(b) BHFZP (c) MPLSTGX

(d) WYZDHLPMT

23. Developmental disabilities may be caused by:

(a) birth defects (b) head injury (c) malnutrition

(d) all of the above

24. In a l-roorn schoolhouse with students of all ages, Mr. Smith notices that some of his students are taking notes about what is being discussed in class, whereas others are not. Which of the following students would be most likely to be one of the students taking notes?

(a) Joe, a 5-year-old boy

(b) Jen, a 6-year-old girl

(c) Victor, a s-year-old boy (d) Rhonda, a 12-year-old girl

25. Dr. Marie has a 23-year-old female patient that is having problems with her spatial memory. Giving this patient an estrogen supplement to boost her memory will likely have what effect on her memory dysfunction?

(a) it will eliminate it (b) it will make it worse

(c) it will have no long term impact (d) it will make her smarter

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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 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. Describe the several factors that playa role in episodic retrieval.

2. Describe several general factors that are critical to understand when studying spatial memory.

3. Describe the differences in cognitive abilities between men and women.

4. The different manners in which individuals approach the acquisition of knowledge are referred to as learning styles, and some research has suggested that understanding different learning styles may help to maximize individuals’ learning experiences. Describe some examples of different learning styles.

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Case study: Self role as a counselor for feminist therapy

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  • Understand the application of feminist therapy concepts to counseling.
  • Identify techniques commonly used in feminist therapy practice.

Directions: Assume the perspective of a feminist therapist, and show how you would proceed with Marina by answering the questions that follow the case description.

Marina: “Searching for Identity”

By Mary M. Read, PhD, Director of Clinical Training in the Counseling Department at California State University, Fullerton

Background

Marina is a 38-year-old single woman who came into therapy to better understand her emerging racial and sexual identities, as well as to cope with some issues surfacing from her traumatic childhood. She is having trouble keeping her job due to excessive tardiness. She links this to her “head feeling scattered” from new information she just received about her ethnic background and a budding attraction to women, when she had previously expressed herself as heterosexual. She admits to feeling “extremely down” at times, and she is struggling to incorporate conflicting views of herself on her own.

Feminist Therapy Approach from Dr. Read

Marina was referred to me by a coworker, specifically because of my feminist orientation to therapy. “I don’t want anyone to tell me what to do or how to be—I just want to get a handle on who I am so I can get on with my life,” Marina tells me in our first meeting. I assure her that we will explore her issues together, focusing on her strengths, and that she will be responsible for making the choices for her own life. She will be the expert on who she is and wants to become, and I will work to provide hope, encouragement, and support as she moves through this process. We discuss what feminism means in the context of therapy, and I leave plenty of time for Marina to ask me questions about my background, training, and therapy process, leveling the power differential between us somewhat.

Significantly, until recently Marina had been unaware that her father is African American. He left the family before she was 3 years old. Her mother’s family, of northern European descent, never shared with Marina why she did not have blonde hair and blue eyes like the rest of her family. Her brown hair, eyes, and café au lait skin tone matched others in her primarily Latino neighborhood, and she had assumed that her father was Hispanic. She has now met him once and finds that “a piece of the puzzle of who I am just fell into place,” yet some of the information he imparted is also very upsetting. Her father confirmed some of the memories Marina has about being verbally and physically abused by her mother and maternal aunt when she was very young, which progressed to sexual abuse when she reached puberty. Being sexually victimized by female relatives has made it very hard for Marina to explore her own sexuality, especially her developing realization of bisexual attractions.

Marina’s job is on the line, so we focus first on what it would take to please her boss (a woman) enough to successfully complete the remediation plan at work to salvage her job, then earn a better employee evaluation for the next period. This brings up Marina’s lack of sleep from frequent nightmares, resulting in missing her alarm once she finally returns to sleep. As well, Marina’s mood at work has been “grumpy and distracted” by her own admission. I ask if Marina has shared with her boss any of the extenuating circumstances that have caused a drop in her work performance, and she hasn’t. This brings up a choice point, where Marina could go along one path or another, disclosing personal information to her boss or not. Marina and I explore different avenues (mainly by role play and visualization) before she makes her selection, as part of informed consent. Understanding the risk-to-benefit ratio of her choices is part of what gives Marina the empowerment to make changes in her life.

