Week 9 Discussion

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Please no plagiarism and make sure you are able to access all resources on your own before you bid. The main references come from the American Psychiatric Association. (2013) and/or Kress, V. E., & Paylo, M. J. (2019). You need to have scholarly support for any claim of fact or recommendation regarding treatment. Grammar, Writing, and APA Format: I expect you to write professionally, which means APA format, complete sentences, proper paragraphs, and well-organized and well-documented presentation of ideas. Remember to use scholarly research from peer-reviewed articles that are current. Sources such as Wikipedia, Ask.com, PsychCentral, and similar sites are never acceptable. Please remember that resources used must be from peer-reviewed resources such as academic journals. The assigned textbook and the DSM-5 are required for all assignments (i.e., cite and reference the textbook and DSM-5 in every assignment). As a general rule, web sites are not peer-reviewed except those which are online journal articles. Therefore, it is advisable for you to avoid using these websites as resources. Walden Library offers many peer-reviewed articles that pertain to the topics covered. While not required to use these articles, you should select a couple that you find interesting and which supports your critical thinking and analysis.

Please follow the instructions to get full credit for the discussion. Please look at all the attachments. I need this completed by 10/26/20 at 7pm.

Discussion – Week 9

Diagnosis of Ka-Sean

For this Discussion, you continue to put your diagnostic skills into practice by rendering a diagnosis on a client, Ka-Sean, and receiving feedback from your peers. Remember, when developing a case conceptualization, it is important to consider issues of gender, culture, family, and other stressors that may impact treatment.

To prepare for the Discussion:

  • Review this week’s Learning Resources.
  • Review the example case of Caden from the Week 6 Learning Resources.
  • Review the case study of Ka-Sean found in Chapter 5 of Kress and Paylo (2019).

By Day 3

Post a brief summary of Ka-Sean in the following format:

  • Case Conceptualization (Note: Include specific information about client symptoms and presenting concerns.)
  • Diagnostic Impressions (Be sure to use the ICD-10 code, name of the disorder, and all specifiers.)
  • Rationale for Diagnostic Impressions (Include the diagnostic impressions using the DSM-5 to link the client’s symptoms to the diagnostic criteria for each diagnosis that you render. If you do not render a diagnosis, you still must use the DSM-5 to explain why you chose not to render a diagnosis.)

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

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

· Section II, “Anxiety Disorders”

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

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

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

· Chapter 5, “Anxiety Disorders”

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

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lifespan 7-8 discussion

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Respond to the following questions. This assignment is worth 5  points. Make sure that you use complete sentences, college-level grammar  and that you have completely thought about your response.

  1. What is myelination? What is the role of myelin in physical development?
  2. What are centration and conservation according to Piaget? How are centration and conservation related?
  3. Tisha is talking to her grandmother on the phone when she sees a  beautiful cardinal light on the tree branch just outside the window. She  says, “Look, Grammy, look at the bird!” What would Piaget call this  error?
    • Rowen has two teddy bears. He talks to them and they talk to each  other. They all eat lunch together and have fine conversations. What  would Piaget call this behavior?
    • Three-year-old Johnny is crying. His mother gave both he and his  one-year-old brother a cookie, but she broke his baby brother’s cookie  into two pieces which Johnny believes gave him more. What would Piaget  call this error?
  4. According to Vygotsky, how should you teach a young child to ride a two-wheeled bicycle?

 

Respond to the following. This assignment is worth 5 points. Make  sure that you use complete sentences, college-level grammar and that you  have completely thought about your response.

  1. When do children understand that different people can feel differently about an event?
  2. Mom is in a hurry. It is always a rule that she and Les say  goodbye to the puppy before leaving the house, but there is no time  today. Les whines, complains and cries concerning the rule that was  broken. According to Piaget Les is exhibiting _________________ moral  reasoning.
  3. At what age are boys more liking to play with larger groups of  boys while girls still tend to prefer to play with one or two friends?
  4. Give an example, not the definition, of authoritarian parenting,  authoritative parenting, neglectful parenting, and indulgent parenting.  Describe the children of each type of parent.

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Home work Due Sunday Interview Profile

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Resources: pp. 176–182 in Ch. 5; pp. 187–200 in Ch. 6; pp. 259–268 in Ch. 8; pp. 353–358 in Ch. 10; and pp. 463–471 in Ch. 14 ofUnderstanding Psychology; Appendix A

Interview a person you feel comfortable asking about their personality and attitudes.

Submit your Interview Profile. You must choose a person who is close to your own age, and interview that person to learn more about them. In addition to the interview, compare and contrast the responses from your interview with your own responses to the same question. You must report your findings in an informative 1,400- to 1,750-word paper, and include the following elements:

· Does the interviewee remember information more accurately if he or she observes the behavior being performed or does he or she prefer to read how the behavior is performed?

· Does the interviewee prefer studying in a library, or at home where there are background noises and some distractions?

· Has the person you are interviewing taken the Myers Briggs test? Report the results.

