Week 2 Assignment

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from James, R. K., & Gilliland, B. E. (2017). I have attached several documents that you will need to complete this assignment. Also I am in Texas. Please follow the instructions. I need this completed by 09/02/18 at 11am.

Crisis Response Portfolio Part 1: Roles and Responsibilities

To effectively respond to crisis situations, we must first be aware and up to date on the legal and ethical considerations related to crisis, trauma, and disaster response.

For Part 1 of your Crisis Response Portfolio, you will examine the roles and responsibilities of mental health responders in a crisis as well as explore the legal and ethical considerations for such events.

To Prepare:

· Review the Roles, Responsibilities, and Self-care of Crisis Responders media program found in the Learning Resources and consider the roles and responsibilities of a professional counselor during a crisis.

· Review the Learning Resources for this week as they relate to legal and ethical responsibilities during a crisis response.

· Create a section in your Crisis Response Portfolio called “Introduction” and provide a brief introduction about the purpose of your Crisis Response Portfolio and attach your current resume.

· Create a section in your Crisis Response Portfolio called “Roles and Responsibilities” .

Assignment: Part 1: Roles and Responsibilities

In the section called “Introduction” of your Crisis Response Portfolio, include:

· A brief introduction about the purpose of your Crisis Response Portfolio and attach your current resume

In your section called “Roles and Responsibilities” of your Crisis Response Portfolio, include:

· Legal and ethical responsibilities as a professional counselor in a crisis situation. Also include legal and ethical considerations and mandated reporting criteria identified by your state.

· State requirements and protocols for the Emergency Response Team in your state. (I am in Texas) For example, Virginia ERT: https://www.virginia.gov/services/join-a-community-emergency-response-team/

Required Resources

Readings

James, R. K., & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning.

  • Chapter      1, “Approaching Crisis Intervention”
  • Chapter      5, “Crisis Case Handling”
  • Chapter      15, “Legal and Ethical Issues on Crisis of Trauma”

Crisis Response Portfolio Examples

Document: Crisis Response Portfolio Template

Optional Resources

American Counseling Association. (2018). Trauma and disaster. Retrieved from http://www.counseling.org/knowledge-center/trauma-disaster 

American Counseling Association. (2014). ACA code of ethics. Retrieved from http://www.counseling.org/Resources/aca-code-of-ethics.pdf

Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). Trauma-informed care in behavioral health services. Treatment Improvement Protocol (TIP) Series 57. Retrieved from http://www.integration.samhsa.gov/clinical-practice/SAMSA_TIP_Trauma.pdf 

Tarvydas, V. M., Levers, L. L., & Teahen, P. R. (2017). Ethical guidelines for mass trauma and complex humanitarian emergencies. Journal of Counseling & Development, 95(3), 260–268. doi:10.1002/jcad.12140

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Chap 7 response 2

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There are significant differences in the ability of individuals to perform complex motor skills. Discuss how the different divisions of the motor system contribute to performing complex motor skills, such as hitting a baseball. In addition, based on information from the chapter, discuss relatively how much individual differences (between people) in complex motor skill ability is likely due to genetics, plasticity due to practice, and/or variance in sensory abilities.

200 word count

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How may the availability heuristic account for our perception of violence?

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How may the availability heuristic account for our perception of violence?

two paragraphs.

NEED ASAP

ReSPONSES:

CRYS

1. The availability heuristic is a mental shortcut that someone makes in their memory that relies on examples an individual has stored in their memory as an immediate example. This also includes present decisions one may make based on memories of similar situations from the past. A lot of life decisions are made from vivid information stashed away in our brain bank. For instance, if you win a nice amount of money on a scratch off lottery ticket, you may think your luck has finally arrived. This may prompt one to make the decision to buy even more tickets based off of the one big win. It’s a misleading situation for the mind.

