Psy

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Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7TH EDITION (978-0-205183463) I cant found the text online maybe you can

 

Or You can access The Discovering Psychology video series on the internet for free!

 

  1. Go to www.learner.org
  2. Click on the blue tab near the top that reads “view programs”
  3. Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
  4. All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!

     

    Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length) AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).

     

    ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).

    THE COVER PAGE SHOULD INCLUDE YOUR NAME, DATE, VIDEO NUMBERS, AND A NUMBER YOU CAN BE REACHED.

     

    Objectives 1

     

    After viewing the television program and completing the assigned readings, you should be able to:

     

    1. Define Psychology.

    2. Distinguish between the micro, molecular, and macro levels of analysis.

    3. Describe the major goals of psychology.

    4. Describe what psychologists do and give some examples of the kinds of questions they may be interested in investigating.

    5. Summarize the history of the major theoretical approaches to psychology.

    6. Describe seven current psychological perspectives.

    7. Describe how the concerns of psychologists have evolved with the larger culture.

     

     

    Objectives 2

    After viewing the television program and completing the assigned readings, you should be able to:

     

    1. Explain the concept of observer bias and cite some techniques experimenters use to eliminate personal bias.

    2. Define placebo effect and explain how it might be avoided.

    3. Define reliability and validity and explain the difference between them.

    4. Describe various psychological measurement techniques, such as self report, behavioral, and physiological measures.

    5. Define correlational methods and explain why it does not establish a cause-and-effect relationship.

    6. Summarize the American Psychological Association’s ethical guidelines for the treatment of humans and animals in psychological experiments, and explain why they are necessary.

    7. Discuss some ways to be a wiser consumer of research.

    8. Describe how a hypothesis leads to a particular experimental design.

     

    9. Discuss how job burnout develops, how it can be studied, and how psychologists can intervene to prevent or combat it.

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SOCW-6051-6200-6-Discussion1&2

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Discussion 1: Group Dynamics—Intragroup, Dominant Group, and Marginalization

 

Members of dominant ethnic and racial groups may assume that other groups’ struggles are not their own or assume that those of a given race speak with one voice and react in the same way to their oppression. In reality, people can cope with racial inequalities in a variety of ways, creating complex relationships both between the dominant and oppressed group and among members of the dominant and oppressed groups.

 

As a social worker, you must understand the many ways in which racial privilege can impact your clients. You must also understand the ways in which racial privilege has impacted your life and the ways you react to the realities of racism. You will likely need to help clients address racial divides and combat racial inequality to empower them.

 

To prepare: Review “Working With Immigrants and Refugees: The Case of Aaron.”

 

  1. ·      Post an explanation of how dominant groups can play a role in marginalizing other groups based on racial and ethnic characteristics.
  2. ·      Discuss the potential negative impact of a dominant culture on immigrants and refugees, such as Aaron.
  3. ·      How might racism and prejudice impact his assimilation?
  4. ·      Furthermore, explain how you would respond to Aaron when he discusses his family’s rejection of his desire to maintain his cultural roots.
  5. ·      In your explanation, identify specific skills you would employ as a multiculturally sensitive social worker.

References (use at least 2)

 

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

Chapter 8, (pp. 65–68)

Chapter 21, (pp. 125–126)

Chapter 22, (pp. 127–133)

Chapter 24, (pp. 135–139)

 

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

“Working With Immigrants and Refugees: The Case of Aaron”

 

 

 

 

 

Working With Immigrants and Refugees: The Case of Aaron

Aaron is a 24-year-old, unmarried, heterosexual, Caribbean immigrant male who is experiencing symptoms of anxiety and depression. Aaron reports no history of mental health treatment nor any medical or legal problems. He admits to social drinking but denies use of illegal substances. He lives alone in a room he rents above the restaurant where he works. He works 24 hours a week as a waiter, has few friends, and is a part-time student at a local university where he is working on an undergraduate degree in biology. Aaron came to speak with me, a university counselor, because he is having difficulty concentrating and finding the motivation to study. Aaron denied any thoughts or plans of suicide or homicide and stated he felt hopeless and nervous.

 

In the first session, Aaron struggled with sustaining eye contact, presented as preoccupied, and was indifferent to the attempts to engage him in the intake process. When asked what he thought precipitated counseling, Aaron said that he had a difficult relationship with his parents who, he stated, “are not supportive and could care less” about him. He also reported that his younger brother was killed not long ago. When asked what he wanted to work on in counseling, he said that he wanted to address why his family was so “messed up.” Subsequent sessions explored Aaron’s perspective on his family, the strained relationship between Aaron and his parents, and the loss of his sibling.

During one session, Aaron said his parents had always favored his younger brother and overlooked his criminal involvement, which had been a source of conflict between Aaron and his parents for years. While it had not been confirmed, Aaron suspected his brother’s death was related to gang involvement. Aaron shared that his academic interests and achievement had been ignored by his parents and had never been a source of interest for them.

 

In a subsequent session, Aaron stated that he had always felt disconnected and different from his parents and brother. Aaron’s family immigrated to the United States from Guyana when Aaron was 8 years old and his brother was 2 years old. His parents brought only his brother and left Aaron with his grandmother, informing him they would bring him over when they were settled. Seven years later, at the age of 15, he joined his family. Aaron reported that reuniting with his family after all that time was difficult. Aaron had always felt rejected by his parents because they did not bring him to the United States with his brother. He experienced a void in his relationship with his parents and his brother, and he felt there was an unspoken alliance between his parents and his younger brother that he did not share. Aaron said that he was often made fun of by them for not losing his accent and for his use of their culture’s traditions and customs. They also ridiculed him for being homesick and missing his grandmother. He said that his parents rarely attended the West Indian activities he participated in, and when they did, they spent more time critiquing his performance than enjoying it.

 

In the following sessions, Aaron was encouraged to tell the story of his family and how the immigration process disrupted their connections with one another and how this may have affected their ability to grieve together as they faced the death of his brother. Using genograms and having Aaron educate me about his country, I was better able to understand his family’s immigration history and the roles played by extended family members. This approach allowed Aaron to talk more about how and when his anxiety and depression manifested. Later I learned that these symptoms had always been mildly present but became more acute after the death of his brother. Aaron grieved the loss of a brother and examined his feelings of loss around his relationship with parents who were both limited in their ability to include him in their own grieving processes.

 

After several sessions, Aaron was able to talk more openly about his frustration and disappointment with his family and identify the losses they had all incurred. He allowed himself the opportunity to grieve his brother and the lack of relationship with his parents and began to consider the possibility of a new relationship with them. Aaron reported a reduction in his feelings of anxiety and depression and resumed interest in his academic work. Aaron and I discussed termination at the end of the semester with a recommendation that he continue with individual therapy in the summer months.

 

 

 

 

Discussion 2: Dalia’s Behavior

 

Argumentative behavior, engagement in physical altercations, and evidence of mood swings can all indicate that an adolescent is experiencing anger and depression. Self-harming can surface in adolescents, too, as they experience difficult emotions.

 

For this Discussion, read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators.

 

  1. Post a brief explanation of self-harming behaviors that Dalia is exhibiting.  
  2. Describe theoretical approaches and practical skills you would employ in working with Dalia.
  3.  How might familial relationships result in Dalia’s self-harming behavior?

References (use at least 2)

 

Moorey, S. (2010). Managing the unmanageable: Cognitive behaviour therapy for deliberate self-harm. Psychoanalytic Psychotherapy, 24(2), 135–149.

 

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].

Working With Children and Adolescents: The Case of Dalia

 

 

Working With Children and Adolescents: The Case of Dalia

Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.

 

Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”

 

Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”

In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I don’t know. I figure I better her tell her now before she gets too busy.”

 

I asked both Dalia and her mother what their expectations were for counseling and what each would like to get from these visits. Dalia’s mother seemed surprised and stated, “This is for her. She better change her attitude and start to focus on school.” I explained that often it is helpful to have sessions both individually and with family members. I pointed out that because family issues were identified it might be productive to address them together. Dalia’s mother agreed to attend some meetings but also stated that her time was limited. I was told that Dalia’s father would not be able to join us because he was never available at that time.

 

Dalia and I began sessions alone, and her mother joined us for the second half. During the family sessions, we addressed the communication breakdown between Dalia and her mother and Dalia’s at-risk behaviors. Individual sessions were used to address her impulsive behavior and self-esteem issues.

 

In individual sessions, Dalia talked about how the family had changed since her sister left for college. She said her parents stopped being present and available once her sister went away to school. She said she spent more time on her own and her behavior was under more scrutiny. Dalia also talked about her sister, describing her as an excellent student and very popular. She said her teachers in middle school would often compare Dalia to her sister, making her feel unsuccessful in comparison. During a family portion of a session, Dalia’s mother initially disagreed with Dalia’s point of view regarding how the family had changed, stating, “She’s just trying to trick you.” I encouraged them to discuss what was different about the family dynamics now compared to when the older sister was at home. We discussed how the family had changed through the years, validating both perspectives.

In time, I was able to have Dalia’s father join us in some of the family meetings. He said he felt Dalia’s behaviors were just a stage and part of being a teenager. Dalia’s parents disagreed openly in our sessions, with each blaming the other for her behavioral issues. During these sessions, we addressed how they each may have changed as their children matured and left home and how this affected their availability to their youngest child. I helped them identify what made Dalia’s experience distinct from her siblings’ and examine what her high-risk behaviors might be in reaction to or symptomatic of in the family.