· Does the interviewee think these results are accurate? Why or why not?
· Which experiences does this person think contributed most in the development of his or her personality?

· Does this person feel that he or she is self-monitoring in regards to his or her attitudes? How or how not?

· What does the interviewee feel was the strongest influence on his or her attitudes?
· What role does your interviewee think a person’s race, gender, or ethnicity play when forming that person’s personality and attitudes?

· Does this person feel he or she is better at tasks when intrinsically motivated or extrinsically motivated?

Format your paper consistent with APA guidelines.

Post as an attachment.

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Week 11 Discussion

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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 Corey, M. S., Corey, G., & Corey, C. (2018). Tell what you how group counseling can help or has helped people. I need this completed by 08/07/18 at 6pm.

Discussion: Video Reflection

You have spent much of the class working in a small group of your peers as you developed your group proposal. You have paid special attention and taken notes on your role in your small group in order to achieve the heightened self-awareness required to become a skilled group leader. You have gained knowledge about group process and dynamics and watched the Coreys demonstrate group leadership skills. Many of you will leave this class with a new respect for the power of group work and the training needed to lead counseling groups. As you are aware, the termination stage of group is an important time to consolidate learning, to integrate your newly acquired group knowledge and skills into your professional identity, and to say your goodbyes.

This is your opportunity to share your perspective of groups and group work with your group, your class, your faculty as you come to the end of your journey through Group Process and Dynamics.

For this Discussion, you will self-record a video reflection about what you learned throughout this course about group process and dynamics.

To prepare:

· Reflect on your experience throughout the course in working with your group to create the Group Proposal.

· Review the Johari Window.

· Review the “Self-Assessment of Leadership Skills” on pp. 45–47 of your course text, Groups: Process and Practiceas well as your initial Journal assessment of your strengths and the areas that needed additional training.

· Review the Kaltura Uploader link found in the navigation of the classroom for helpful guidelines for creating and uploading your video for this Discussion. (Note: Please be mindful of the technical requirements needed when creating your video.)

· Create an outline or bullet points to guide you as you record your video. Your outline should include what you learned about group process and dynamics throughout the class readings, discussions, and assignments.

Required Resources

Readings

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Boston, MA: Cengage.

  • Chapter 2, “The Group Counselor” (pp. 45–47)

Document: Luft, L. (1982). The Johari Window: A graphic model of awareness in interpersonal relations. In NTL Institute, NTL Reading Book for Human Relations Training. (PDF)

Walden Writing Center. (2017). Narrative writing: Scholarly narrative overview. Retrieved from http://waldenwritingcenter.blogspot.com/2017/07/narrative-writing-scholarly-narrative.html

Document: School of Counseling’s Key Professional Dispositions (PDF)

Reflect on the key dispositions to guide your professional relationships with your cohort group as you develop your cohort group proposal.

Required Media

Laureate Education (Producer). (2018f). Group work and technology [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

In this video, Walden faculty member Eva Reed discusses current and future directions for group work.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

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HS 2305 Legal and Ethical Issues In Human Service

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Chapter 3: Values and  the Helping Relationship

Answer the questions below by using chapter 3 of your textbook.

1. According  to Hancock, counselors’ personal beliefs and values:

☐ are more important than the ethical values of the client.
☐ are more important than the ethical values of the professional organization they belong to.
☐ should be used to convince the client to agree with the counselor.
☐ are not more important than serving the best interests of their clients.

2. In  dealing with clients who hold different values, you are advised to:
☐ work together to identify and clarify their value system.
☐  force them to adopt your values.
☐  force them to adopt the Judeo-Christian tradition.
☐  forget about your own values temporarily.

3. A  family support worker who monitors clients are considering abortion should  NEVER:
☐ only refer all women clients for abortion,  regardless of their issues.
☐ only refer clients for abortion if working with minors.
☐ convince clients to make decisions that are identical to your own values.
☐ not follow federal laws regarding abortion.

4. A  same-sex couple wants to adopt a child and seeks HHS services. In order to  behave ethically, the HHS worker should:

☐ make up a reason for needing to refer the couple elsewhere as they do not agree with homosexuality.
☐ recommend “conversion therapy” and inform them that they could choose to be straight.
☐ refuse to offer services to the couple based on their lifestyle.
☐ not force their personal values on the couple and seek supervision, if necessary.

5. Which of the following statements about referring clients is TRUE?
☐ Referrals are often made by HHS workers.
☐ Always refer clients if your religious beliefs,  sexual orientations, or cultural background differs from theirs.
☐ You should never challenge or report a  discriminatory referral.
☐ Making a discriminatory referral is ethical.

 

Chapter 4: Multicultural  Perspectives and Diversity Issues
Answer the questions below by using chapter 4 of your textbook.