Availability heuristic accounts for our perception of violence in mass amount these days. You can’t turn on the tv now without some sort of violence or news of violent actions that have taken place in our country. Our perception of violence is on high alert because violence is traumatic. For example, if I were jogging in my neighborhood and witnessed the same pickup truck passing by me several times that I have never seen before, my mind may automatically jump to a forensic files episode I saw last week that was based around women being kidnapped. Situations like this may sway my decisions as to if or when I decide to go jogging in my neighborhood. So, these mental shortcuts we form in our memories determine a lot of aspects in our lives. Especially when it comes to dangerous or violent situations.

OLI

2.

The availability heuristic is defined as thought shortcuts that help to make judgements based on information and experiences that quickly come to mind. Due to our world revolving around mass media, we tend to absorb more bad news than good news because we are almost always presented with violence and devastation. This becomes imprinted in our brains to make us feel like violence and chaos is a lot more common in the world than it actually is, which in turn causes widespread fear across the country. When we think of violence, we often think of the worst and most frequent violent events that may be exaggerated in the mind, which increases the fear of the situation.

When we are extensively and regularly exposed to violence via the media, we can become desensitized to cruel behaviors. It is said that people of the Western civilization have become so conditioned to the suffering of humans that we are essentially immune to the fear that is felt when presented with violence. This can create major social issues since the normalization of violence seems to be growing each day. When an individual is so emotionally detached from feeling any remorse for human suffering, they may begin to carry out their own acts of violence that feeds a different type of excitement. Since we have a lot more personal freedoms in America, weapons are very accessible and attainable and so are vast amounts of information. In this day and age, it is extremely easy to carry out violent and harmful acts as the amount of anger and hate people give off directly influences that.

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Final Social Policy Analysis

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Ok, so this some crazy idea that the instructor come up with to keep us focus and on track. In the document that I sent you there are three paper that I compiled on one document. The purpose of this assignment is for the me to demonstrate knowledge of policy analysis. I had to select a social problem (Part I) that I am interested in and then find a policy related to that problem. Then I had to follow the process outlined below to define the social policy and critically analyze the selected policy. This assignment will be broken down into smaller, manageable parts to both keep you on track and to offer feedback along the way (details below). The smaller parts will be revised and submitted as part of the larger product described below. The final Social Policy Analysis paper will take the following form

Part I. Defining the Social Problem

Part II. Background/Context of the Problem

Part III. Policy Analysis

Part IV. Evaluation and Conclusion (Only included in the final paper)

So, Part 1,2,3 where is smaller parts that will create the final paper

PLEASE READ THE Rubric, INSTRUCTION AND THE INSTRUCTORS COMMENT

More detail in in the instruction

RUBRIC IS ALSO INCLUDED

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PSY360 Week 5 Quiz PSY 360 Week 5 Quiz PSY/360 Week 5 Quiz PSY 360 Week 5 Quiz

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Question 1

Think of 10 animal names that begin with the letter R. This problem would probably be solved using a ______ technique.

•             A. means-end analysis

•             B. reasoning-by-analogy

•             C. gestalt restructuring

•            D. generate-and-test

•             E. productive-thinking

Question 2

The problem-solving technique of ______ involves comparing the goal with the starting point, thinking of possible ways to overcome the distance between them, and choosing the best one.

•             A. generate-and-test

•             B. means-end analysis

•             C. reasoning by analogy

•             D. mental set

•             E. introspection

 

Question 3

When one recalls the solution to an old problem and uses it to solve a new, similarly structured problem, one has reasoned by:

•             A. introspection

•             B. analysis

•             C. analogy

•             D. backtracking

•             E. working memory

 

Question 4

When you adopt a certain framework or strategy for solving a series of problems, you may fail to see other, more efficient ways of solving some of the problems. This is referred to as:

•             A. functional fixedness

•             B. procrastination

•             C. a heuristic

•             D. mental set

•             E. reasoning by analogy

 

Question 5

Study of chess masters indicate that masters:

•             A. consider more possible moves than novices do

•             B. choose the best move only after lengthy consideration

•             C. extract more information from a brief exposure to a chess board

•             D. are better at planning future moves than novices are

•             E. consider more possible “reply” moves by their opponents

 

Question 6

When you walk away from a difficult problem and do something else for a while, then come back and solve the problem successfully, you have experienced the

•             A. incubation effect

•             B. mental-set effect

•             C. unconscious-processing effect

•             D. problem-space effect

•             E. functional-fixedness effect

Question 7

Which type of reasoning results in conclusions that contain new information?