In the course of the family work, the realities of being a biracial family and raising mixed-race children were also addressed. We discussed how the parents navigated race issues during their own courtship and looked at the role of acculturation and assimilation with their children in their social environments as well as respective families of origin. Educating both parents around race and social class privilege seemed fruitful in understanding distinctions between what they and their children may have faced.

 

After 12 weeks it was agreed that therapy would end because Dalia would be starting high school and the family felt better equipped to address conflict. The family had made some changes with the household schedule that increased parent–child contact, and Dalia agreed to more structure in her schedule and accepted a position as a camp counselor in a local day camp for the summer. Termination addressed what was accomplished in this portion of therapy and what might be addressed in future counseling. The termination process included reviewing the strategies of conflict resolution and creating opportunities for family contact and discussion in order to reinforce those behavioral and structural changes that had led to improved communication and conflict reduction.

 

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PSY 525

Counseling Systems and Techniques

 

 

 

Text:

 

 

 

Authors: Publisher:

Theories of Counseling and Psychotherapy: A Case Approach

 

 

2nd Edition, 2009

 

ISBN-10: 0132286521; ISBN-13: 9780132286527

 

Nancy L. Murdock

 

 

Prentice Hall

Study Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PSY 525 Counseling Systems and Techniques

Unit 1 Examination

 

 

 

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

 

 

1. A counseling theory:

 

a. helps therapists organize information about their clients.

b. may lead a therapist to view a client from a biased perspective. c. contributes to the gap between theory and practice.

d. both a and b are true.

 

2. Counseling theories provide therapists with:

 

a. fancy ways to talk to their clients about their presenting problems. b. a method to identify with their clients.

c. a professional schemata.

d. alternative to relying on self-disclosure during therapy sessions.

 

3. A good counseling theory is:

 

a. precise.

b. has empirical support. c. fits the client well.

d. a and b

 

4. The most important point of Project MATCH was to:

 

a. conduct a bigger, better, psychotherapy outcome study.

b. discover the unique ingredients of the Alcoholics Anonymous approach.

c. look at the effectiveness of three approaches to therapy with many kinds of clients. d. assess the effects of client characteristics in psychotherapy outcome.

 

5. The Consumer Reports study was controversial because:

 

a. it used retrospective reports of clients. b. it was not an experimental study.

c. the therapists in the study were atheoretical. d. a and b

 

6. The Scientist-Practitioner Model means that:

 

a. all counselors should be scientists.

b. all counseling should be conducted in a laboratory.

c. most of the standard counseling theories should be abandoned. d. none of the above

 

7. The role of the analyst is BEST characterized as that of:

 

a. a sage.

b. a teacher.

c. a fellow traveler. d. a doctor.

 

 

 

8. Susan, the analyst, looks forward to her 10:00 client on Fridays. She spends a lot of time reading about issues relevant to this client’s presentation. Susan is probably experiencing:

 

a. countertransference. b. transference.

c. sublimation. d. burnout.

 

9. Traditional psychoanalysis is:

 

a. well supported by research.

b. popular with insurance companies. c. not supported by research.

d. never practiced anymore.

 

10. The primary purpose of the training analysis is:

 

a. to prevent countertransference.

b. to make sure that the therapist knows her theory.

c. to examine parallel processes between client and counselor. d. to ensure the continuation of psychoanalytic psychotherapy.

 

11. Susan is an analyst who is working with her client Chloe and asks Chloe to “free associate” and tell Susan everything that comes into her mind. Chloe does not disclose everything that she is thinking because she does not feel that it is relevant to the session. Chloe has:

 

a. violated the Fundamental Rule of Psychoanalysis. b. assumed the role of the analyst.

c. taken the “back seat”.

d. completed her formal assessment.

 

12. Which of the following is true regarding the Id and the Ego?

 

a. The goal of the id is to seek pleasure and avoid pain, and the goal of the Ego is to satisfy the Id and keep the individual safe.

b. Topographically, the Id represents unconsciousness and the Ego represents consciousness. c. The Id neutralizes pressure that the individual experiences from the environment and the

Ego provides a moral guide for the individual.

d. The Id operates according to secondary process and the Ego operates according to primary process.

 

 

 

13. Women experience a more difficult development path, according to Freud, because they:

 

a. are inherently inferior to men. b. have male relatives.

c. do not develop egos.

d. don’t experience a fear of castration.

 

14. The end result of SP therapy is:

 

a. to rebuild the self rather than insight or expansion of the ego’s capacities. b. to repress all unpleasant childhood memories.

c. to be more in touch with the sexual and aggressive aspects of one’s personality. d. to have more friends.

 

15. The core of therapy in the SP model is:

 

a. transference.

b. enlightenment. c. empathy.

d. disengagement.

 

16. Which of the following theories uses formal assessment methods?

 

a. Self Psychology (SP) b. Ego Psychology (EP) c. Object relations (OR) d. None of the above

 

17. RP practitioners prefer to meet with the clients more than once a week:

 

a. because they want to earn extra money.

b. to encourage the development of the countertransference. c. to encourage development of the transference relationship. d. none of the above

 

18. The goal(s) of RP is/are:

 

a. to give the client new ways of interacting with others. b. to help them get in touch with their inner self.

c. to help clients change relationship patterns that are problematic. d. a and c

 

19. Neoanalytics were about the only theorists to write extensively about:

 

a. personality disorders. b. sexual urges.

c. family dysfunction. d. aggression.

 

 

 

20. Laurie doesn’t do her homework. According to Adler, her parents should:

 

a. force her to do it. b. do it for her.

c. talk to her teacher.

d. allow natural consequences.

 

21. Which of the following is true about outcome research on Individual Psychology counseling?

 

a. It can be questioned methodologically. b. It is uniformly supportive of IP theory.

c. It is not supportive of IP theory. d. It is published in many journals.

 

22. Which of the following best describes Alfred Adler’s view of human nature?

 

a. Humans develop the desire to achieve perfection based on feedback that they receive from their adult caregivers.

b. Humans are more likely to adapt to their environment when they develop apart from others. c. Humans create their own life paths.

d. Humans are born with a sense of superiority.

 

23. Jennie tells her Adlerian counselor that she would love be a party girl but she is just too shy.

Andy, the Adlerian, instructs Jennie to spend the next two weeks pretending that she is outgoing and sociable. Andy is using the Individual Psychology technique know as:

 

a. creating images.

b. pushing the button. c. acting as it.

d. interpretation.

 

24. Alfred Adler believes that psychological dysfunction results from:

 

a. lifestyles that enhance the self and are not socially oriented.

b. satisfying the needs of society rather than focusing on the needs of self. c. a fundamental lack of connection between mind and body.

d. failing to use the organismic valuing system to evaluate self worth.

 

 

 

25. Dwight is a well-trained Adlerian therapist. Richard has begun treatment with Dwight to relieve his feelings of anxiety that he experiences when giving presentations at work. During last week’s session, Dwight instructed Richard to visualize being at the ocean, a scene that brings pleasant feelings to Richard. Dwight then instructed Richard to visualize

giving a presentation and focus on his feelings of anxiety. When Dwight reported to Richard that he felt substantially anxious, Richard instructed Dwight to again visualize being at the ocean and focus on the calm feelings that he experienced.

 

The purpose of the intervention that Richard used was to:

 

a. allow Dwight to gain awareness of his unconscious aggression toward is co-workers. b. allow Dwight to consider the ridiculous nature of his reaction to giving presentations. c. teach Dwight that he has control over the feelings that he experiences.

d. experience life from another person’s perspective.

 

 

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. Describe the stages of psychoanalysis.

 

 

 

 

 

 

 

2. Describe how Self Psychology is different from the other three types of neoanalytical theories.

 

 

 

 

 

 

 

3. Discuss Adler’s ideas about birth order.

PSY 525 Counseling Systems and Techniques

Unit 2 Examination

 

 

 

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

 

 

1. Tim comes to the counselor because he is afraid of life. He does not trust others and therefore has difficulty establishing satisfying relationships. His Person Centered therapist, Carl, would hope that, as a result of counseling, Tim could:

 

a. learn assertiveness skills.

b. be more in touch with his experience. c. use fewer defense mechanisms.

d. confront his parents about conditions of worth they instilled.

 

2. Patty, the Person Centered counselor, tells her client Jose that she is feeling uncomfortable with the way he interacts with her. She is demonstrating:

 

a. congruence.

b. misjudgment.

c. countertransference. d. anxiety.

 

3. Person Centered therapy has been criticized because:

 

a. it is too positive about human beings. b. the techniques are difficult to learn.

c. it is individualistic. d. a and c

 

4. The necessary and sufficient conditions of therapy, according to Person Centered theorists, include all EXCEPT:

 

a. the client and counselor are equals.

b. counselor is the expert, guiding the client on a journey to healing. c. the counselor strives to understand the client’s experience.

d. all of the above are necessary and sufficient conditions.

 

5. Achieving good health is a process, not a:

 

a. destination.

b. impossible outcome. c. fluke.

d. dream.

 

6. In a Person Centered model, growth of the individual depends upon:

 

a. creating conditions of worth.

b. accurate perceptions of others.

c. accurate perceptions of experience. d. eliminating destructive tendencies.

 

 

 

 

 

7. Little Stella has a friend, Shelly, who tends to punch on Stella when they play together.

Lately, Stella has been crying when she sees Shelly and tries to crawl away from her. Stella is demonstrating the operation of the:

 

a. self-actualization tendency. b. core conditions.

c. conditions of worth.

d. organismic valuing process.

 

8. If you were an ET theorist and your client was “being in the physical world”, what is the correct term for that state of being?

 

a. Umwelt b. Mitwelt

c. Eigenwelt d. Bigwelt

 

9. If you were an ET theorist and your client was “in the inner psychological world”, what is the correct term for that state of being?