6. ___________  occurs when people know only their own culture and believe all cultures are basically the same.
☐ Cultural tunnel vision
☐ Thoughtfulness
☐ Meaningfulness
☐ Accuracy

7. ___________  is a belief that one group’s history, way of like, religion, values and traditions are superior to others.
☐ Cultural racism
☐ Ethical practice
☐ Shared experience
☐ Rational practice

8. A  ____________________ is a widely held but fixed and oversimplified idea about  a particular type of person or thing.
☐ stereotype
☐ misplaced  value
☐ worldly  view
☐ worldly  disconnect

9. ________________  has been used to treat many ethnic minority clients and families within the therapy field, because many ethnic and minority people in the community do not trust traditional mental health professionals or do not want to obtain treatment at their office.

☐ minority model
☐ Home-based therapy
☐ Evidence-based model
☐ Ethics model

10. Given the severity of some disabilities in clients and their inability to speak up for their rights or needs, many HHS workers who deal with clients with disabilities take on the natural role of client_____.
☐ advocate.
☐ caretaker.
☐ physical therapist.
☐ disability expert.

 

 Ethics of Imposing your values on Clients
Answer the following questions.

11. Why is it important to respect a client’s spiritual or religious  preferences or influences if they differ from your own?

Type answer here

 

 Overcoming Value Conflicts
Answer the following questions.

12. Select one of the following topics that you may have a value conflict; where your values conflict with or are different than some clients. Examples include value conflicts on religion, sexual orientation, abortion, end-of-life decisions, or any other topic mentioned in Chapter 3.

a. Describe your values on the topic.

Type answer here

b. Describe an alternate set of values that conflict with yours.

Type answer here

c. Explain how you would go about working through this value conflict personally to help the client.
Type answer here

 

 Increasing your Sensitivity to Cultural Diversity
Try to identify your own assumptions  and give an answer the following questions.

13. Does  an HHS worker need to share their own cultural background with a client to  effectively help a client? Explain.

Type answer here

14. How might you deal with a co-worker in the  HHS field who discriminated a client because of their race?
Type answer here

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Case Study # 4 – Assisted Reproduction: This is a difficult subject because it involves reproductive issues. In our culture, reproductive liberty, the freedom to decide when and where to conceive a child is highly protected, and this can make these ca

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Case Study # 4 – Assisted Reproduction:

 

This is a difficult subject because it involves reproductive issues. In our culture, reproductive liberty, the freedom to decide when and where to conceive a child is highly protected, and this can make these cases much more difficult.

 

Case 1:
There are two types of surrogacy. One type involves a surrogate mother who uses her own egg and carries the baby for someone else. The other type is a “gestational surrogacy” in which the mother has no genetic tie to the child she carries. In the case presented, a gestational surrogate is used.

 

A woman, after a bout with uterine cancer had a hysterectomy (surgical removal of the uterus). Before, its removal, however, she had several eggs removed for possible fertilization in the future. Now married, the woman wishes to have a child with her husband. Obviously she cannot bear the child herself, so the couple utilizes a company to find a surrogate mother for them. The husband’s sperm is used to fertilize one of the wife’s eggs, and is implanted in the surrogate mother. The couple pays all of the woman’s pregnancy-related expenses and an extra $18,000 as compensation for her surrogacy. After all expenses are taken into account the couple pays the woman approximately $31,000 and the agency approximately $5,000. Though the surrogate passed stringent mental testing to ensure she was competent to carry another couple’s child, after carrying the pregnancy to term, the surrogate says that she has become too attached to “her” child to give it up to the couple. A legal battle ensues.

 

Questions for Case 1:

 

  • In the United States it is illegal to pay a person for non-replenishable organs. The fear is that money will influence the poor to harm their bodies for the benefit of the rich. Do you see a parallel between this case and this law? Can allowing surrogate mothers to be paid for their troubles allow poorer women to be oppressed?
  • Does paying the surrogate harm her and/or the child’s dignity?
  • Is it selfish/conceited for this couple to want children of their own genetic make-up? If yes, does this change if you can “easily” have a child? (Note: Over 100,000 children in the U.S. are waiting to be adopted. However, most are older, have several siblings, or have special needs.)
  • On their website, the AMA says “that surrogacy contracts [when the surrogate uses her own egg], while permissible, should grant the birth mother the right to void the contract within a reasonable period of time after the birth of the child. If the contract is voided, custody of the child should be determined according to the child’s best interests.” Do you see any problems with this? (What’s a reasonable time? In a way can you steal the surrogate’s child?)
  • One of the main arguments against the use of surrogate mothers is that carrying and giving birth to a child is such an emotional event that it is impossible to determine if the surrogate will be able to give up the child. Though adults enter into the contract, the child could ultimately suffer if a long custody battle ensues (as it could in states where surrogacy contracts hold no legal value, such as Virginia). With the possibility of such battles, do you think it is acceptable for parents to use a surrogate mother?
  • Do you think that if the surrogate is awarded the baby, this could cause emotional harm to the child?
  • Who do you think should receive the child, and why?

