wk3 Strengths and Weakness

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Strengths and Weakness as a Therapy Group Leader

One of the fundamental choices facing each group therapy leader is whether leadership will be done as an individual or partnership. Each approach offers advantages and disadvantages. An advantage of individual leadership might be that you often make many of the decisions regarding the facilitation of the therapy group and its membership. For example, you decide on the size, member selection, length, theme, treatment goals, fees/insurance, and leadership style. In addition, as the therapy proceeds, you likely will continue to be the primary decision-maker in the group.

A disadvantage of individual group leadership might be collusion by the therapy group against you if the members disagree with your approach. Some group members may have issues with authority or can be resistant to treatment. In such cases, the group members can act out toward you. As an individual group leader, you might not have others to rely on to help you through such situations.

Co-leadership offers its own advantages and disadvantages. Group therapy sessions can be longer than individual sessions, sometimes lasting 90 minutes or even two hours, as opposed to 45-50 minutes for the average individual session. In a larger therapy group, such as eight to 12 people, there can be a lot to attend to. Thus, group co-leaders can divide up the work. For example, the focus might be on two or three group members. One group leader can help facilitate the process with those two to three group members while the co-leader observes what is happening in the rest of the group. Therapy group co-leaders can be a lot like parental figures. The co-leaders can work together to demonstrate a healthy relationship, and this can be an effective source of modeling for clients who might not have much experience with healthy relationships. Further, co-leaders can demonstrate other relationship skills, such as how to resolve conflict. Finally, if one co-leader is absent, the therapy group can still meet.

A disadvantage of group co-leadership is that it is based on a relationship. As such, it may suffer from basic relationship problems. What if you don’t like your co-leader? What if you or your co-leader have some dysfunctional behaviors? In such cases, these problems can come out in therapy and become the focus of the therapy group rather than issues of the members.

For this Discussion, review the week’s Learning Resources and complete the media titled “Leadership Styles Quiz.” With your quiz results in mind, consider the strengths and weaknesses you might have as a group therapy leader. Think about the challenges you might experience when working with a co-leader and how you might overcome these challenges.

With these thoughts in mind:

a brief summary of your strengths and weaknesses as a group therapy leader. Then, explain how two aspects of your personality might present challenges when working with a co-leader. Finally, explain how you might address these challenges. Be specific and use the Learning Resources and current literature to support your response.

 

The highlighted in red ones are me. I’m people oriented

Types of Leadership and Patterns of Management

The following 18 statements are about leadership styles or patterns of organization. Think of a therapy group with which you are familiar or an “ideal” type of therapy group you would like to work with. Then, note each statement that represents the types of leadership or patterns within the therapy group you selected. Choose ALL statements that represent the types of leadership or patterns of organization you selected.

1. The group leader’s main focus is on people. He or she motivates, provides incentives, delegates authority, empowers, consults, and involves others.

2. Emphasis on the roles of planning, coordination, administrative communication, budgeting, and decision making.

3. Leadership style is authoritative, centralized; no delegation of authority and no involvement of group members in decision making.

4. Tight control and supervision, closely linked to processes and outcomes.

5. The group leader does not tolerate deviations from the rules and processes that regulate the therapy group. Very low tolerance for ambiguity.

6. Group leader’s behavior focuses on achieving group’s goals and attaining legitimation from the external environment.

7. The group leader motivates group members to seek self-fulfillment, sets challenging goals, and encourages self development.

8. Group leader is task oriented, without considering the human factor. The human factor is a means to achieve his/her goals.

9. Decision-making and problem-solving processes are based on the group leader’s formal authority.

10. Emphasis on achieving group’s goals, taking the therapy group’s structure and internal procedures into account.

11. Efforts focused on selecting, developing, building, and guiding the group members to achieve the goals of the therapy group.

© Laureate Education 2012

12. Emphasis on division of labor and roles, including decision making and enrichment.

13. Leadership style is authoritative, centralized, directive, and focused on achieving the therapy group’s goals.

14. The group leader utilizes tools, mechanisms, methods, and technologies for problem solving and conflict resolution.

15. Emphasis on managing the external environment, reducing member’s dependency on agents in the environment, and increasing member’s control over their environment.

16. Considerable investment in developing resources, training, and preparing members to cope with constraints imposed by the external environment.

17. The group leader and administrative staff engage in alliances and coalitions with various elements outside the therapy group. Emphasis on reducing the impact of outside pressures; screening the environment to identify opportunities, risks, and threats.

18. Emphasis on the importance and contribution of the human factor, invest in developing the functional maturity of the group members in order to allow for improved interactions with the external environment.