 

a. Umwelt b. Mitwelt

c. Eigenwelt d. Bigwelt

 

10. In Existential theory, the ultimate concern is:

 

a. bankruptcy.

b. being unloved. c. death.

d. a and c

 

11. This type of anxiety is destructive, paralyzing and tends to be repressed:

 

a. Normal

b. Existential c. Neurotic

d. Psychotic

 

12. When a client is experiencing guilt about possibilities unfulfilled, this is called:

 

a. Catholic guilt.

b. existential guilt. c. Umwelt guilt.

d. normal guilt.

 

 

 

 

 

13. An ET counselor is more interested in the client’s experience than his/her .

 

a. present; past

b. present; future c. past; present

d. future; present

 

 

 

14. A major characteristic of the therapeutic atmosphere of Gestalt therapy is to:

 

a. focus solely on events of the past and disregard the experience of the here and now.

b. focus solely on the experience of the here and now and disregard what has happened in the past.

c. examine what has happened in the past as it is experienced in the here and now of therapy. d. prevent the client from gaining awareness of how past events influence how he or she

interacts in the here and now.

 

 

 

 

Please answer questions 15 – 16 based on the following paragraph:

 

Desi is a 35 year-old Hispanic male who moved to the U.S. from Mexico approximately 4 years ago. Desi is married to Julie, a 32 year-old Caucasian female, who is an assistant professor in the counseling psychology program of a well-known university. Desi and Julie have 3 children and the couple decided after their first child was born that Desi would care for the children due to Julie’s full-time teaching and research activities. Desi was referred to counseling by his primary care physician due to Desi’s complaint of panic attacks, nightmares, and shortness of breath. His therapist (Pat) is a practicing Gestalt therapist.

 

15. Pat will MOST likely assess Desi to determine:

 

a. the most accurate DSM-IV diagnosis.

b. whether his presenting symptoms of anxiety are due to his history of asthma. c. the career that would be most appropriate for him to pursue.

d. Desi’s current level of awareness.

 

 

 

16. As Desi’s therapy progresses, Pat will:

 

a. encourage Desi to actively explore key aspects of his sense of identity.

b. actively explore key aspects of his sense of identity using projective methods.

c. gather evidence to support his perception of Desi’s sense of identity without disclosing his findings to Desi.

d. disclose aspects of his own sense of identity with the hope that Desi will assimilate them.

 

 

 

 

 

17. Which of the following characteristics of Gestalt therapy contributes to its usefulness with clients from diverse populations?

 

a. focus on expressiveness

b. focus on understanding the person in the environment and exploration of the client’s awareness

c. the focus on self-disclosure

d. the lack of importance of content

 

 

 

18. This concept refers to a complete loss of self in which the individual cannot separate himself/

herself from the environment:

 

a. retroflection b. introjection c. confluence d. projection

 

 

 

19. This defense occurs when a client’s impulse is blunted or dampened (i.e. a person smiles to soften the expression of his/her anger):

 

a. deflection b. denial

c. avoidance d. acting out

 

 

 

20. The problem with theory testing research in the area of behavioral approaches is that:

 

a. it is difficult to test the theory separate from outcome. b. behavioral constructs are hard to operationalize.

c. behavior therapists are bad researchers. d. all of the above are true

 

 

 

21. Which one of the following is NOT associated with Behavior Therapy?

 

a. Skinner b. Adler

c. Watson d. Pavlov

 

 

 

 

 

22. James is awakened at night by the barking dog (Hans) who lives next door. James opens his window and yells at the dog, to no avail. James next throws one of his best shoes at the dog, who immediately stops barking and busily chews on the shoe. James’ shoe-throwing behavior has been:

 

a. positively reinforced. b. counterconditioned.

c. negatively reinforced.

d. James’ behavior will not change.

 

 

 

23. In the previous question, the dog’s behavior has been:

 

a. counter conditioned. b. positively reinforced. c. negatively reinforced. d. punished.

 

 

 

24. Susan wants her boyfriend to kiss her more often. Unfortunately, boyfriend Dan does not approach Susan physically very much. Susan begins to smile and say nice things to Dan every time he comes within six inches of her. Pretty soon, Dan is so close that he touches Susan. She smiles and says very nice things to him. Susan continues to reward Dan’s behavior when he touches her and finally one day he kisses her. She jumps for joy. What technique is she using?

 

a. shaping

b. negative reinforcement c. positive punishment

d. none of the above

 

 

 

25. Dave has a shoe phobia. It is so bad that he can’t go to work because he works construction and his boss will not allow him to come to work barefoot. Dave consults with Phil, the behavior therapist. Phil discovers that when Dave was young, his dad would beat Dave with his wingtip shoes when he did something wrong. For Dave, shoes are:

 

a. the conditioned response. b. the conditioned stimulus.

c. the unconditioned stimulus. d. the unconditioned response.

 

 

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 assignments. However, students who are successful in earning the maximum number of points tend to submit written assignments that fall in the following ranges:

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

Plagiarism

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

 

 

 

Please answer ONE of the following:

 

1. What are the necessary and sufficient conditions of therapy, according to Person Centered therapy? What does the research tell us about these conditions?

 

 

 

 

 

2. Evaluate Existential Theory’s utility for clients who are of diverse backgrounds. What are its strengths and potential pitfalls?

 

 

 

 

 

3. Describe how you might use modeling procedures in helping a client learn a specific social skill.

PSY 525 Counseling Systems and Techniques

Unit 3 Examination

 

 

 

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

1. Julie believes that she absolutely MUST be the best mother possible. According to REBT, she should instead:

 

a. sacradize.

b. forget about it. c. importantize.

d. practice UAO.

 

2. When an individual experiences an Activating event and processes it with a rational belief, she/he is likely to:

 

a. not feel any emotion.

b. experience discomfort disturbance. c. experience ego disturbance.

d. none of the above

 

3. The REBT counselor would be LEAST likely to use the following technique:

 

a. bibliotherapy b. reframing

c. extensive problem exploration d. b and c

 

4. Which of the following is most important in REBT?

 

a. thoughts b. feelings

c. behavior

d. motivation

 

5. The role of the client in REBT is:

 

a. patient.

b. collaborator.

c. expert on the self. d. none of the above

 

6. The role of the counselor in REBT is:

 

a. doctor. b. teacher.

c. co-facilitator. d. submissive.

 

 

 

7. The best client outcome in REBT involves:

 

a. adopting a new life philosophy. b. symptom remission.

c. better interpersonal relationships. d. changing irrational beliefs.

 

8. Which of the following is NOT a level of cognitive processing?

 

a. automatic b. conscious

c. unconscious

d. metacognitive

 

9. The initial roles of the therapist and client in Cognitive Therapy are MOST like:

 

a. co-therapists.

b. fellow travelers. c. doctor-patient. d. parent-child.

 

10. Collaborative Empiricism refers to the:

 

a. client and therapist working together to investigate the client’s presenting problem. b. warmth and genuineness that the therapist and client demonstrate to each other.

c. therapist’s position as a blank slate in the second phase of treatment. d. client’s role of a student in the first phase of treatment.

 

11. In CT, client resistance is seen as stemming from:

 

a. activated depressogenic schemata.

b. irrational beliefs toward the therapist. c. therapist beliefs.

d. problems in collaboration.

 

12. Arlene, the Cognitive Therapist, asks her client Sue to take some baby steps towards re-establishing her relationship with her family. Arlene is using:

 

a. a graded task assignment. b activity scheduling.

c. Socratic questioning. d. none of the above

 

 

 

13. Cognitive restructuring occurs via:

 

a. behavioral techniques used in Cognitive Therapy. b. cognitive techniques used in Cognitive Therapy.

c. investigation into irrational core beliefs that developed during childhood. d. both a and b

 

14. Stephen is in therapy with Bob, and they decide that Stephen should, over the next week, meet one new person every day. When Stephen comes to his next session, he has met only three new people. Bob asks what Stephen will do over the next week to meet seven new people. Bob is MOST likely to be a(n):

 

a. Gestalt therapist.

b. Interpersonal therapist.

c. Family systems therapist. d. Reality therapist.

 

15. According to Reality Therapy, the reason we get depressed is that:

 

a. we are unhappy.

b. we are unhappy with ourselves.

c. we have unsatisfied needs for fun. d. we are unhappy with our job.

 

16. Researchers who have investigated the efficacy of Reality Therapy have generally reported that

Reality Therapy is:

 

a. as effective as a placebo. b. generally effective.

c. more effective than Cognitive Therapy.

d. more effective than treatment with medication.

 

17. Which of the following is an example of a question that a Reality Therapist is likely to ask a client?

 

a. “If tonight while you are sleeping, something happened that made everything better, how would you know?”

b. “What is your earliest recollection of your mother and father?”

c. “What will happen if you continue doing what you have been doing up until now?”

d. “What has worked for you in the past to solve the problem that you are having right now?”

 

 

 

18. A common criticism of the findings of Reality Therapy outcome research is that:

 

a. the findings are not generalizable due to the strict analog research designs that are used. b. the treatment time is too long.

c. samples are not drawn from diverse populations. d. it is too simplistic.

 

19. According to Reality Therapy theory, personality is:

 

a. the relative strengths of a person’s basic needs. b. not fully fixed until adulthood.

c. heavily influenced by parental reactions. d. easily changed.

20. Feminist Therapists believe that sex is determined and gender is determined. a. socially; biologically

b. biologically; socially

c. environmentally; genetically d. systematically; randomly

 

21. Feminist Therapists see dysfunction as resulting primarily from:

 

a. biological factors.

b. psychological factors.

c. oppressive environmental and social factors. d. past traumatic experiences.