 

Case 2:

 

A married couple wishes to have a child; however, the 32 year old mother knows that she is a carrier for Huntington’s disease (HD). HD is a genetic disorder that begins showing signs at anywhere from 35-45 years of age. Its symptoms begin with slow loss of muscle control and end in loss of speech, large muscle spasms, disorientation and emotional outbursts. After 15-20 years of symptoms HD ends in death. HD is a dominant disorder which means that her child will have a 50% chance of contracting the disorder. Feeling that risking their baby’s health would be irresponsible, the couple decides to use in vitro fertilization to fertilize several of the wife’s eggs. Several eggs are harvested, and using special technology, only eggs that do not have the defective gene are kept to be fertilized. The physician then fertilizes a single egg, and transfers the embryo to the mother. Approximately 9 months later, the couple gives birth to a boy who does not carry the gene for the disorder.

 

  • Is this a case of eugenics? “Eugenics” is defined as “the hereditary improvement of the human race controlled by selective breeding” (dictionary.com)
  • Would it be acceptable for the parents to select for sex as well, or should they only select an embryo that does not have HD? How would this be different?
  • Is it ethical for this couple to have a baby when the mother could begin showings signs of HD when the baby is just a few years old?
  • With this technology possible, would it be ethical for this couple to have a child without genetically ensuring it would not have the disease? What if we did not have this technology, would it be ethical for a known carrier to have a child? (If not, how far should this carry? a carrier for cystic fibrosis ( which is recessive)? )
  • Weighing everything we have discussed, do you believe the couple acted ethically?

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Discussion Question: Your human services counseling clients will come to you suffering at one level or another. Our lectures for the last two weeks, and both the course texts, all discuss the concept of suffering and factors guiding how to counsel those w

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  1. As you counsel your hurting clients, what you say to them will be guided by your own beliefs about the role of suffering in human experience (part of your own “theoretical map” as discussed in the lecture). Considering the numerous points that were made in the course, make a list of at least 5 concepts (“questions to ask myself as I counsel those who are suffering. . . “) that you found particularly helpful, insightful, unique, or had not thought about before. What guidelines would you particularly emphasize as you counsel hurting people? The five concepts you list should be based on the course materials, so make sure you cite the source you use.
  2. Then consider the following scenario. What suggestions from the course materials would you want to apply to this hurting client? Why did you choose those suggestions as most important?

 

Scenario

 

You work primarily for an adoption agency but on some evenings, you volunteer your time at your church’s free counseling clinic. Your client in that setting, Jamie, was recently divorced, and expresses that she “has no direction” in life. She feels very rejected and alone. She often cries in session and in her latest session, lashed out at you, her therapist, since she was “not feeling better.” She questioned whether you were really helping her since she is still “feeling all this pain.” She left asking “why can’t you help remove this needless suffering.”

 

 

Analysis

 

There are several parts to this discussion topic. As in the first discussion forum, it helps to itemize each element of the discussion topic.

 

  1. Provide five specific concepts based from the course materials (in the form of questions to ask yourself). For these concepts, let us get some in-depth thoughts and discussion going on here. We all know the basic concepts of the helping process such as building a working relationship, using listening skills, respect for the client, etc. Go deeper into the course materials to formulate your questions/concepts. Draw from the course presentations and text. I will be looking for topics from the course materials. Discuss the emphasis of these concept questions in working with hurting people. It is not enough to state that the concept is helpful, or will provide support to the client, or such similar vague comments. Provide details regarding the concept, what use of the concept will accomplish, while maintaining the discussion and focus on the issue of suffering.
    1. A sample type question is as follows: What does the concept of “wounded healer” mean, and how might this concept be implemented in the helping process (Nouwen)?
  3. Why are these concepts particularly important in counseling?

 

For the Case Scenario

  I can recall a time where I was working with a family system with a focus on the child’s behavior and difficulties. First thing in the morning, I had just walked into my office, and the phone rang. I answered the phone and the parent was screaming in frustration regarding her child. I could hear the child in the background screaming and crying, in temper-tantrum style. The parent literally screamed through the phone, “YOU were supposed to FIX this!” There are different forms of suffering:

  • As human services workers, what is our role regarding the suffering that our client’s experience?
  • Is it the worker’s role to remove suffering? Consider this from various perspectives.

 

Structure

 

Please remember the preferred format for the discussion board posts:

 

  • Please type your post into a Word document first.
  • Use double space
  • Proofread your post (grammar, spelling, sentence structure all count)
  • Use course materials and Scripture to support your discussion.
  • Provide citations and references, formatted according to APA guide, chapters 6 and 7. The correct citations for the presentations is located in the discussion board description.
  • Use subject headings to organize your discussion (based on the different elements in the discussion topic)
  • Cut and paste your discussion into the message box (This often helps to maintain the formatting).

 

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Week 4 Assignment

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Assignment Details

 

Open Date

Apr   2, 2018 12:05 AM

 

Graded?

Yes

 

Points Possible

100.0

 

Resubmissions Allowed?