•             A. inductive reasoning

•             B. deductive reasoning

•             C. invalid reasoning

•             D. both inductive and deductive reasoning

•             E. neither inductive nor deductive reasoning

Question 8

Some members of the Jones family are tall. Some tall people play basketball. Which of the following is true?

•             A. Logically, some members of the Jones family play basketball

•             B. Logically, no members of the Jones family play basketball

•             C. Most people assume that some members of the Jones family play basketball

•             D. Most people assume that all members of the Jones family play basketball

•             E. Most people assume that no members of the Jones family play basketball

 

Question 9

Which of the following is a difference between everyday reasoning and formal reasoning?

•             A. In everyday reasoning, all premises are usually supplied

•             B. In everyday reasoning, there is typically one correct answer

•             C. In everyday reasoning, problems are solved as a means of achieving other goals

•             D. In formal reasoning, problems are not self-contained

•             E. In formal reasoning, the content of the problem typically has potential personal relevance

Question 10

The tendency to seek out information that supports our current beliefs is called:

•             A. a believability effect

•             B. a content effect

•             C. a confirmation bias

•             D. syllogistic reasoning

•             E. false induction

Question 11

According to psychologists, human decision making often falls short of optimality because:

•             A. there is not enough information available to make a rational decision

•             B. one cannot be rational under conditions of uncertainty

•             C. the information available overwhelms the cognitive processes

•             D. rationality assumes a higher degree of intelligence than most people have

•             E. true rationality can only be achieved by a computer

Question 12

Which of the following is NOT one of the five phases of decision making, according to Galotti?

•             A. goal setting

•             B. information gathering

•             C. planning

•             D. random choice

•             E. decision structuring

Question 13

When we assess probability by judging the ease with which relevant examples come to mind, we are using the heuristic of:

•             A. representativeness

•             B. availability

•             C. framing

•             D. hindsight

•             E. the law of small numbers

Question 14

Because of the representativeness heuristic, we are likely to erroneously assume that which of the following sequences of coin flips is more probable?

•             A. heads–heads–heads–heads–heads

•             B. heads–tails–heads–tails–heads

•             C. heads–heads–tails–tails–tails

•             D. tails–tails–tails–tails–heads

•             E. heads–tails–heads–tails–tails

Question 15

According to research on the anchoring phenomenon,

•             A. even when given additional information, people refuse to depart from their original “anchors.”

•             B. people ignore rational anchors that should influence their subsequent estimates

•             C. even when the anchor is arbitrary, people are unwilling to adjust upward or downward from that anchor by large amounts

•             D. anchoring can result in serious overestimation of quantities such as 1 x 2 x 3 x 4 x 5 x 6 x 7 x 8

•             E. people should never use anchors in judgment

Question 16

Past events seem “inevitable” due to the action of the:

•             A. framing effect

•             B. hindsight bias

•             C. gambler’s fallacy

•             D. availability heuristic

•             E. illusory correlation

Question 17

Patients with prefrontal cortex damage tend to show deficits in their:

•             A. intelligence

•             B. semantic memory

•             C. working memory

•             D. inductive reasoning

•             E. deductive reasoning

Question 18

Field-independent people:

•             A. find it easy to identify embedded figures in a larger picture

•             B. find it difficult to identify embedded figures in a larger picture

•             C. rely primarily on external referents in processing information

•             D. rely upon others in ambiguous social situations

•             E. rely upon both external referents and others in processing information

 

Question 19

Research has suggested that experts are more likely than novices to:

•             A. perceive subtle distinctions between stimuli

•             B. categorize stimuli based on perceptual similarities

•             C. chunk information into meaningful configurations

•             D. perceive subtle distinctions and chunk information into meaningful configurations