 

22. Upon which of the following areas do Feminist Therapists tend to focus on in the counseling process?

 

a. building a sense of empowerment within the client b. assertiveness training

c. relational therapy

d. all of the above are true

 

23. Shanelle is seeing Betty, the feminist therapist, because she is having panic attacks. In one session, Shanelle talks about her anger because Betty has so much power over her. Betty is likely to:

 

a. acknowledge the power differential between them. b. respond empathically to Shanelle’s anger.

c. see Shanelle’s reaction as transference.

d. assure Shanelle that their relationship is egalitarian.

 

 

 

24. Based on question #23 above, which of the following techniques is Betty LEAST likely to use with Shanelle?

 

a. Gender role analysis

b. Systematic desensitization c. Self disclosure

d. Assertiveness training

 

25. Based on question #23, Shanelle’s treatment plan for therapy will MOST likely include which of the following goals?

 

a. Appreciate and accept the fundamental differences between people from different ethnic backgrounds.

b. Appreciate and accept the fundamental differences between men and women. c. Develop a personal sense of power.

d. Develop rational thoughts about her perceptions of the majority culture.

 

 

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. Discuss the ABCDE model using a client example.

 

 

 

 

 

 

 

2. What are the basic human needs, according to Reality Therapy? Which is most important and why?

 

 

 

 

 

 

 

3. Describe William Glasser’s views on assessment and diagnosis.

PSY 525 Counseling Systems and Techniques

 

 

 

PSY 525 Counseling Systems and Techniques

Unit 4 Examination

 

 

 

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

 

 

1. Clinicians who are concerned with cultural biases that are inherent with theories such as Family Systems Theories tend to criticize FST for:

 

a. the narrow definition of family.

b. the fact that differentiation is not culturally sensitive, and can sometimes be destructive to families who are not Caucasian middle-class.

c. the distinct heterosexual bias. d. all of the above

 

2. Which of the following theorists would most closely match the philosophy of human nature adopted by Virginia Satir?

 

a. Sigmund Freud b. Carl Rogers

c. Albert Ellis d. Aaron Beck

 

3. Minuchin’s theory of personality development tends to focus on:

 

a. feedback that the identified patient receives from the other family members. b. implications of being a member of a triangle within a family.

c. the development of the family rather than each individual within the family. d. Minuchin does not propose a theory of personality development.

 

4. When stress levels rise in a family that is of relatively low differentiation, which of the following is likely to be observed?

 

a. Problems in the couple relationship b. Dysfunction in a child

c. Dysfunction in one of the partners d. All of the above are possible

 

5. The idea that the therapist must know their own family is essential to which of the FSTs?

 

a. structural b. strategic c. satir

d. none of the above

 

6. The pseudo independent posture is the result of:

 

a. impression management strategies. b. high differentiation.

c. low self-esteem.

d. low differentiation.

 

 

 

 

 

7. Janie is the youngest child in a large family. Her relatives all live down the street from Janie, but Janie refuses to visit anyone, even for Thanksgiving dinner. According to Bowen, Janie is displaying:

 

a. emotional cutoff. b. triangulation.

c. disengagement. d. pseudo self.

 

Please answer questions 8 – 10 based on the paragraph below:

 

Jessie sought therapy because he was fired from his last two jobs and his wife has threatened to file for divorce unless he attended counseling. During the initial meeting, Jessie told his therapist, Greg, that he isn’t really sure why he needs to come to counseling; after all, his bosses were “just really unreasonable” and his wife is “always nagging him” about not working.

 

8. Greg, who is a Solution Focused Therapist, hypothesizes that Jessie might be a:

 

a. customer.

b. complementary receiver. c. complainant.

d. visitor.

 

9. Greg is likely to focus on Jessie’s:

 

a. thoughts about how the two of them could work together to make something different in

Jessie’s life.

b. difficulty taking responsibility for being fired. c. relationship with his wife.

d. apparent lack of concern for the problems that he is encountering..

 

10. Which of the following interventions is Greg likely to try with Jessie?

 

a. differentiation b. compliments

c. having Jessie make a genogram d. hypnotherapy

 

 

 

Please answer questions 11 – 14 based on the paragraph below:

 

Jane is a 42 year-old married mother of four children who was recently diagnosed with multiple sclerosis – a neurological disorder that often leads to motor weakness, speech disturbance,

and other cognitive symptoms. She sought counseling from Mark, who is currently involved in a Solution Focused Training program. As Mark conducted his intake assessment of Jane, he determined that Jane was experiencing symptoms of depression that were particularly related to her loss of sensation in her feet and lack of coordination. Jane further reported that as her

symptoms have progressed, she is aware that when she goes out to run errands or do activities with her children, people generally treat her “differently” than before she became ill.

 

11. Mark will likely conduct a formal assessment of Jane (e.g., a structured interview, brief measure of intelligence, and paper and pencil personality inventory) for the purpose of:

 

a. examining how her conditions of worth are related to her current symptoms of depression. b. investigating the extent that her symptoms of depression are due to her physical illness.

c. determining an accurate DSM-IV diagnosis.

d. Solution Focused Therapists do not use formal assessments.

 

12. In addition to empathic listening, Mark would most likely:

 

a. focus on family members’ reactions to Jane’s disease. b. look for evidence of Jane’s competence and strength.

c. acknowledge that Solution Focused approaches to therapy are only effective for psychological disorders.

d. ask Jane a series of questions about her illness as soon as possible, given the nature of

Jane’s problems.

 

13. Mark asks Jane the question, “If while you were sleeping something happened to make everything better, how would you know that things were better in the morning?” Mark’s question is an example of which of the following Solution Focused Interventions?

 

a. The person is political b. Scaling Questions

c. The Miracle Question

d. Fast Forward Questions

 

 

 

 

 

14. Mark spends many sessions gathering further information about Jane and ends up attributing

Jane’s depression and hopelessness to a traumatic event that happened during Jane’s

first marriage. Mark presents his conceptualization to his supervisor, who is likely to conclude that:

 

a. Mark is right on track with his hypotheses and should explore the roots of Jane’s depression further.

b. Jane has little or no hope to ever feel happy again, due to this traumatic event. c. Jane would benefit from continued assessment.

d. Mark has become “tangled” in the problem.

 

15. Which of the following is NOT one of West and Bubenzer’s (2002) three problematic narratives?

 

a. Ongoing Conflict

b. Not Being Appreciated c. Continual Lack of Trust d. Being Used

 

16. Assessment in a Narrative Therapy model is:

 

a. seen as a continuous process that is focused on understanding client’s perspectives on their lives.

b. not likely to use formal means.

c. inconsistent with Narrative Therapy philosophy. d. all of the above

 

17. In a Narrative Therapy session, whose language is used?

 

a. The client’s

b. The counselor’s

c. Both the client’s and counselor’s

d. The other therapists who are observing and helping

 

18. The Narrative Therapist is seen as a(n):

 

a. expert.

b. consultant.

c. master storyteller. d. none of the above

 

 

 

 

 

19. The major technique used in Narrative Therapy is:

 

a. visualizing.

b. giving homework. c. asking questions. d. b and c

 

20. The Transtheoretical Approach to Psychotherapy:

 

a. strictly adheres to only one theory.

b. uses the techniques from a theory but ignores the underlying theoretical assumptions. c. combines the techniques of various theories as long as the aim of the strategy is to help a client progress through the various stages of change.

d. adheres to the underlying theoretical assumptions but disregards the techniques.

 

21. Which of the following is NOT an element of the Contextual Model that was proposed by Frank

& Frank in 1991?

 

a. the setting connected to a healing mission

b. a match between client and counselor background

c. the rationale that is believed by the client and counselor d. the ritual that is based on rationale

 

22. Processes, stages, and levels are three basic dimensions of change that are associated with which of the following theoretical orientations?

 

a. Interpersonal Theories

b. Beutler’s Systematic Eclectic Psychotherapy c. Transtheoretical Therapy

d. Contextual Therapy

 

23. Which of the following are some of the basic processes that are associated with change according to the Transtheoretical approach to therapy?

 

a. self-liberation

b. social liberation

c. emotional expression d. all of the above

 

 

 

 

 

 

24. A client who shows initial attempts to change their behavior is in what stage of change in the Transtheoretical Model?

 

a. Pre-contemplation b. Preparation

c. Traveling

d. Procrastination

 

25. Laura is working with a client from a Person Centered approach and determined that the client is in Stage 3 of the therapy process. Laura’s colleague, Matt, who practices therapy from the Transtheoretical approach, consults with Laura on the case and determines that her client is in the stage of change.

 

a. precontemplation b. procrastination

c. preparation d. preliminary

 

 

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 differences between open and closed family systems and give an example of each.

 

 

 

 

 

2. Describe Visitors, Complainants, and Customers. Why, according to Solution Focused

Therapists, is it not a good thing if your client is a Visitor?

 

 

 

 

 

3. Evaluate Narrative Therapy’s utility for clients who are of diverse backgrounds. What are its strengths and drawbacks?

PSY 525 Counseling Systems and Techniques

Final Exam Scheduling

Form

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MP_SNHU_withQuill_Horizstack

PSY 520 SPSS Assignment 2

 

 

Questions:

 

1) Describe in your own words what type of research situations call for a researcher to use an ANOVA analysis.

 

Type answer below:

The one-way analysis of variance (ANOVA) is utilized to figure out if there are any noteworthy contrasts between the method for three or more autonomous (disconnected) bunches.