No

 

Attachments checked for originality?

Yes

Top of Form

Assignment Instructions

Develop a lesson plan for a preschool using Vygotsky’s ZPD. In an evaluative paragraph, describe how these lessons would be explained by Piaget using his view of development. Use of APA format for this assignment is limited to references only.

Supporting Materials

· https://edge.apus.edu/library/image/sakai/word.gif 308 Assignment 4. Rubric.doc (51 KB)

Bottom of Form

Cognitive Development in Infancy and Toddlerhood

Earlier lessons have already provided an introduction to the basics of cognitive development. Cognitive development is the development of thought, mental processes and language. Theories on cognitive development attempt to explain how children develop thought and memory, gain information processing skills, and respond to their environments.

TOPICS COVERED WILL INCLUDE:

  • Piaget’s view of development
  • Vygotsky’s concept of the zone of      proximal development as relates to our understanding of early cognitive      development.
  • Environmental influences on early      mental development, including home, child care, and early interventions      for at-risk infants and toddlers.
  • Individual and cultural differences      in early language development, including factors that influence these      differences.

Fundamentals of Cognitive Development

Cognitive development in infants and toddlers advances at a rapid rate as the brain matures and children draw on their natural propensity to be active learners engaging with their environment. Several theories help us understand this developmental trajectory and also illuminate how to support optimal cognitive outcomes.

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· Cognitive development is one of three significant branches or domains of development; the other two are motor/physical and social/emotional development. Construction of thought processes are marked by increasingly advanced abilities in thinking, reasoning, and problem-solving as children move from infancy to early childhood, later childhood and adolescence.

Factors Which Influence Cognitive Development

· BRAIN MATURATION

· ENVIRONMENTAL STIMULATION

· SOCIAL INTERACTION

Several factors influence cognitive development in infants and children. These include both genetic factors and environmental ones. Brain maturation is essential to cognitive development. Maturation is any permanent change in thought or behaviour that occurs through the biological process of aging without regard to environmental influences. This is a purely biological process; as the child grows, the brain changes.

Piaget

Jean Piaget’s theory of cognitive development is one of the most recognized in the field. The theory’s central tenet is the child is an active learner who goes through stages where thinking advances as a function of specific underlying mental structures and processes. A group called Neo-Piagetians has expanded the original theory by incorporating an information-processing perspective.

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

ACTIVE LEARNERS

STAGES OF COGNITIVE DEVELOPMENT

Schemes

Schemes are an organized way of making sense of experiences. These are a representation in the mind of a set of experiences, objects, perceptions or actions that goes together in some way. Schemes enable infants and children to understand their world and even to predict what will happen next. The scheme is a key way that the brain organizes information.

According to Piaget, cognitive development begins with simple sensorimotor action patterns like dropping an object to see what happens. As children get older, the patterns of learning become significantly more complex. The child becomes more deliberate and creative in his actions, showing that thought is occurring prior to the action. For Piaget, development consistently precedes learning.

Adaptation

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· Adaptation is one of two processes that explain changes in schemes. Schemes are built through interacting directly with the environment. Adaptation is used to achieve cognitive balance, or what Piaget called equilibrium. When the child is not in a state of balance or equilibrium, changes to the schemes must occur to enable the child to continue to develop and learn. Adaptation occurs when the child feels conflict cognitively between what is believed to be true about the world and what is being experienced. For instance, a child’s scheme of “dog” might be a large dog, like a golden retriever. When the child first meets a chihuahua, the scheme of “dog” must change to recognize that both the golden retriever and the chihuahua are “dogs” even though they look very little like one another.

Organization

· ORGANIZATION, A COGNITIVE PROCESS

· NOT DEPENDENT ON ENVIRONMENTAL CONTACT

Organization is the second cognitive process that impacts changes in schemes due to the mind’s natural propensity to develop and grow. In the process of organization, when new schemes are formed, the child mentally rearranges and links to other schemes to form a ‘system’ to organize knowledge into schemes that are related and interconnected. To rely upon the previous examples, the schemes of “dog” and “cat” could be part of a system of “pets” or of a larger system of “animals”.

Stages of Cognitive Development

The stages of cognitive development are four stages where all aspects of cognition develop in integrated manner and change in a similar way at the same time. These stages of development are universal and will proceed in the same order for all children, according to Piaget. The first two stages of cognitive development are most relevant to infancy through older toddlerhood.

The sensorimotor stage spans the first two years of life. There are six substages to account for how much cognitive growth occurs during these years. This stage is called the sensorimotor because to advance cognitively, children this age use their bodies, senses and motor skills to explore the world and manipulate things that they encounter within it.

FIRST TWO STAGES OF COGNITIVE DEVELOPMENT

  • Sensorimotor
  • Preoperational

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· Substage 1 (birth to one month): Reflexive Schemes. This stage consists entirely of newborn reflexes, including rooting, sucking, grasping, and startling. Newborn infants react similarly regardless of the experience encountered.