I also encourage Marina to get a good physical from a medical doctor because she has been ignoring her health for some time. There are several female physicians to whom I routinely refer, and Marina agrees to make an appointment with one. The whole person is a focus of feminist therapy, and self-care is a vital tool of empowerment. We also discuss the possibility of seeing a psychiatrist if her depression worsens, or if her posttraumatic symptoms continue to interrupt her sleep. She is hesitant to follow through with this referral because, as she says, “I don’t want to be called crazy for what I remember.” I assure Marina that I do not see her as crazy, and that it is very common for children in abusive situations to develop coping skills that in the moment help them survive, yet in the long run also cause some problems.

Apparently, this has happened for Marina, who admits at our third meeting that she had seen a psychologist previously for a few sessions. “He gave me some tests, then said I was ‘Borderline,’ which sounded pretty hopeless, so I didn’t go back.” I explained to Marina that sometimes children who experience very early trust wounds, usually with their primary caregivers, later have difficulty figuring out who they are relative to others, and go back and forth on whether others are trustworthy or not. Given Marina’s complicated history with multiple losses and traumas, this pattern of development made sense. I encourage her to read books on the subject of surviving trauma in childhood, including John Briere’s Child Abuse and Trauma (Sage Publications, 1992), which talks about psychological symptoms as coping strategies that fit within the context of abuse. This feminist view of the diagnostic process allows for the development of better coping skills over time, emphasizing choice and empowerment versus abnormality and deficit. A strengths-based perspective, essential in feminist therapy, is thus preserved in the context of diagnosis.

Rather than see Marina through the lens of her diagnosis, she and I discuss how she is feeling about our relationship in each session. We make room for her to feel positively and negatively toward me, the therapy process, and the therapeutic relationship, not taking the feelings of the moment as the last word, but simply another layer of information to guide our work together. When she is angry with me, we explore what she might have wanted to be different, and whether that can be arranged, within the boundaries of therapy. For example, when I looked at the clock near the end of one session to be sure we ended on time, Marina came in the following session accusing me of being uncaring and wanting to be rid of her. Now, if I wonder about the time, I ask her where she thinks we are in the session, and we look at the clock together to gauge how to process where she is and where she’d like to be by session’s end. We both approach the end of the session differently now, and are learning from that shift.

To explore her emerging identities, I encourage Marina to participate in cultural events that provide a systemic context for her unique ways of being. She is becoming active in an African American singing and drumming group, wearing traditional African garb for performances. The rich cultural inheritance she now embraces helps her move from feeling “different” to “special,” which is increasing her self-esteem. I also encourage her to participate in events like Pride Festivals for the LGBT (Lesbian, Gay, Bisexual, and Transgender) communities, where many participants experience and express a sense of sexuality alternative to society’s hetero-normative views.

Embracing two identities that have been heavily stigmatized and oppressed over the years is a challenge for Marina because of society’s injustice rather than because of a deficit in Marina. She now realizes that her differences can be causes for celebration rather than discrimination, that social justice demands equality for all races and sexualities, and that finding her way in these alternative identities will take some navigating over time and in different contexts. Marina continues to use the support of feminist counseling to help her embrace her emerging identities and to explore ways to work for a more inclusive, tolerant society.

You Continue as the Therapist

(1) Marina decides to talk to her boss about why she has had issues being tardy (interrupted sleep), but she only discloses learning of her father’s ethnicity, not her child abuse history or shifting sense of sexuality. Marina reports that her boss responded by making a derogatory comment about African Americans. How would you process this with Marina? What are your responsibilities as a feminist counselor?

(2) Given that therapy is an intimate context, Marina begins to indicate she is experiencing feelings of attraction to you. How do you process this from a feminist perspective? How do you balance power-sharing with keeping appropriate therapeutic boundaries?

(3) Marina eventually loses her job, and with it the insurance coverage that paid for her therapy with you. As a feminist, how do you negotiate a new arrangement with Marina, ensuring she continues to receive needed support

answer the three questions and number responses only.

APA format

  • Margins – 1 Inch
  • Font – Times New Roman, Arial or Calibri (12pt)
  • Spacing – Double
  • Length – No Page Length (Questions must be answered thoroughly)

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The Impact of Group Membership

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Use your textbook, Sue and Sue’s Counseling the Culturally Diverse: Theory and Practice, to complete the following:

  • Read Chapter 2, “The Superordinate Nature of Multicultural Counseling and Therapy,” pages 37–65.
  • Read Chapter 9, “Multicultural Evidence-Based Practice,” pages 283–314.
  • Read Chapter 13, “Culturally Competent Assessment,” pages 429–451.