 

 

 

2a) Use the Compare Means function (AnalyzeCompare MeansMeans) to compare the means of the three Sound conditions on Anxiety and Performance.

 

 

Report
Type of background music during the test Performance on a test of general math ability Anxiety level during the test Prior math experience
Rock Mean 60.0000 36.5385 1.5385
  N 13 13 13
  Std. Deviation 7.70281 7.21821 .51887
Classical Mean 67.7143 36.5000 1.5000
  N 14 14 14
  Std. Deviation 7.01020 4.65337 .51887
White Noise Mean 59.1429 37.7143 1.5714
  N 14 14 14
  Std. Deviation 10.22709 5.41264 .51355
Total Mean 62.3415 36.9268 1.5366
  N 41 41 41
  Std. Deviation 9.12307 5.70259 .50485

 

 

 

2b) Based on these results, on which variable does it most appear there might be significant differences based on the Sound condition?

 

Type answer below:

The variable that appears to be significantly different based on sound condition would be performance.

 

 

 

3a) Conduct a one-way ANOVA on both Anxiety and Performance using Sound as the independent variable. That is, conduct two separate one-way ANOVAs, one with Anxiety as the dependent variable and one with Performance as the dependent variable.

 

 

ANOVA
Anxiety level during the test
  Sum of Squares df Mean Square F Sig.
Between Groups 13.193 2 6.596 .195 .824
Within Groups 1287.588 38 33.884    
Total 1300.780 40      

 

 

 

ANOVA
Performance on a test of general math ability
  Sum of Squares df Mean Square F Sig.
Between Groups 618.648 2 309.324 4.336 .020
Within Groups 2710.571 38 71.331    
Total 3329.220 40      

 

 

 

3b) Based on these results, were either of your ANOVAs significant? How can you tell? Use a cutoff level of .05 for your decision.

 

Type your answer below:

Based on the results there is a significant in the ANOVA with performance. I can tell this because I used the significant cutoff level of 0.05 and the significant level of performance was 0.020.

 

 

4a) Remember that in a one-way ANOVA, we are only looking at the impact of one variable on the dependent variable. Factorial ANOVAs, on the other hand, assess the impact of multiple independent variables. Conduct a factorial ANOVA on Performance using both Sound and Experience as independent variables. Be sure to choose the option to view the estimated marginal means for all of your main effects and interactions—this will allow you to more easily interpret the results.

 

Paste your output for only the Test of Between-Subjects Effects below:

 

Tests of Between-Subjects Effects
Dependent Variable: Performance on a test of general math ability
Source Type III Sum of Squares df Mean Square F Sig.
Corrected Model 2155.464a 5 431.093 12.855 .000
Intercept 160268.014 1 160268.014 4779.001 .000
Sound 492.240 2 246.120 7.339 .002
Experience 1324.027 1 1324.027 39.481 .000
Sound * Experience 231.822 2 115.911 3.456 .043
Error 1173.756 35 33.536    
Total 162674.000 41      
Corrected Total 3329.220 40      
a. R Squared = .647 (Adjusted R Squared = .597)

 

 

 

4b) Write the results of the ANOVA. For help, refer to the third paragraph of the “Two-factor ANOVA” section of this document.

 

Type answer below:

A 2 x 2 ANOVA revealed a significant in sound F(2,35) =7.34, p <. 002. Female faces were rated as more attractive than male faces. There was a significant interaction between sound times experience F(2,35) = 3.46, p <. 043.

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Need done by Saturday night around 7pm Please!! No! PLagiarism Please!

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 I need a 5-7 pages essay.  The introduction and book information alone with scholarly sources, and biblical sources as well. No! Plagiarism what’s so ever they do use “turnitin”   I will apply the instructiondown at the bottom. This the Name of the book to use, Textbooks: Entwistle, Integrative Approaches to Psychology and Christianity (2015).  Only Scholarly peer reviewed Sources and some bible Source.

I will apply the instructions. Teachers will check for plagiarism it has to be paraphrase or own words make sure the grammar is good. I did add a sample paper on how to do the Integration paper but I also added the Instructions. I need someone I could really trust to do this assignment and know how to really follow the instruction please?? This is for my  psychology and christianity class.

  • PSYC 420

    Integration Paper Instructions

     

    Description: This paper is the capstone project of the course, and it will describe your approach to the relationship between psychology and Christianity. You will classify your approach and note the strengths (3) and limitations (3) of your view as well as reflect on different factors that led to your position.

     

    Purpose: This course has presented several models of the relationship between Christian faith and the discipline of psychology. Your view of the relationship between psychology and Christian faith will guide your practice of psychology, both professionally and personally. This paper provides an explicit avenue for you to articulate a coherent view of the relationship between psychology and Christianity.

     

    Details:

    1. Papers will be graded on the quality of thinking, defense, organization, clarity, and grammar…not on whether you agree with the instructor’s position.

    2. Begin with an introductory paragraph that describes the importance of examining the relationship between psychology and Christianity. The last sentence of the introduction must be your thesis statement that guides the rest of your paper.

    · Example: Upon consideration of the evidence from various disciplines of study, it seems like the (model chosen) best captures the relationship between psychological science and Christian faith.

    3. In writing about your position (you will need to classify your approach), be sure to touch on the following (and remember to cite Entwistle when you use his ideas):

    · What methods of knowing are appropriate for Christians and why (this will actually help you classify your approach);

    · A thorough description of the model and how it views the relationship between psychology and Christianity;

    · How your model views the two books concept;

    · Strengths of the model (at least three);

    · Limitations of the model (at least three); be sure to include critiques offered by those who hold other positions; and

    · Remember to use transition statements as you move from one main idea to the next.

    4. End with a conclusion.

    5. Avoid using 1st person.

    · Instead of saying “I think Christians should embrace psychology,” say “Christians should embrace psychology.”

    · Instead of saying “My view corresponds with the Colonialist position,” say “The Colonialist position seems ….”

    6. The instructor will not proofread papers, but it is acceptable for a friend to proofread for clarity, grammar, and spelling.

    7. If you need assistance, contact The Online Writing Center.

     

    Paper format:

    · Paper text must be 5 pages, excluding references, title page, and abstract.

    · Times New Roman, 12 point font, 1” margins.

    · Sections:

    · Title page

    · Abstract on separate page, mentioning thesis and summary of the paper. To get the maximum points, be sure to clearly mention the thesis and provide a summary of the main ideas and conclusions. Tip: It is often easier to write your abstract at the end of your paper.

    · Body (5 pages): See above; must use APA headings

    · References:

    · Make sure to use current APA format.

    · Do not assume that the format presented by the Jerry Falwell Library search engine is correct.

    · Be sure to cite Entwistle and the Bible (but remember that the Bible does not appear in the References section).

    · Check the current APA style manual for details.

    · You must use Microsoft Word.

    · Submit your paper to SafeAssign in Blackboard.

     

    Submit your Integration Paper by 11:59 p.m. (ET) on Monday of Module/Week 7.

    Page 1 of 2

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I need assistance interpreting a quantitative journal article. What I need specifically is someone to read the 6-page article and then read my paper draft to advise what I have missed or misinterpreted

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Running head: ASSIGNMENT 1: QUANTITATIVE JAR 1

ASSIGNMENT 1: QUANTITATIVE JAR 2

 

 

 

Assignment 1: Quantitative Journal Article Review and Topic Declaration

 

 

 

 

 

 

Abstract

This assignment is comprised of a Journal Article Review (JAR) related to the topic chosen for the Final Paper: Factors contributing to the success of Cognitive-Behavioural Therapy (CBT) in treating Panic Disorder. The article under review, The Effects of Treatment Compliance on Outcome in Cognitive-Behavioral Therapy for Panic Disorder: Quality Versus Quantity, employs a quasi-experimental design and is relevant to the topic for the Final Paper because it demonstrates the effectiveness of group CBT in the treatment of panic disorder, particularly when there is quality compliance with group exercises related to target outcomes, and that quality of work when compared to quantity of work, better predicts therapy outcome. The authors argue these findings are important for therapists to consider when designing good quality work and training patients to complete high quality assignments. Such considerations can contribute to the success of CBT in treating panic disorder.

Keywords: cognitive-behavioral therapy, CBT, panic disorder, anxiety

 

Table of Contents

 

Abstract ……………………………………………………………………………………………………….2

JAR: Quantitative Review…………………………………………………………………………………….4

References…………………………………………………………………………………………………….?

 

 

 

Assignment 1: Quantitative Journal Article Review and Topic Declaration

Introduction

Statement of Problem

This research aims to fill a gap in the literature on addressing quality versus quantity of assignments completed by patients receiving cognitive-behavioral therapy (CBT) for treatment of panic disorder (PD). The researchers evaluate the relationship between homework quality and outcome as they argue, based on clinical experience, that quality of homework completed is more important to recovery.

Literature Review

The authors review the literature evaluating the effectiveness of homework compliance on outcome of CBT. They argue a collaborative-empiricist approach to treatment requires treatment compliance for therapeutic change. The authors cite literature which supports clinical improvement for homework compliance (Edelman & Chambless, 1993; Barlow, O’Brien, & Last, 1984; Michelson, Mavissakalian, Marchione, Dancu, & Greenwald, 1986) and research by Mavissakalian and Michelson (1983) which does not support this relationship. Primakoff, Epstein, and Covi (1986) noted the gap in the literature on assessing quality versus quantity of homework, which has influenced the present study.

Hypotheses To Be Tested

The hypotheses to be tested are: 1. The overall quantity of the work completed by patients will be positively associated with treatment outcome; and 2. The relative quality of homework will better predict outcome.