•             E. perceive subtle distinctions, categorize based on perceptual similarities, and chunk information into meaningful configurations

Question 20

Research on ways of knowing has established that:

•             A. connected knowing is consistently more prominent in women than men

•             B. a person’s “way of knowing” can shift with the context in which a person is interacting

•             C. ways of knowing are stable characteristics

•             D. ways of knowing predict different kinds of performance on cognitive tasks

•             E. socioeconomic status, level of education, and cultural heritage do not interact with gender in determining ways of knowing

Question 21

Susceptibility to certain kinds of visual illusions may depend on:

•             A. schooling

•             B. visual acuity

•             C. literacy

•             D. experience in certain environments

•             E. religious beliefs

Question 22

Studies of the Kpelle children of Libya (regarding clustering in a memory recall task) suggest that:

•             A. people in some cultures do not have long-term memory

•             B. long-term memory processes vary dramatically across cultures

•             C. the Kpelle are incapable of using clustering to aid recall

•             D. the Kpelle are capable of learning to use clustering, but never get the amount of benefit from the technique that American children do

•             E. more sophisticated participants spontaneously engage in organizational strategies to aid recall, while less sophisticated participants are not likely to engage in such behaviors without explicit instruction to do so

Question 23

Cross-cultural studies of categorization have shown all of the following EXCEPT:

•             A. As children grow older, they become more likely to sort objects by function rather than by perceptual characteristics (color or size)

•             B. As children grow older, they increase their abilities to sort systematically by any criteria (function, color, size, etc.)

•             C. Education seems to play little role in categorization ability

•             D. Categorization of familiar materials is easier than categorization of unfamiliar materials

•             E. Mayan first-graders were almost completely unable to re-sort a set of stimuli that had previously been sorted by another dimension

Question 24

Studies comparing Mano farmers and American undergraduates on sorting cards and bowls of rice indicate that:

•             A. different cultures’ exposure to stimuli affects how people in those cultures sort objects

•             B. schooling affects how people sort objects

•             C. intelligence varies across culture

•             D. different cultures’ attitudes affect how people in those cultures sort objects

•             E. innate perceptual abilities play a strong role in sorting tasks

Question 25

Studies of logical reasoning among nonliterate cultures show that:

•             A. the ability to accept initial premises that contradict one’s own experience is culturally universal

•             B. nonliterate participants treat general premises as descriptions particular to one person’s experience only

•             C. both literate and nonliterate participants have no trouble seeing premises as interdependent parts of a single problem

•             D. literate participants show a greater tendency than nonliterate participants to introduce new premises into a logical reasoning task

•             E. nonliterate participants show accurate recall of individual premises of a reasoning task, although they cannot come to a reasonable conclusion from those premises

Question 26

Content effects in formal reasoning tasks are:

•             A. greater for Americans than for Koreans

•             B. equal for Americans and Koreans

•             C. greater for Koreans than Americans

•             D. never found at all in Koreans

•             E. never found at all in Americans

Question 27

Different cultures develop different counting systems. The Oksapmin children of New Guinea learn to count using a system based on:

•             A. branches of trees

•             B. petals on flowers

•             C. body parts

•             D. types of animals

•             E. types of fruit

Question 28

Which of the following is NOT a way in which culture affects cognition, according to Vygotsky?

•             A. Cultures arrange for the occurrence of non-occurrence of particular problems

•             B. Cultures determine the frequency with which problems occur

•             C. Cultures determine which events go together

•             D. Cultures regulate the level of difficulty of tasks

•             E. Cultures regulate the value attached to certain abilities

Question 29

Scribner and Cole did discover some literacy effects among the Vai people, most having to do with:

•             A. logical reasoning

•             B. spatial cognition

•             C. knowledge of language

•             D. arithmetic skill

•             E. confidence in problem solving

Question 30

Research on situated cognition suggests that:

•             A. practical thinking is less flexible than formal, classroom thinking

•             B. practical thinking employs methods that are more likely to be inaccurate

•             C. practical thinking is tailored to specific contexts, whereas classroom thinking is more abstract

•             D. practical thinking is only found in classrooms

•             E. classroom thinking is more socially oriented than practical thinking

 

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wk 4 Legal Psychology assignment.