Remember, your e-books are available for reading via VitalSource Bookshelf. You can access Bookshelf from the left Course Tools menu or via the optional downloaded application.

Use the Capella University Library to complete the following readings:

 

The Impact of Group Membership

Sue and Sue (2016) illustrated similarities and differences among people, and the powerful influence of perceived group membership on how we view others and how we view ourselves. Read the Buckingham, Frings, and Albery article provided in the Resources section, and discuss the impact of group membership or memberships as they relate to the treatment of addiction.

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Initial Assessment

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Prior to beginning work on this discussion, please read Chapters 2, 6, and 7 in DSM-5 Made Easy: The Clinician’s Guide to Diagnosis.  Additionally, please watch the video Beer Is Cheaper than Therapy: Fort Hood’s PTSD Problem .  (https://fod.infobase.com/OnDemandEmbed.aspx?Token=49272&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref)

For this discussion, the patient for whom you wrote your transcript in the Week One Initial Call discussion has come to your office for a 15-minute initial assessment. As part of the intake process, you have asked the patient to fill out a biographical form that contains the same information included in the case study. Based on this information, propose three questions you would ask the patient to determine a diagnosis and treatment plan.

Provide a transcript of this brief initial session including your three questions and the answers you would expect the prospective patient to give. Beneath the transcript, provide a rationale for each of the three questions you proposed. Include the case study title you chose for your Week One Initial Call discussion post.

Examine your colleague’s transcript, and write an evaluation of the prospective patient’s apparent symptoms and presenting problem(s) within the context of a theoretical orientation. Theoretical orientations are based on the personality theories you learned about in PSY615, and are referred to as “approaches” in Abnormal and Clinical Psychology: An Introductory Textbook.

Remember that symptoms may not be explicitly mentioned by the patient, but they may be inferred by the patient’s presenting problem(s). Summarize views of these symptoms from at least two historical perspectives. For instance, how have these symptoms have been conceptualized and understood, historically? Finally, suggest diagnostic manuals and handbooks besides the DSM-5 that might be used to assess this patient.

Morrison, J. (2014). DSM-5 made easy: The clinician’s guide to diagnosis. New York, NY: The Guilford Press.Retrieved from https://redshelf.com

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SOCW-6200-Wk4-Assignment

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Assignment: Child Abuse and Neglect

Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.

 

  1. ·      Submit a 2-page paper in which you review the approach taken by the social worker in Brandon’s case.
  2. ·      Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective.
  3.  ·      Explain the use of the ecological model in this case on micro, mezzo, and macro levels.
  4.     Describe strengths the social worker may have missed in assessing Brandon and his mother.
  5.  ·  Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.

 

References (use 2 or more)

 

 

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

 

Roose, R., & De Bie, M. (2008). Children’s rights: A challenge for social work. International Social Work, 51(1), 37–46. Retrieved from the Walden Library databases.

 

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

Chapter 4 (pp. 178-253)

 

 

Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon

Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.

Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.

At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary treatment goals.

I worked with Brandon in both individual and family sessions to address his symptoms of depression and post-traumatic stress disorder (PTSD). Utilizing the trauma-focused cognitive behavioral therapy approach, early sessions focused on coping skills and emotional regulation. As Brandon became more comfortable with expressing feelings and utilizing coping skills, he began discussing his sexual abuse history and the ongoing effect this experience had on his life. I met with Brandon’s mother for collateral sessions in order to help her identify and process her own feelings about his abuse and to develop skills to support Brandon through his treatment. Brandon’s mother was provided with psychoeducation regarding childhood sexual abuse, and her belief that her son would become a violent sexual offender as a result of his experience was challenged through cognitive behavioral therapy. She agreed to meet the agency psychiatrist, and after the initial consultation she agreed to have Brandon meet with the doctor. After a psychiatric evaluation, Brandon was prescribed a low dose of antidepressant medication.