 

Method

Smith and Woolaway-Bickel (2000) employ a quasi-experimental one-group pretest-posttest design. To control for within-group differences and increase internal validity, researchers placed stability requirements on medication use and accepted participants who were not suicidal or abusing substances, and had no history of schizophrenia, bipolar disorder, or organic mental disorder.

Participants

The sample consisted of 48 patients, mostly White (86%), female (66%), married (63%), and employed (52%) who met the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) criteria for PD with or without agoraphobia. Most patients (52%) were medicated. The participants were recruited by convenience sampling.

Materials

Participants were assessed pre- and post-treatment for clinical dimensions of PD. If panic frequency, anxiety, and phobic avoidance scores fell within the normal range post-treatment, participants were classified as recovered. Panic attack symptoms ratings by patients had adequate test-retest reliability throughout treatment and were significantly associated with corresponding self-report measures and clinic ratings (Schmidt & Woolaway-Bickel, 2000, p. 14). Videotaped interviews were randomly selected for viewing to establish interrater agreement on DSM-IV Axis I diagnoses. Interval scale measures such as The Multicenter Panic Anxiety Scale (MC-PAS), Sheehan Patient-Rated Anxiety Scale (SPRAS), Mobility Inventory for Agoraphobia (MI-Alone; MI-Accompanied), Sheehan Disability Scale, and Beck Depression Inventory (BDI) were administered pre- and post-treatment to measure self-rated disability and clinician-rated impairment. Researchers monitored participants’ panic symptoms and compliance through the Uniformed Services University of the Health Sciences (USUHS) Weekly Monitoring System.

Procedure

Patients received 12 sessions over 12 weeks of group CBT for panic disorder. Homework was assigned based on session exercises and individually-tailored to type of panic experienced by participants. Treatments were structured, manualized, well-defined, and administered by an experienced psychologist. Participants were assessed weekly on their subjective sense of time spent on homework and compliance. A quality ideal was operationally defined for therapists and participants. Participant quality compliance was measured with a 6-point Likert scale (0 = poor to 5 = excellent). To control for therapist bias on compliance ratings, an independent rater completed weekly quality and quantity ratings, thus increasing inter-rater reliability and internal validity. Inter-rater reliability for quantity and quality were high.

Statistics

Descriptive statistics, including measures of central tendency, frequency, and variation were used to describe data. Additionally, inferential statistics such as Pearson’s r and paired t-test values were calculated, and a stepwise multiple regression analysis was performed.

Results

Overall, patients completed 60% of home assignments, as rated by the therapist, with good quality (mean 2.8; SD – 0.9; range = 0.3 – 4.8). Quantity remained consistent while quality increased over time. Patient and therapist rating correlations were significant at r = .28, ps < .05. Researchers found that older and unemployed patients submitted higher quality work; thus, “age and employment status were covaried for subsequent analysis with the quality ratings” (p. 15). Paired t tests showed significant improvement to panic disorder based on treatment protocol, with high recovery from panic attacks (94%), anxiety (83%), and phobic avoidance (71%). Importantly, the authors demonstrated that, consistent with pervious research, group-administered CBT is “highly effective for panic disorder” (p. 15). Therapist ratings indicated that quality ratings are “somewhat better predictors of outcome” (p. 16); whereas, researchers found they significantly predicted outcome in .

Stepwise multiple regression analyses indicated that clients ratings of compliance were not correlated with outcome, but therapist ratings were and that quality ratings are “somewhat better predictors of outcome” ; independent evaluator ratings and outcomes mimicked those of the therapist, though were “less strongly predictive.” In six of the sessions, compliance was significantly associated with “some outcome variable” and “compliance with particular skills is associated with changes in a related symptom variable” Found that “compliance exerts incremental effects on symptomatology that is best evidence over the entire course of treatment” (p. 17). Researchers found “compliance with particular skills is associated with canges in related symptom variable” Researchers observed that impacts of compliance were not immediate but were noted over time.

Implications

Implications for Counselors, Clients, and Counselling

As noted by the authors, quality of work and training of patients in quality of assignment completion are important factors in CBT success. Also, group CBT therapy is an effective way to employ CBT for panic disorder. Counsellors should understand that immediate effects of CBT may not be immediately evident and may incrementally improve over time. It is important that counsellor and client agree on meaning of quality work. This study is a great example of applied research as findings monitoring of quality and quantity or work between counsellor and client, developing a common understanding “The goal of CBT is to get patients actively involved in their treatment plan” (https://www.psychologytoday.com/ca/therapy-types/cognitive-behavioral-therapy-0 ). Having clients assess their own compliance and understand and be trained in quality completion can enhance treatment success. Support your assertions with citations, using the text and additional references where possible.]

Discussion

Summary

Group CBT is highly effective in treating panic disorder. Homework assignments administered to patients based on clinical status can build skills necessary to reduce panic symptoms. Note that these findings are important in that more attention could be given to quality of individualized homework over quantity. Strengths of this research include control of: ( …..) plus inter-rate reliability which lends internal validity. However, there are limitations to this study to consider: Weaknesses = no random assignment, hard to control for extraneous variables, but medication and mental health controlled for; variation in treatment makes it difficult to directly compare, small sample size; [Summarize the main results with reference to the original hypotheses. To what extent were the hypotheses supported by the findings?] Threats to internal validity: history (repeat applicants); maturation (better as study progresses); test and homework fatigue, statistical conclusion validity? Power? Variable types of homework administered to patients. Control for researcher and participant bias (psychologist) with independent rater.

Interpretation

[Are the conclusions made by the author(s) warranted? What are the possible alternative explanations of the results? What are the strengths of the study? What was done well? What are the weaknesses/limitations of the study? Identify the specific design and describe the salient features (it must be a quantitative design for JAR 1; if you have chosen an experiment for JAR 1, explain whether it is a true experiment or a quasi-experimental design and why). Incorporate your knowledge of course-related concepts in your discussion of these questions (e.g., ethical considerations, reliability/validity of measures, ability to draw causal conclusions, threats to the internal/external validity of the study, generalizability of the study, confounding variables and sources of bias). Support your claims with material from the text and other scholarly references, as appropriate.] power was noted to be compromised due to independent rater examining a subset of participants (p. 16) Researchers found no significant different in “demographics, symptom severity at pretreatment, or average level of compliance during completed portions of the treatment (ps > .05)” between attritors (n = 10) and completers (n – 38)

For Further Study

It would be interesting to perform this study with a control group receiving individual CBT to those receiving group CBT to monitor how individuals may or may not be motivated to complete homework based on group dynamic. Motivation to complete these assignments could have come a Hawthorne effect, participant bias, being observed by other individuals.

 

References

Surname, Initial., Surname, Initial., & Surname, Initial. (Year). Title of journal article with no caps. Title of Journal, Volume number (issue number), page numbers.

Surname, Initial. (Year). Book title: No caps except after colon or if the capitalization is for proper nouns like names of assessment tools. City, State or Province written as 2 letter abbreviation, such as ON: Publisher Name.

Assignment 1 and Assignment 2 Templates

General Description of and Template for Assignments 1 and 2: Journal Article Reviews

(Assignment 1 must include Final Paper Topic declaration)

For Units 3 and 4 of PSYC 6213, complete Assignments 1 & 2 using the template that follows. Refer to this description and the instructions in the syllabus. consult the rubric to see how points are allotted for this assignment. For Assignment 1, you will be declaring the topic for the Final Paper (in the abstract) and reviewing a quantitative journal article relating to the topic you have chosen for the Final Paper. Your topic must be relevant to the field of counselling psychology. For Assignment 2, you will be reviewing a qualitative journal article relating to the topic you have chosen for the final paper.

Please find full text articles in the Yorkville University online library. You may also use scholarly peer-reviewed journals with full text articles available online. Ideally, you will use this assignment to contribute to your topic selection and develop your understanding of the subject for your final paper.

The purpose of an article review is to communicate the main points of a study and to discuss both the implications and strengths and weaknesses of the design. The review is not meant to re-iterate the details of the study and paraphrase each and every point; rather, it should summarize and discuss the study. These assignments should be seen as an opportunity for you to demonstrate your understanding of the course concepts, particularly in the Discussion section. Quotes should be used sparingly or not at all. Your JAR assignments should be about two – three pages in length, not counting the title and reference pages. There are no penalties for going slightly over this limit, but the final length should be close. As a rule of thumb, aim to write about 1/3 page for each of the five main section headings in the template (Introduction, Method, Results, Implications, Discussion).

Submissions should be double-spaced and follow APA format. Please note that APA includes attention to word choice, grammar, punctuation, syntax, page and heading formatting, as well as in-text citation and referencing style. Do not use a numeral to start a sentence (use word form or re-word the sentence to avoid beginning with a number), do not use bullet points, and if you are presenting information that you have not read first-hand (i.e., a secondary source), indicate this using the (as cited in….) convention, as per APA. Note that the secondary source should not be included on your reference page. See Appendix A in the Goodwin text, pp. 379-398, for important guidelines to follow in your writing.

For JAR 1, be sure that the research design in the article selected is quantitative. You MUST distinguish the design type in the discussion. For JAR 2, the design must be qualitative and utilize a formal qualitative methodology (rather than simply asking open-ended questions and reporting the results).

Note: Single-subject case studies are not permitted in either review. For each article, the methodology (statistics for the quantitative studies) and results should be clearly discussed. Meta-analysis is a way to quantitatively synthesize research results; it is not a formal quantitative research design.