Results Introduction:

Results will be mapped into four quadrants:

1) Task Oriented— Internal 2) Task Oriented — External, 3) People Oriented — Internal 4) People Oriented — External

Each of the 18 statements above belongs in one of these quadrants. The quadrant that contains the most statements that you selected is the style that best represents you as a leader. As you look over your results, remember that leadership is a continuum. Very few individuals fall under a single category (i.e., only Task Oriented — Internal). Instead, most individuals show leadership characteristics that overlap several different aspects

© Laureate Education 2012

(i.e., predominantly Task Oriented — Internal with lesser tendencies toward Task Oriented — External and People Oriented — Internal). Also, there might be times when a leader deliberately shifts between leadership styles based on the situation or the stage of the therapy group. With your results in mind, complete the Week 3 Discussion Assignment.

Task Oriented — Internal: Statements # 2, 4, 5, 10, and 13

Task Oriented — External: Statements # 3, 6, 8, and 9

People Oriented — Internal: Statements # 1, 7, 11, 12, and 14

People Oriented — External: Statements # 15, 16, 17, and 18

Definitions:

Task Oriented Task oriented leaders see themselves as the master organizer and driver for the therapy group. It is their responsibility to “get the job done.” They actively manage aspects of the therapy group, including defining tasks, assigning roles, creating structure, planning, and organizing. The task oriented leader’s focus on completing the task risks overlooking the impact their policies have on therapy group members.

People Oriented People oriented leaders see themselves as caretakers of the therapy group. It is their responsibility to provide support to the therapy group members. They focus their energy on motivating, supporting, and developing the people in the therapy group. People oriented leaders often encourage a participatory approach to group therapy, while placing less emphasis on processes or goals.

External An external approach places importance on the external environment and its impact on therapy group members. Decisions are often made in response to factors that occur outside of the therapy group.

Internal An internal approach places importance on the therapy group’s environment over the “outside world.” Decisions are often made in response to immediate group needs rather than based on factors outside of the therapy group

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Psych Evaluation

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The final project for this course is the planning and writing of a psychological report using simulated case data.

 

In Final Module, you will submit your psychological report. It should be a complete, polished artifact containing all of the critical elements of the final product.

 

Final Product Rubric Guidelines for Submission: Your psychological report must be 8 to 10 pages in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least three references cited in APA format.

 

While there are many different types of mental health professionals who perform counseling and psychotherapy, the one role that is unique to the psychologist is conducting tests and measurements, analyzing and reporting the results, and making recommendations. Psychological reports are used for many purposes in many settings, including educational and training, legal, medical, mental health, and vocational settings. While this course will not provide you with the professional qualifications to administer these tests, this exercise will give you an experience in planning and writing a psychological assessment report, evaluating the choice of measurements, describing and reporting the results, synthesizing assessment information, and making sound conclusions and recommendations based on your data. Whether your career path leads to being a producer or consumer of psychological reports, this project will give you a basis for understanding the assessment process.

 

The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission will occur in Module Seven.

 

In this assignment, you will demonstrate your mastery of the following course outcomes:

 Demonstrate knowledge of the APA Ethical Code and the relevant issues related to psychological assessment

 Develop a broad understanding of the complexity of psychological assessment and the various approaches to assessment

 Be familiar with a number of assessment instruments

 Understand the benefits and limitations of assessment and testing

 Be able to determine the appropriate use and misuse of tests

 Demonstrate their understanding of basic concepts and terminology

 Develop their critical thinking skills by systematically analyzing test results from case studies

 Be able to demonstrate their ability to comprehend current research related to assessment and testing

 Effectively communicate in a professional manner both through written and verbal assignments

 

Prompt

Imagine you have landed an internship as a psychologist’s assistant within a mental health organization. The psychologist needs your assistance in creating a psychological report for one of her clients. She has presented you with two case histories (which you will find below) and has asked you to complete the entire report, in which you will analyze the case history of your choosing and the corresponding data dossier to suggest results, conclusions, and recommendations for the client. The recommendations a professional makes in this area could impact the follow-up actions that other professionals might take. Be sure to carefully analyze all data to ensure a best possible situation for case study Barbara B.

 

Test results: Barbara received two projective personality tests and completed a depression-screening questionnaire.