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Write a  at least 700 word paper in which you examine the legal aspects of recordkeeping and providing expert testimony. As part of your examination, address the following items:

 

 

  • Analyze the ethical issues related to documenting informed consent and ethical issues related to release of treatment and assessment records. Patricia
  • Which enforceable standards are relevant to the release of treatment-related materials and disclosure of information arising out of treatment? Patricia

APA FORMAT PLEASE SEE ATTACHED NOTES TO HELP WITH ASSIGNMENT

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PSY week 4 rewriting work

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Create a 12 slide presentation analyzing the formation of habits using behavioral and social-cognitive approaches. Your presentation should cover the following areas:

§ Analyze one of your habits. How did you develop this habit? Were there role models for this habit? Which people influenced the adoption of this habit?

§ Why do you continue it? Has there been a time when you have attempted to break this habit?

§ Use the behavioral personality theory to explain why you have this habit.

§ Describe components of social-cognitive theory that explain why the habit formed.

§ Develop a plan that applies operant conditioning to change this habit.

§ Between the behavioral and social-cognitive theories, which one do you find best explains your personality?

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philosophy

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DIRECTIONS: You will submit a total of 5 separate posts for this unit. 1) Answer any THREE of the nine questions listed below. You may pick three questions from the same chapter or three questions from two different chapters. It’s entirely up to you. These three posts must have a minimum of 100 words each. Anything less will result in a grade of ZERO without the possibility of a make-up post. 2) Post TWO responses to other students’ posts. The response posts must be between 75-100 words. Anything less will result in a grade of ZERO without the possibility of a make-up post. PLEASE MAKE SURE TO SUBMIT 5 SEPARATE POSTS: DO NOT ANSWER MORE THAN ONE QUESTION IN A SINGLE POST. QUESTIONS: Chapter 1: Plato’s Allegory of the Cave 1. What are some things the allegory suggests about the process of enlightenment or education? 2. The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not? 3. What sometimes happens to people when the illusion is shattered and reality is revealed? Can you give an example from your own or a friend’s experience? Chapter 2: Plato’s Euthyphro 4. What it is that makes Socrates “philosophical” while Euthyphro is not? 5. What sorts of questions does Socrates ask and what sorts of answers does Euthyphro give? 6. The dialogue ends inconclusively: Euthyphro has not been able to arrive at a satisfactory definition of the pious. Does this mean the whole discussion between Socrates and Euthyphro was a complete waste of time? Why or why not? Chapter 3: Plato’s Apology of Socrates 7. Socrates is famous for saying that “an unexamined life is not worth living for a human being.” What does he mean by this? What’s so valuable about examining one’s life? 8. When Socrates is suggesting that his “penalty” be free meals in the Prytaneum, he compares himself to the victor in an Olympic race. He says that while victory brings the Athenians only the appearance of success, Socrates brings the reality of success. What service does Socrates think he is doing for the Athenians that cannot be matched by the winner of an Olympic race? How does examining the citizens of Athens bring them true success? 9. Socrates thinks that the person who is aware of his ignorance is wiser than the person who thinks he knows something when he doesn’t. But if neither person knows anything, how can one be wiser than the other? What kind of wisdom could Socrates be referring to here?

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Psy 4900 number 1

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For this assessment, you will choose a case study and analyze the cultural implications of the situation described. In Assessment 2, you will analyze ethical aspects of the same case. In Assessment 3, you will record a presentation to communicate your research and plan for this case.

Preparation

Complete the following Capella multimedia presentation and select which case you wish to analyze.

Use the following resource to identify and address some of the cultural concerns in the case you select.

  • Introduction to Hays’s ADDRESSING Model [PDF].​
    • Hays’s ADDRESSING model includes 10 major factors of cultural difference that are most common in the United States. This model is very helpful for recognizing cultural differences and potential bias.