Preoperational

The preoperational stage is the second stage in Piaget’s theory, beginning around age two and ending around age seven. Only the very beginning of the stage is relevant for toddlers from ages 24 to 36 months. This stage is called preoperational because thinking does not reliably follow logic or ‘operations’. This lack of logic is visible in a number of different ways in young children.

EGOCENTRIC THOUGHT

ANIMISM

FANTASY VERSUS REALITY

TRANSDUCTIVE LOGIC

ARTIFICIALISM

CONSERVATION-CENTRATION

OTHER TWO STAGES

Neo-Piagetians

Piaget’s theory does not answer questions about the underlying mental processes like attention and memory related to developing cognitive processes. A movement called Neo-Piagetian looks to information processing capacity to explain what is happening in each stage and how children move through the individual developmental stages. Information processing includes cognitive systems encompassing a combination of mental capacities like working memory and mental concepts. Several aspects of information processing improve as the child matures, including basic capacity, particularly with regard to working memory, the child’s processing speed and executive functioning, which encompasses a range of cognitive operations and strategies. Executive functioning includes the ability to control attention, suppress impulses, coordinate information in working memory and increase flexibility with thought and behavior.

Vygotsky

· SOCIO-CULTURAL THEORY OF COGNITIVE DEVELOPMENT

· COMPLEX MENTAL ACTIVITIES ORIGINATE IN SOCIAL INTERACTION

· PRIMARILY APPLIED TO PRESCHOOL AND SCHOOL AGE CHILDREN

· SCAFFOLDING

Vygotsky was a Russian psychologist, and a contemporary of Piaget. Vygotsky developed the socio-cultural theory of cognitive development. While Piaget believed that cognitive development was universal, Vygotsky emphasized that children’s cultural context impacts how the child’s cognitive world was structured.

Vygotsky’s socio-cultural theory of cognitive development revolves around the central tenant that culture and society impact cognition, particularly as skilled others facilitate the child’s budding thinking skills.

Importance of Culture

The socio-cultural theory of cognitive development helps shed light on how culture influences learning and mental strategies. Different cultures value varying thought patterns and ideas. In the West, focusing attention on a single activity is most common, and is valued. Children are supported in directing their attention to a single activity. In Indigenous cultures, children are encouraged to do several activities at once or to multi-task. Culture can be more important where children learn not just through lessons but through their own observations of daily life and activities. Children fall into the pattern and expectations of their own culture because they want to be included in the daily life and experiences of their society.

The skilled other can vary depending upon the child’s culture. In societies or subcultures with extended families, or where siblings care for younger children, these individuals may play a larger role in the child’s learning. Even in Western middle class families, toddlers frequently imitate older siblings, particularly in terms of imaginary play.

Environmental Influences on Early Mental Development

Measurement of mental development in infants and toddlers forms the basis for understanding the influence of physical and psychological aspects of the home and of child-care settings, and subsequently the most effective elements of intervention for those children at-risk for poor cognitive outcomes.

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· Measuring Mental Development: In order to know how environmental conditions impact mental development, researchers and practitioners must know the normal or typical range of proficiency for young children. Several different ways of measuring infant and toddler cognitive functioning are used today to assess the range of proficiency. The best of these use large samples and develop the ‘normal distribution’, broken down by age. The normal distribution is often called the norm group.

Influence of the Home Environment

Observation in the natural environment, particularly the home, and parental interviews are also common. The HOME (Home Observation for Measurement of the Environment) checklist is used to gather information about the quality of home life. The HOME checklist has been found to reliably predict language and IQ in toddlerhood and early childhood.

SAFE YET STIMULATING ENVIRONMENT

OBSERVATION AND EXPERIENCE

EXPLORATION

Influence of Child Care

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· More than 60 percent of mothers of infants and toddlers are employed at least part-time. The majority of these use some amount of child care. A smaller number may rely upon shared parental care or extended family care.

Child Care Standards

In many cases, parents are not well informed. They may believe that the child care experience for their child is significantly better than it is. Because they think the care is acceptable, even loving parents do not demand improvement in the childcare facility. When parents are selecting a childcare facility, whether a child care center or a home daycare option, the following are signs of a good facility; however, these may not always accurately reflect the care provided.

BUILDING

TOYS

STAFF

SUPERVISION

SCHEDULING

INTERACTIONS

PARENTS

Early Intervention

· EARLY INTERVENTION PROGRAMS

· CENTER-BASED VERSUS HOME-BASED INTERVENTION

· HEAD START

· RESULTS

Early intervention programs apply to children at risk for later poor school achievement. These programs include both those directed at children raised in poverty, as well as those aimed at children with developmental disabilities. Children identified as at-risk on the basis of socioeconomic status can benefit from early intervention; these programs can address gradual declines in IQ and poor school achievement. Intervention programs are designed to counteract the effects of poverty. The earlier, longer, and more intensive, the better the results of early intervention programs. Poverty creates a stressful and chaotic homelife with few resources, undermining learning. The lack of a positive home environment, over time, promotes a cycle of poverty.