 

 

 

Running head: JAR 1 1

 

 

 

 

Assignment 1: Quantitative Journal Article Review and Topic Declaration

Your Name Here

 

 

 

 

 

 

 

 

JAR 1 2

Abstract

(In the abstract, present the study you are reviewing, name the design, and briefly explain how it relates to the topic chosen for the Final. The topic for the final will be presented as one single sentence that will serve as your working title as you undertake your research. See example abstract below, which you may use as a guide.)

Keywords:

 

This assignment is comprised of a Journal Article Review (JAR) related to the topic chosen for the Final Paper: [Insert one sentence describing the topic you have chosen for the Final Paper (e.g., The use of Animal-Assisted Therapy for treating Selective Mutism in preschool children)]. This article, Insert Title Here, employs a [insert name of the quantitative design (e.g. factorial, correlational, quasi-experimental)] design and is relevant to the topic of the Final because […].

 

 

JAR 1 3

Table of Contents

 

Abstract ……………………………………………………………………………………………………….ii

JAR: Quantitative Review [2 – 3 pages, double-spaced] ……………………………………..1

References…………………………………………………………………………………………………….5

 

 

 

JAR 1 4

Title of Paper

Introduction

Statement of Problem

[What is the research problem being addressed and the specific research question(s)? What are the researchers trying to do? Why?]

Literature Review

[Briefly describe important research that guided or precipitated this study. Include citations. Note: this should not be an exhaustive restatement of the article’s introduction; just summarize the key theory or empirical findings that provide the background and rationale for the study being reviewed.]

Hypotheses To Be Tested

[What are the hypotheses of this study? What did the researchers predict they would find?]

Method

[Note: the content under each of these headings shouldn’t take more than one or two lines.]

Participants

[Who were the participants (demographics) and how were they recruited/selected?]

 

JAR 1 5

Materials

[Briefly make note of the materials/measures that were used to assess the variables and assess reliability and validity.]

Procedure

[Briefly describe the procedure – what was done in the study?]

Statistics

[Name the primary statistical design(s) employed. How were the data analysed? What inferential analyses were performed? Which statistics and/or tests of significance?]

Results

[Briefly describe the main findings (include numerical values and alpha levels where appropriate).]

Implications

Implications for Counselors, Clients, and Counselling

[What are the implications of the findings? Support your assertions with citations, using the text and additional references where possible.]

Discussion

Summary

[Summarize the main results with reference to the original hypotheses. To what extent were the hypotheses supported by the findings?]

 

JAR 1 6

Interpretation

[Are the conclusions made by the author(s) warranted? What are the possible alternative explanations of the results? What are the strengths of the study? What was done well? What are the weaknesses/limitations of the study? Identify the specific design and describe the salient features (it must be a quantitative design for JAR 1; if you have chosen an experiment for JAR 1, explain whether it is a true experiment or a quasi-experimental design and why). Incorporate your knowledge of course-related concepts in your discussion of these questions (e.g., ethical considerations, reliability/validity of measures, ability to draw causal conclusions, threats to the internal/external validity of the study, generalizability of the study, confounding variables and sources of bias). Support your claims with material from the text and other scholarly references, as appropriate.]

For Further Study

[Recommend what should be done next in this area. How can this work be followed up or extended?]

 

JAR 1 7

References [alphabetical order]

Surname, Initial., Surname, Initial., & Surname, Initial. (Year). Title of journal article with no caps. Title of Journal, Volume number (issue number), page numbers.

Surname, Initial. (Year). Book title: No caps except after colon or if the capitalization is for proper nouns like names of assessment tools. City, State or Province written as 2 letter abbreviation, such as ON: Publisher Name.

 

Running head: JAR 2 1

 

 

 

Assignment 2: Qualitative Journal Article Review

Your Name Here

 

 

 

 

 

 

 

JAR 2 2

Abstract

(In the abstract, present the study you are reviewing, name the design, and briefly explain how it relates to the topic chosen for the Final. The topic for the final will be presented as one single sentence that will serve as your working title as you undertake your research. See example abstract below, which you may use as a guide.)

Keywords:

This assignment is comprised of a Journal Article Review (JAR) related to the topic chosen for the Final Paper: [Insert one sentence describing the topic you have chosen for the Final Paper (e.g., The use of Animal-Assisted Therapy for treating Selective Mutism in preschool children)]. This article, Insert Title Here, uses a [insert name of formal qualitative methodology (e.g., grounded theory, phenomenological, ethnographic)] design and is relevant to the topic of the Final because […]. )

 

JAR 2 3

Table of Contents

 

Abstract ……………………………………………………………………………………………………….ii

JAR: Qualitative Review [2 – 3 pages, double-spaced] ………………………………………..1

References…………………………………………………………………………………………………….5

 

 

 

 

JAR 2 4

Title of Paper

Introduction

Statement of Problem

[What is the research problem being addressed and the specific research question(s)? What are the researchers trying to do? Why?]

Literature Review

[Briefly describe important research that guided or precipitated this study. Include citations. Note: this should not be an exhaustive restatement of the article’s introduction; just summarize the key theory or empirical findings that provide the background and rationale for the study being reviewed.]

Research Questions Being Investigated

[What are the primary research questions of this study? What were the researchers interested in exploring?]

Method

[Note: the content under each of these headings should not take more than one or two lines.]

Participants

[Who were the participants (demographics) and how were they recruited/selected?]

 

 

JAR 2 5

Materials

[Briefly describe the materials that were used to collect the data.]

Procedure

[Briefly describe the procedure – what was done in the study?]

Data Analysis

[How were the data collected? How were the data analysed?

Results

[Briefly describe the main findings. Discuss the clinical relevance of the findings.]

Implications

Implications for Counselors, Clients, and Counselling

[What are the implications of the findings? Support your assertions with citations, using the text and additional references where possible.]

Discussion

Summary

[Summarize the main results with reference to the original research question. To what extent did the findings support the research question?]

Interpretation

 

 

JAR 2 6

[Are the conclusions made by the author(s) warranted? What are the possible alternative explanations of the results? What are the strengths of the study? What was done well? What are the weaknesses/limitations of the study? Identify the specific design and describe the salient features. Incorporate your knowledge of course-related concepts in your discussion of these questions (e.g., ethical considerations). Support your claims with material from the text and other scholarly references, as appropriate.]

For Further Study

[Recommend what should be done next in this area. How can this work be followed up or extended?]

 

JAR 2 7

References [alphabetical order]

Surname, Initial., Surname, Initial., & Surname, Initial. (Year). Title of journal article with no caps. Title of Journal, Volume number (issue number), page numbers.

Surname, Initial. (Year). Book title: No caps except after colon or if the capitalization is for proper nouns like names of assessment tools. City, State or Province written as 2 letter abbreviation, such as ON: Publisher Name.

PSYC 6213 – Journal Article Reviews Template 16

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Magellan CANS Assessment

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We are only rating the mom Only. This is for someone who has experience with the CANS assessment only:Please see attachment

 

When completing the vignettes, there is a vignette assumption. That is, when reading assume that a full assessment has been done and no mention means ‘no evidence’. This is the standard quality assurance if it is not documented it does not exist assumption. What that means, then if there is no mention of a need, the rating should be a ‘0’. If there is no mention of a strength, then the rating should be a ‘3’. So, no mention of a suicidality would result in a rating of ‘0’ on Suicide Risk. No mention of any talents or interests would result in a rating of ‘3’ on Talents/Interests.

Another way to think about it is that you start the assessment with all 0 ratings on the Needs and all 3 ratings on the Child/Youth Strength and then you look for evidence to adjust your scores accordingly using the action levels.   Caregiver ratings use the Need action levels for the vignettes.

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Question 1

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In the Kohlberg’s pre-conventional stage of individualism and exchange, children recognize that there is only one right view and that is handed down by the authorities.

Select one:

True

False

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Social risk factors in pregnancy that can have a negative effect on development include

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a. a large family

b. a lack of maternal education

c. the prenatal environment

d. unemployment

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Information processing characterizes thinking as the environment providing input of data, which is then transformed by our senses. The information can be stored, retrieved and transformed using “mental programs”, with the results being behavioral responses.

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True

False

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According to Erickson, infancy is the stage of

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a. rapid growth and development

b. trust vs. mistrust

c. attachment

d. obtaining object permanence

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A person who hates mess, is obsessively tidy, punctual and respectful of authority are examples of a person in ____ stage?

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a. oral

b. phallic

c. genital

d. anal

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Use of which of the following substances leads to the most preventable cause of irreversible developmental disabilities in the Western world?

 

Select one:

a. Herion

b. Alcohol

c. Crack cocaine

d. Cigarettes

 

Question 7

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​Which of the following statements is FALSE about infant communication?

 

Select one:

a. Babies need to hear speech from birth or they will not begin to babble at the appropriate age.

b. Babies prefer adult speech to baby talk.

c. Although all babies eventually develop all forms of speech, babies from different racial and cultural backgrounds develop these forms of speech in different sequences.

d. By the end of the first year, a baby’s expressive language is better than its receptive language.

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Which of the following factors does NOT contribute as a barrier to father-infant interactions in an unmarried, non-cohabitated situation?

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a. Maternal depression

b. Negative relationship with the mother’s family

c. Poverty

d. father’s occupation

Question 9

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Views of others matter, avoidance of blame and seek approval are characteristics of what level of Kohlberg’s theory?

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a. level 2: conventional morality

b. level 3: post-conventional morality

c. level 1: pre-conventional morality

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During the Erickson’s generativity vs stagnation stage, we contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life.

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True

False

Question 11

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Which of the following is NOT true about childbirth?