 

Brandon completed a trauma narrative that addressed the details of his sexual abuse experience, his disclosure of the abuse, and the trial and subsequent imprisonment of his father. Brandon included a description of his feelings at each point in his narrative, as well as what he learned in treatment about childhood sexual abuse and coping skills to deal with uncomfortable feelings and impulsivity. Brandon shared his trauma narrative with his mother, who provided a safe and supportive space during this experience through the use of skills learned and practiced during collateral parent sessions. Brandon’s symptoms of depression and post-traumatic stress decreased steadily during the course of treatment. After 8 months of sessions and the successful completion of his trauma narrative, the family and I agreed that Brandon was ready to terminate trauma-focused treatment. Brandon continued receiving medication management with a psychiatrist and transitioned into home- and community-based treatment that focused on his ongoing impulsive behaviors

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SOCW 6311 & 6070 Wk 7 Discussions

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Discussion 1: Using a Logic Model to Focus Interventions and Achieve Desired Outcomes

In social work practice and in program development, it is possible to make faulty assumptions about what clients need and what social work activities will lead to. Consider the following:

A team of social workers meets to discuss their services to low-income young mothers. One social worker states that what the young mothers need most is information about community resources. She proposes that the social workers’ activities consist of making referrals to programs for public assistance for income support, food stamps, medical insurance, employment agencies, and educational resources. However, another team member points out that most clients are referred to their program from the public welfare office and health care programs. This suggests that the clients tend to possess knowledge of these common resources and have been able to access them.

How might the team explore what problems bring the clients to their agency? What might the team learn from client assessments? How can the team verify the desired outcomes of their services? Developing a logic model will help the team see a logical connection between problems, needs, intervention activities, and corresponding outcomes. This series of logical connections leads to formulating a theory of change, that is, a theory about how our work leads to the outcomes for clients.

To prepare for this Discussion, imagine that you are part of a work group charged with creating a logic model and generating a theory of change. Select a practitioner-level intervention for which you are interested in analyzing connections. Consider how a logic model might be applied to that practice.

· Post a logic model and theory of change for a practitioner-level intervention. 

· Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs. 

· Identify the short- and long-term outcomes that you think would represent an improved condition. 

· Then describe interventions that would lead to a change in the presenting conditions.

Be sure to search for and cite resources that inform your views.

References (use 3 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

  • Chapter 6,      “Needs Assessments” (pp. 107–142)

Document: Randolph, K. A. (2010). Logic models. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 547–562). Thousand Oaks, CA: Sage. (PDF)

United Way of America. (1996). Excerpts from Measuring program outcomes: A practical approach. Retrieved from http://web.archive.org/web/20130514153340/http://www.unitedwayslo.org/ComImpacFund/10/Excerpts_Outcomes.pdf

Document: Week 7: Developing A Logic Model Outline Assignment Handout (Word document)

Discussion 2:  Addressing Conflicts and Trauma

How do you deal with the aftermath of a tragedy? Working with staff to return to a sense of “normalcy” after a traumatic event can be difficult and challenging. In addition to providing support for staff, you must consider the event’s impact on clients as well. As an administrator, you can integrate your clinical and administrative social work skills for intervention at multiple levels within an organization when you address trauma, as well as conflicts in the workplace. As an administrator, you must also be able to develop a plan of action that will include conflict resolution and support for staff, clients, and other appropriate stakeholders to enable them to move forward after their traumatic experience.

For this Discussion, you focus on the Social Work Supervision Trauma Within Agencies case study.

· Post an explanation of the types of skills the social work administrator demonstrated as she addressed the problem of Carla’s absence at work and the trauma-related events that followed.

·  Be sure to include an analysis of the administrator’s use of conflict resolution skills. 

· Finally, identify one aspect of the case study that would be most challenging to you if you were the administrator, and explain why.

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

Reference (use 3 or more)

Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th ed.). Washington, DC: Sage.

  • Review Chapter      10, “Listening to Out-Group Members” (pp. 217-237)
  • Chapter 11,      “Managing Conflict” (pp. 239-271)
  • Chapter 13,      “Overcoming Obstacles” (pp. 301-319)

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

  • “Social Work      Supervision: Trauma Within Agencies” (pp. 7–9)

Zelnick, J. R., Slayter, E., Flanzbaum, B., Butler, N., Domingo, B., Perlstein, J., & Trust, C. (2013). Part of the job? Workplace violence in Massachusetts social service agencies. Health & Social Work, 38(2), 75–85.

Social Work Supervision: Trauma Within Agencies

I was a program coordinator of a multiservice agency providing mental health services to children, adolescents, teens, and older adults. I supervised five programs as well as a staff of 45.