Think of this assessment as a report you would make in a professional context.

  • Analyze how the problem described in the case study you selected may unfairly impact members of the populations described in the Introduction to Hays’s ADDRESSING Model document. Initially, you should brainstorm as many such effects as possible that relate to the case you selected.
  • When you have developed many entries, combine ideas that are similar.
  • Assess each of your remaining entries in terms of importance:
    • In what ways is it inequitable?
    • How great or severe is the effect?
    • How many people may be affected?
  • Take care that you do not allow your own biases to minimize your assessments.
  • Choose the entry that seems to be of greatest importance on the basis of your evaluation, and elaborate on that aspect for your selected case.
Instructions

Write a 6–8 page paper in which you examine three main areas as they relate to the specific case you have selected:

  • Theory: Application of theory to the specific case.
  • Research: Understanding of research methods and application of findings.
  • Cultural Competence:Knowledge and application of cultural competency skills.
Theory
  1. Select a minimum of two theories that are relevant to the case you chose. The theories should help explain concerns for the client, such as developmental or contextual issues. Analyze how those psychological theories point toward potential solutions for a problem.
    • Of the theories you select, make sure at least one provides a framework for understanding the cultural issues between the individuals in the case.
  2. Explain how these theories help us to understand the individual client or patient in the case and how they can direct the professionals in the case to a potential solution.
    • Note that theory can help us understand where the individual (client or patient) is in her development. For example, psychosocial theory would help explain individual development, or ecological systems theory would help explain the impact of environmental interaction on the individual.
Research
  1. Select two original research studies that help us understand the situation in the case you selected and potentially lead to interventions in the case.
    • Cite the research studies, using APA style.
  2. Explain the research design and methods used in the research studies. What type of research was conducted, who was studied, and how?
  3. Describe the researchers’ findings.
  4. Next, explain how the findings in the studies relate to the case you selected. How do these findings help us formulate a potential solution or intervention in the case?
Cultural Competence
  1. Use a model of cultural competency to explain the competencies needed for working in a culturally diverse environment.
  2. Apply those cultural competencies to assist the professional in your case to help resolve a particular culture-related issue.
  3. Construct a plan to develop your own professional cultural sensitivity. For this section you may write in first person.
    • Explain how the guidelines you developed for the professional will help guide you in your future work as a professional.
    • Discuss some steps you could take to further your own growth in cultural competencies.

CASE STUDY BELOW FOR ASSIGNMENTS

Hannah Kennard, High school counselor

Adara Watson, High school student

Hannah and Adara

Hannah, a 36-year old African American woman, moved to Riverbend City ten years ago. She loves her work as a school counselor and, although she does not have children of her own, she says that “children are my life.” The principal and teachers at Cargill Academy appreciate her hard work with the students. She often puts in long hours.

Hannah is working with Adara, a 15-year old Muslim-American. Her parents immigrated to Detroit, Michigan from Iraq in 1999. She and her siblings were born and grew up in Dearborn, a suburb of Detroit. They moved to Riverbend City when Adara was 11 years old.

Adara is feeling depressed but isn’t sure why. Lately she has been wishing she wasn’t alive. She decided to talk to Hannah.

She talks about feeling “different” from others in school. She has friends at school, with whom she spends some time outside of school; however, she is acutely aware that she is the only Muslim-American among all the people she knows. She is the only person to wear a headscarf that her parents require her to wear, following their cultural and religious traditions. She often feels other kids staring at her, and sometimes they make rude comments. She has been bullied on social media, with other kids accusing her of being a “terrorist.”

She has enjoyed her conversations with Hannah and feels better after she leaves her office. Hannah has encouraged her to talk with her parents about seeing a therapist. Adara has resisted, and says her parents will not support her seeing a therapist.

During their last visit, Adara told Hannah that she wishes she was dead. Hannah called her parents to let them know. Now Adara is angry with Hannah and feels her trust has been violated. She says, “My counselor told my mother about everything. Now I feel like I can’t trust her. Doesn’t she have to keep what I say to herself?”