Select one:

a. Patterned breathing and relaxation can reduce a woman’s perception of pain.

b. Walking and movement during childbirth can shorten the labor.

c. Use of medication during labor and delivery is always a safe option.

d. The presence of a supportive birth attendant during labor can result in the requirement of less medical intervention

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Seth’s mother is playing a game with him. She hides his favorite bear under a couch pillow. Seth pushes the pillow aside and picks up his bear. Seth is displaying

Select one:

a. object permanence

b. memory

c. problem solving

d. primary circular reactions

 

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Which of the following statements is TRUE about failure to thrive infants?

 

Select one:

a. Failure to thrive infants start life at a low birth weight.

b. Failure to thrive is often an interaction between biologic and environmental factors.

c. Failure to thrive is usually associated with maternal deprivation.

d. Usually failure to thrive cases can be divided into those with identifiable organic and nonorganic causes.

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​It is important for parents of an infant being cared for in the neonatal intensive care unit to

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a. spend time interacting with their infant

b. avoid touching their infant because of the risk of injury

c. visit with their infant only for brief periods of time.

d. only interact with their infant through a protective plastic barrier

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Which of the following statements is FALSE concerning the effects of illegal drugs on prenatal development?

 

Select one:

a. Illegal drug use can increase the risk of low birth weight

b. Illegal drug use results in developmental disabilities and birth defects

c. Illicit drug use during pregnancy can increase the risk of miscarriage.

d. Infants born to addicted mothers can also be addicte

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In the psychosexual  _____ stage in life are oral, or mouth orientated, such as sucking, biting, and breastfeeding.

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a. phallic

b. genital

c. anal

d. oral

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All of the following are results of early intervention programs with families EXCEPT

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a. reduction in delinquent behavior

b. decrease in sexually transmitted diseases

c. improvement of cognitive development

d. improved social adjustment

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Infant mortality rates are highest in states that have

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a. poor literacy rates

b. poor access to health care

c. higher teen birth rates

d. higher rates of obesity

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Infant mental health

Select one:

a. involves therapy

b. has never been studied

c. Focuses on the infant’s feeding behaviors

d. refers to the infant’s emotional, social and cognitive functioning

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The Apgar test helps determine

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a. the general condition of the newborn immediately after birth

b. the maturity of the infant’s lungs.

c. the expected size of the infant at birth

d. the length of time expected for labor.

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Which of the following is a result of high maternal depression during pregnancy?

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a. Spontaneous abortion

b. Lower vagal tone

c. Small head circumference

d. Slowed growth

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Which of the following has NOT been associated with an increased risk of sudden infant death syndrome?

 

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a. Placing the infant in the caregiver’s bed to sleep

b. Prematurity

c. Exposure to tobacco smoke

d. Placing the infant on his stomach to sleep

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In Erickson’s theory, the child begins to assert control and power over their environment by planning activities, accomplishing tasks and facing challenges in which stage?

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a. Intimacy vs. Isolation

b. Autonomy vs. Shame and Doubt

c. Initiative vs. Guilt

d. Industry vs. Inferiority

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Researchers can determine how babies process information by measuring how long it takes a baby to stop paying attention to the same stimulus. This is called

Select one:

a. categorization

b. boredom

c. dishabituation

d. habituation

 

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Helping the mother identify which of her behaviors has contributed to the infant’s growth and nutrition problem is an appropriate treatment for failure to thrive.

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True

False

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Depression can interfere with parenting an infant in all of the following ways EXCEPT

 

Select one:

a. The depressed parent is less likely to change the infant’s diapers.

b. The depressed parent is less responsive to the infant.

c. The depressed parent is less inclined to play with the infant.

d. The depressed parent makes less eye contact when feeding the infant.

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Piaget’s ____ stage is logical reasoning that can only be applied to objects that are real or can be seen.

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a. pre-operational

b. formal operations

c. concrete operations

d. sensori-motor stage

 

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All of the following might place a baby at risk for attachment failure EXCEPT

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a. substance abuse by parents

b. maternal depression

c. prematurity

d. high levels of environmental stress

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In the psychosexual ____ stage, the child’s energy is channeled into developing new skills and acquiring new knowledge, and play becomes largely confined to other children of the same gender.

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a. anal

b. phallic

c. genital

d. latency

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In this Erickson’s stage, the child’s peer group will gain greater significance and will become a major source of the child’s self-esteem.

Select one:

a. Industry vs. inferiority

b. Autonomy vs. shame and doubt

c. Intimacy vs. isolation

d. Identity vs. role confusion

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For this assignment, you will write the psychological report Using the Sample Report as a format guide, construct a psychological report with a referral question, incorporating Frank’s Psychosocial History and MSE located under additional resources. These are raw materials to incorporate into your report. If you feel some points need elaboration or clarification feel free to do an imaginary interview with Frank and incorporate additional information.   For the Test Results section of your report, review and interpret the WAIS-IV protocol that is located under the additional resources tab.  Conclude your paper with diagnostic impressions and summary/recommendations.
Please refer to the following materials located under additional resources to help you complete this assignment: WAIS-IV Results, WAIS-IV PowerPoint, Psych Report Writing, and Sample Report.  You will need to review and interpret the WAIS-IV protocols for the test result section of your report. Please review the WAIS-IV PowerPoint to gain further information about the WAIS-IV. Psych Report Writing is a helpful guide on how to discuss the results of the WAIS-IV and at the end of this document, you will find a table to convert scores to percentiles and classifications. The Sample Report is a helpful guide on how to format and write this assignment.

Review and interpret the WRAT-4 protocol that is located under the additional resources tab, and add to your previous report.  In light of this new information, consider if you want to revise or add to your diagnoses, summary, and recommendations.
When discussing the WRAT-4 results, be sure to include a discussion of the WRAT-4 scores in which you would want to present the Standard Scores, percentile ranks, and classifications for each subtest of the WRAT-4 (Word Reading, Sentence Comprehension, Spelling, Math Computation, and Reading Composite). You do not need to present grade levels.  You also want to talk about scores that are out of the normal range and what that might suggest.

Please refer to the following materials located under additional resources to help you complete this assignment: WRAT4 Results, WRAT4 PowerPoint, Psych Report Writing, and Sample Report.  You will need to review and interpret the WRAT4 protocols for the test result section of your report. Please review the WRAT4 PowerPoint to gain further information about the WRAT4. Psych Report Writing is a helpful guide on how to discuss the results of the WRAT4 and at the end of this document, you will find a table to convert scores to percentiles and classifications. The Sample Report is a helpful guide on how to format and write this assignment.

Review and interpret the MMPI-2 protocol that is located under the additional resources tab, and add this to your previous report.  In light of this new information, consider if you want to revise or add to your diagnoses, summary, and recommendations.

When discussing the MMPI-2 results, be sure to include a discussion of the validity scales (you can refer to your text for further guidance). Then interpret/discuss the clinical scales that are clinically significant, which are a T-score of 65 or greater. Your text and the PowerPoint of the MMPI-2 (found under the additional resources tab) list interpretive paragraphs of such scores, which you can integrate into your interpretation section of your paper.

Please refer to the following materials located under additional resources to help you complete this assignment: MMPI-2 protocol, MMPI-2  PowerPoint, Psych Report Writing, and Sample Report.  You will need to review and interpret the MMPI-2 protocols for the test result section of your report. Please review the MMPI-2 PowerPoint to gain further information about the MMPI-2. Psych Report Writing is a helpful guide on how to discuss the results of the MMPI-2. The Sample Report is a helpful guide on how to format and write this assignment.
All assignments MUST be typed, double-spaced, in APA style, and must be written at graduate level English.

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Discussion

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Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses.  Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery.  To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.

1. Which weekly objectives do you have prior knowledge of and to what extent?

2. Which weekly objectives do you have no prior knowledge of?

3. What course-related topics would you like to discuss with your instructor and classmates?  What questions or concerns do you have about this course?

 

This was my answer:

1. After looking through the weekly objectives, I do not have any knowledge of any topic.

2. Almost all of the weekly objectives are unknown to me.

3. I have problems with time management skills, and also APA format writing. I am a little nervous, but I know that I can count on my classmates and my instructor if I need any help.

 

I need to reply to a discussion of two of my classmates.

Shacara Myers

Aug 28, 2023, 12:49 PM

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1. I have prior knowledge of the weekly objectives. I just finished my associates degree online at Brookdale Community College, so time management as well as how to prioritize my personal life with school shouldn’t be too difficult. I can’t say it’ll be easy because not all classes are the same and not all professors have the same expectation when it comes to class assignments. My advisor/ graduation team gave me a very thorough overview of how GCU halo works. I was shown how each section on halo works, how to view assignments, how the week is spread out, deadlines on the calendar and I can find great help through the Grand Canyon University Library. What to expect the classes would be like and any resources I would need to help me succeed at GCU.

2. While attending Brookdale, I wrote mostly in MLA format rather than APA format, so I would say maybe that is what I don’t have prior knowledge on, but there’s a few classes where I did one or two papers using APA, but I could be a little rusty.

3. I have done discussions weekly on canvas, the topics of the discussions went based on the current topic we are reviewing. I liked doing discussions because it gave you others’ points of view on what you’re discussing. Or even realize that there’s points you didn’t realize but someone else saw. Helps you to see if you truly understand what you’re doing, and there’s others there to help as you go. So overall I’d want to discuss anything necessary that the instructor wants to pinpoint. I don’t have any questions as yet for this course, I’m surprised to be taking a course that’s not pertaining to my major but interested to learn more since it’s a required class.

 

Shannon Walters

Aug 28, 2023, 12:47 PM

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1. I do not have any knowledge of any of the weekly objectives.

2. I have no knowledge of any objectives.

3. I have no questions for my instructor, the only concern that i have is time management.

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