Language Development

Cognitive development and language development are connected in fundamental and essential ways. Language is one of the most extraordinary human accomplishments, with the early childhood period being the time most language skills are acquired. Several theories of language development exist with varying degrees of emphasis on the innate abilities and the influence of the environment. There are a number of theories connected to language development. These can be broadly divided into innate abilities and environmental impact.

MAJOR THEORIES OF LANGUAGE DEVELOPMENT

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· The Nativist theory of language development was developed by Noam Chomsky. According to the Nativist theory, language is possible because of innate abilities in the brain. Chomsky believed that grammar was too complex to be taught, so had to be an innate, or inborn, ability. The Nativist theory proposes that all children have a Language Acquisition Device (LAD) in the brain. This LAD is an innate system containing universal grammar or a set of rules common to all languages. The LAD allows children, regardless of their native language, to use these rules once they have mastered a basic range of words.

Individual Differences in Language Development

· LANGUAGE DEVELOPMENT RATE VARIES

· GENETIC INFLUENCES

· PERSONALITY AND TEMPERAMENT

· ENVIRONMENTAL IMPACT

Language development progresses at a different rate from child to child. The range of when children produce their first words is fairly wide, from 8 months of age to 18 months old. The average age is 12 months due to a complex blend of genetic and environmental influences.

Cultural Differences

There are cultural differences in language styles from one culture to another, and one language to another. Different cultures may have varied referential vocabulary. Referential vocabulary refers to objects in the environment. Referential language is more common in English speaking Western cultures. Mothers in these cultures are likely to label objects than in some other cultures. Expressive vocabulary refers primarily to feelings and needs. Expressive vocabulary is more common in cultures that value relationships and group membership over individual desires.

Knowledge Check

1

Question 1

Which theory supports the existence of a language acquisition device in the brain?

 

Nativist theories of development

 

Interactionist theories of development

 

Socio-cultural cognitive development

 

Stages of cognitive development

I don’t know

One attempt

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Lesson Overview

In this lesson, you have discussed theories of cognition, or thinking and reasoning skills, including language. Both heredity and environment impact the cognitive ability of growing children. Key theorists in cognitive development include the work of Piaget on developmental stages, Neo-Piagetian theories that integrate information processing into Piaget’s theories, and Vygotsky’s theory of socio-cultural cognitive development.

PIAGET’S STAGES

VYGOTSKY

ENVIRONMENTAL INFLUENCES

LANGUAGE DEVELOPMENT

Key Terms:

ACCOMMODATION

ANIMISM

ARTIFICIALISM

ASSIMILATION

BROCA’S AREA

CONSERVATION-CENTRATION

EARLY INTERVENTION

EGOCENTRISM

EQUILIBRIUM

INFORMATION PROCESSING PERSPECTIVE

INTERACTIONIST

NATIVIST

ORGANIZATION

PREOPERATIONAL

SCAFFOLDING

SENSORIMOTOR

SOCIAL INTERACTIONIST PERSPECTIVE

TRANSDUCTIVE LOGIC

WERNICKE’S AREA

ZONE OF PROXIMAL DEVELOPMENT

Sources:

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psychology week 3

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Case Analysis – Collaborating with Outside Providers 

Prior to beginning work on this assignment, read the PSY650 Week Three Treatment Plan Preview the document and Case 9: Bulimia Nervosa in Gorenstein and Comer (2014)(attached). Please also read the Waller, Gray, Hinrichsen, Mounford, Lawson, and Patient (2014) “Cognitive-Behavioral Therapy for Bulimia Nervosa and Atypical Bulimic Nervosa: Effectiveness in Clinical Settings,”Halmi (2013) “Perplexities of Treatment Resistance in Eating Disorders,” and DeJesse and Zelman (2013) “Promoting Optimal Collaboration Between Mental Health Providers and Nutritionists in the Treatment of Eating Disorders” articles.

Assess the evidence-based practices implemented in this case study. In your paper, please include the following.

  • Explain the connection between each theoretical orientation used by Dr. Heston and the treatment intervention plans utilized in the case.
  • Describe the cognitive-behavioral model of the maintenance of bulimia nervosa.
  • Explain why Rita was reluctant to participate in Dr. Heston’s request for her to keep a record of her eating behaviors. Use information from the Halmi (2013) article “Perplexities of Treatment Resistance in Eating Disorders” to help support your statements.
  • Recommend outside providers (psychiatrists, medical doctors, nutritionists, social workers, holistic practitioners, etc.) to the assist Rita in achieving her treatment goals. Use information from the DeJesse and Zelman (2013) “Promoting Optimal Collaboration between Mental Health Providers and Nutritionists in the Treatment of Eating Disorders” article to help support your recommendations.
  • Describe some of the challenges and ethical issues that Dr. Heston may encounter when working collaboratively with the professionals that you recommended.  Apply ethical principles and standards of psychology relevant to your description of Dr. Heston’s potential collaboration with outside providers.
  • Evaluate the effectiveness of the treatment interventions implemented by Dr. Heston, supporting your statements with information from the case and two to three peer-reviewed articles from the Ashford University Library.
  • Recommend three additional treatment interventions that would be appropriate in this case. The recommended articles for this week may be useful in generating your response to this criterion. Justify your selections with information from the case.