Consider the individual, family, societal, cultural, and ethical issues that Hannah must think about as she interacts with Adara and her parents.

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psy 215

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In this project, you will demonstrate your mastery of the following competency:

  • Describe various diagnoses of psychological disorders

Scenario

At this point, Jamal feels enlightened (and empowered!) by how much he has learned about mental health during his time off between terms. He has learned about deinstitutionalization and its consequences for mental health and the public. Likewise, Jamal acknowledges how perspectives have changed regarding the duty of clinical professionals to provide treatment to those in need, as well as how social and cultural changes have influenced our conception of abnormality. In many cases, advancements in symptom classification and diagnostic assessment have caused us to question whether what we once viewed as disorders are actually disorders at all. Conversely, we now recognize new disorders that did not exist before.

Given his newfound interest in mental health advocacy, Jamal wants to be able to speak to the many changes that have occurred within the mental health paradigm over time and how those changes continue to forge progressive new pathways in mental health reform. Jamal has recently created a blog to highlight the many ways in which we can change the conversation about abnormal behavior.

For this project, you will first create a blog post that compares the diagnostic features and underlying biopsychosocial factors of various psychological disorders. Your post will outline the history of mental health disorders, the impact of deinstitutionalization, and the shared symptoms across various diagnoses. In addition, your post will provide perspectives, considerations, and awareness in an advocacy message that helps to change the conversation about a specific disorder.

Supporting Materials

The following resource(s) may help support your work on the project:

Module One Milestone: Refer to your milestone and milestone feedback before completing your project.
Module Two Milestone: Refer to your milestone and milestone feedback before completing your project.
Module Three Activity: Refer to the behavior list located in the scenario section of the Module Three Activity Guidelines and Rubric.
Reading: Tips for Writing Popular Blog Posts: This Shapiro Library resource will help you with some useful tips for creating a blog post.
Project One Template: You may use this template to complete Project One.
Psychology Research Guide: This resource was created to help you find psychology related content.
Textbook: Abnormal Psychology, “DSM-5 Quick Guide” begins on p. XV: This resource outlines some of the various psychological disorders that you have encountered in this course.
Purdue OWL: This resource is provided to assist you with referencing resources according to APA standards.

Directions

Part One

After reviewing the scenario, use the Project One Template to complete your blog post. You will first review the various psychological disorders that you’ve learned about in the course and select 3 disorders from your textbook’s “DSM-5 Quick Guide.” Next, in a minimum of 3 to 5 sentences per bullet for each psychological disorder, respond to each of the rubric criteria below to structure your blog post. Support your answers with credible sources when appropriate.

  • In your own words, identify and describe the main diagnostic features of each of the disorders selected.
  • Consider biomedical factors: Describe what it means to characterize the disorders as “diseases of the nervous system and the body.”
  • Consider clinical factors: Describe the similarities between the disorders selected. In what ways might these similarities impact diagnosis and treatment?
  • Consider historical factors: Describe the ways deinstitutionalization has impacted patient rights, levels of care, and access to treatment of the disorders over time.
  • Consider sociocultural factors: Describe the social and cultural changes that have caused shifts in the public’s perception of the disorders over time.

Part Two

For Part Two, choose 1 disorder from the 3 you discussed in Part One. Respond to each of the three questions in a minimum of 3 to 5 sentences. Support your answers with credible sources when appropriate and address the rubric criteria.

  • Consider the mind-body connection: Describe whether a discernible bidirectional relationship exists between the disorder and physical illness.
  • Consider the impact of language and messaging: Describe how the words we use (e.g., in casual conversation, in media communications) when discussing a disorder influence our willingness or ability to manage the disorder.
  • Consider the effect of lifestyle choices: Describe the small, but significant, changes in attitude/behavior we can make that could help us to manage the symptoms of the disorder.

What to Submit

To complete this project, you must submit the following:

Submit your completed Project One Template. Sources should be cited according to APA style.

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