I had been home sick for 2 days when I received a phone call reporting that one of my therapists, Carla, had not shown up for work the previous day and had not yet arrived that morning. There was a client in the waiting room who had an appointment with her. The receptionist said she had not called in sick, which was unusual because Carla was a hard working and reliable staff member. I asked the receptionist to look at Carla’s master schedule, which she reported was full that day. I told the receptionist that I would call Carla at home to see if maybe she was ill or had requested time off, and I apologized for a possible oversight on my part. There was no answer at Carla’s home, however, so I left a message. I then called the agency back and told the receptionist to wait another 15 minutes, after which she should apologize to the client, see if they would like to see someone else (if in crisis), and tell them that Carla would call to reschedule the appointment.

After an hour passed, I called the agency again and was told that Carla had not come in, and another client had shown up to see her. I again told the receptionist to see if the client needed to see someone that day, apologize for the inconvenience, and tell them that Carla would call to reschedule an appointment. Because this was unusual behavior for Carla, I contacted the local police to do a welfare check to ensure that she was okay. Carla was found dead in her home. The sheriff stated that her death was being investigated as a homicide, and he would contact me soon to gather information.

I immediately contacted my supervisor, the mental health director, to notify him of Carla’s tragedy and to plan how to address this issue with both the staff and, more important, her clients. I contacted a local organization that dealt with crisis situations, Centre for Living With Dying, and asked if its staff would come to the agency the next day to help notify our staff of Carla’s death. I contacted my receptionist to send out both a voice mail and an e-mail to all staff requesting that they come to the agency the next day at lunchtime for a mandatory meeting.

The next day, the majority of staff gathered at the agency, and I notified them of Carla’s death. Carla was well liked and each staff member was overwhelmed with this tragic news. The director and staff from the Centre for Living With Dying provided crisis and grief counseling. Staff were also given information related to the organization’s Employee Assistance Program (EAP) services in case they desired continued support to address their emotions and feelings of grief.

I then needed to decide how to notify each of Carla’s clients and how much to share about her death. The local newspaper had covered this tragedy, but I did not know if her clients had seen the article. Her clients were divided up among the staff, and a team of two (a social worker and psychiatrist) set up appointments to share the news with each client. We decided to tell the clients only that Carla had died suddenly and that in order to maintain confidentiality, we could not share details. Fortunately, each of the clients handled the news as well as possible, and no one decompensated as a result.

The local police reported that Carla was shot multiple times. They suspected her neighbor with whom it was reported she had an ongoing argument related to land rights. The police had to check out other possible leads and asked for the names of her clients to rule them out as possible suspects. I mentioned confidentiality and explained that Carla saw primarily women and children who, following ethical standards, did not know where she lived. The police, however, insisted on Carla’s clients’ information, so I told them I would consult with the agency’s lawyer. That consultation resulted in the decision not to give the information to the police, and I requested a subpoena for any information related to Carla and her clinical work. Fortunately, this was not needed; evidence was found in the neighbor’s home, including a gun and bullets matching Carla’s injuries, paperwork related to a lawsuit Carla planned to file against this neighbor, and a computer stolen from Carla’s home. Carla’s neighbor was arrested, charged, and ultimately convicted of her murder.

Three months after Carla’s death, the staff, her family, and her clients gathered for a memorial at the agency. A tree was placed at the center of the room, and each person made an ornament that represented what Carla meant to them and how she had helped them. The tree was eventually planted in the agency parking lot in memory of Carla.

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SOCW 6060 WK2, Assignment: Application of Systems Theory to a Case Study

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In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different theory, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.

The first theoretical approach you will use to apply to a case study is systems theory. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.

Different theories can be used to take a systems approach. For example, Bertalanffy’s General Systems Theory considers how a system is made of smaller subsystems that influence each other and seek homeostasis, whereas Brofennerbrenner’s Ecological Systems Theory focuses on how an individual’s experience is influenced by different system levels (micro, meso, exo, macro, and chrono). Systems theory is commonly used to understand the interrelationships of the systems (e.g., family, community, organizations, society) of the client. If you are working with families, communities, and organizations, it is also beneficial to use systems theory to get a holistic picture of all the interrelated parts of the system.

To prepare: Select and focus on one of four case studies listed in the Learning Resources. You will use this same case study throughout the course. (The Case of Jake Levy).

  • Focus on the identified client within your chosen case.
  • Analyze the case using a systems approach, taking into consideration both family and community systems.
  • Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis.

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