The Case Analysis – Collaborating with Outside Providers

  • Must be 4 to 5 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two peer-reviewed sources from in the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

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Discussion on Cultural Immersion Paper part 1 and part 2 also response to two students

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ASSIGNMENT 2 – FORUM

THE JEWISH RELIGION 

Cultural Immersion Project – Part 2 Forum Instructions

Based on the Cultural Immersion Project – Part 1 and Part 2 Paper, you will share some of your experience in the Cultural Immersion Project Forum. You will tell your classmates of the culture you are exploring, discuss with them some of the most interesting things you experienced in the events you attended, and describe any emotional reactions you had. Describe any challenges you anticipate for the final portion of this project (Part 3). First-person perspective is acceptable; integrate a Christian worldview and biblical themes as appropriate. Your thread must be at least 350 words. Do not attach your paper.

You will interact with at least 2 classmates who explored a different culture. Your replies must be at least 200 words each.

Discussion Response

Victoria 

Cultural Immersion Forum

For my cultural immersion project, I chose to focus on the African American population. A substantial amount of the research I read discussed the importance of spirituality to the African American population. In fact, researchers have found that African Americans are five times more likely to utilize spiritual coping mechanisms (such as prayer) when they experience depression or other chronic conditions (Lewis, Hankin, Reynolds, & Ogedegbe, 2007). Additionally, many African Americans state that spirituality is a source of solace, hope, meaning, and forgiveness when they experience oppression (Lewis et al., 2007). Due to these findings, I chose to observe a church service at a local African American church. The pastor encouraged everyone to hold onto the assurance that the light of God will always ultimately overpower the darkness of this world. He closed his message by reminding everyone that God is always with them and ready to help in their time of need. Congregants were encouraged to engage in the same spiritual coping tools (such as prayer, fellowship, etc.) that researchers have identified as being commonly used by this community.

The second event I observed was a march and rally that protested police brutality and the death of Mr. George Floyd. I was very anxious about how the event would go and also how to sensitively discuss the issues the protest was focusing on. However, I quickly found that the individuals that I spoke to were happy to discuss their perspective on the issues with me. No one expected me to be an expert, but rather, just appreciated me approaching the conversation as humbly as I could and viewing it as an opportunity to learn. I was very fortunate to witness a peaceful event that (in my opinion) reflected many biblical principles. As Christians, we know and believe that every person on this earth is made in the image of God. One verse that stuck with me was from the book of Galatians: “There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.” (Galatians 3:28, NIV). We are all called to extend the love of Christ to every person. God makes it clear that no race is “greater” or “superior”. As Christians, we have a duty to live this truth out and be sure that we are setting an example for the world to follow.

The main challenge that I am anticipating with Part 3 of the project is that I will probably still feel anxious about whether or not I am being culturally sensitive enough as I conduct my final interview.

Reference

Lewis, L. M., Hankin, S., Reynolds, D., & Ogedegbe, G. (2007). African american spirituality: A process of honoring god, others, and self. Journal of Holistic Nursing, 25(1), 16-23. https://doi-org.ezproxy.liberty.edu/10.1177/0898010106289857

Paul 

Cultural Immersion

Hey All-

For my project I am working with the homeless population in and around northeastern NJ.  It has been extremely difficult since we are the epicenter of Covid-19 and basically all shelters and soup kitchens have closed down rendering this vulnerable population in an even more precarious situation.  One of the most interesting things I am learning through this immersion project is the desire for some of the homeless population to stay ‘homeless’ even when offered housing options.  Many of these men and women prefer the freedom that the streets provide as opposed to the rules and regulations that they must abide by in order to remain in housing projects or apartments.  This is interesting to me and reinforces the power of getting to know someone and empathizing with them to hear their story before simply trying to ‘fix’ them or help them with the next steps that I as a counselor feel they should take.

Another point of learning has been the extraordinary generosity and how the homeless group I am working with looks out for one another, shares what they have amongst each other and gives to those less fortunate than they are.  It is powerful to see the ‘sub-group’ with its norms and unwritten rules among this group of individuals.  Sadly, some of their interactions with each other seem more like a church then the church.

Overall, I am learning a ton while being socially distanced from the lost and the least of northern New Jersey.  So many people are stepping up and helping this group out that it has been an overwhelming display of God’s grace through people even during this crisis time in our state and nation.  I am thankful to be on the front lines of God’s grace being displayed in such tangible ways to such beautiful, messy, and valuable people who bear the image of their creator in so many ways.

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