 

Within your report, specifically the following critical elements must be addressed:

 

I. Introduction and Data Analysis

a) Introduce the client’s case you chose by briefly recapping the background of the client you are assessing. What is the reason for referral? State the presenting problem and the questions to be addressed through your evaluation of the data. Relate the problem to the APA Ethical Code and the psychological assessment issues that could be encountered.

b) In your response, consider who is making the referral and how this impacts your assessment of the data; is the intended consumer of the report a parent, a school system, a mental health practitioner, a probation officer, or another stakeholder?

c) Describe how you will analyze your data by considering the following questions. What is the best way to organize your data to address your referral question? How do you make this technical information useful and understandable for the intended reader? Justify your choice of method with other research.

 

II. Observation

a) Using the field notes provided and, referring to the specific testing instruments and methods used, describe the pertinent client behaviors and test conditions relevant to test outcomes and conclusions. What is the setting for the observation? Was it a natural or contrived situation? Was the subject aware of the observation (Hawthorne effect)? How did the observed behaviors relate to the referral question?

b) How did the subject respond to testing? What was his or her level of comfort, effort, emotional state, and so on? Using other research, justify how the subject’s behavior could have been impacted by the test conditions.

 

III. Benefits and Limitations

a) Provide a rationale for the test selection used, a brief description of the tests used, and the obtained scores.

b) For each test performed in the case history, assess the different approaches used by examining the benefits and limitations of each test performed.

c) Relate the tests performed to the APA Ethical Code; did each test follow ethical guidelines? Justify your viewpoint by using current research and theory.

 

IV. Conclusions

a) Given test behaviors, how confident are you in your results? Rationalize and justify your opinion with research.

b) Address the common themes and/or contradictions in your client’s test results. What common themes emerged from the data? In your response, relate the results to the referral question. What information in your data is most relevant to your referral question?

c) Discuss the limitations of testing or threats to the reliability or validity of the results. What suggestions would you make for additional assessment?

d) What evidence do you have to report to the psychologist to help her make a diagnosis? How might this evidence inform her diagnosis? Thoroughly explain your conclusion.

 

V. Recommendations

a) Given the conclusions you made, explain whether or not you have enough information to make recommendations for treatment or other interventions. If so, identify, explain, and justify with research what your recommendations for future assessments would be.

b) Explain how your recommendations are consistent with evidence-based practice by relating your response to current and relevant research.

 

VI. Reflection

a) Upon completion of your recommendations section, reflect on the process and work you did to create this report. Address what evidence you found most useful and why.

b) What additional client information would have been useful? How would you obtain it?

c) What have you learned through this process? What would you like to know more about?

 

Milestone One: Draft of Introduction and Data Analysis Milestones In Module Two, you will submit a two- to three-page draft of the Final Project’s Introduction and Data Analysis section.

The first step to creating a professional psychological report begins with considering the client’s background and reason for referral and the conditions surrounding why an assessment is needed, who the stakeholder of the assessment is, and whether or not the factors surrounding the client’s situation could impact the assessment. In this milestone, you will first be choosing a case history to analyze, “Barbara B.,” and you will also need to describe how you will be analyzing your data. The work you do in this milestone will impact the analysis and recommendations you will make in future milestones. This milestone is graded with the Milestone One Rubric.

 

Milestone Two: Draft of Observation and Benefits and Limitations In Module Four, you will submit a two- to three-page draft of the final project’s Observation and Benefits and Limitations sections. In this milestone, you begin to analyze the data in your client’s case history’s dossier. You will be addressing how the client’s behaviors and the test conditions impacted the test results. You will also closely examine the different tests used to determine the benefits and limitations of each. Finally, you will consider whether or not the assessments were conducted ethically. All of your observations and insights will need to be supported with current research and accepted professional practices. This milestone is graded with the Milestone Two Rubric.

 

Milestone Three: Draft of Conclusions, Recommendations, and Reflection In Module Six, you will submit a two- to three-page draft of the final project’s Conclusions, Recommendations, and Reflection sections. This milestone provides you an opportunity to work more closely with your data by requiring you to identify common themes that emerged from the data, to analyze the reliability and validity of the data, to offer recommendations for the client, and to reflect on the entire process. Milestone Three also culminates the work you did in the first two milestones. This milestone is graded with the Milestone Three Rubric.

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Evaluate the psychometric properties of a psychological assessment on DEPRESSION.

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Evaluation of the Psychometric Properties of the Test

Your evaluation of the test should include the following areas of consideration:

1. Purpose of Test: What is the purpose of the test (personality, screening, diagnosis, marriage counseling, placement for children, etc.)?  Who developed it and why?  How is it used?

2. Type of Test/Scoring: What kind of items does the test utilize (T/F, likert, etc)?  How is the test scored? What kind of score(s) do respondents receive (percentile rank, z score, T score, total and /or subscale scores?)

3. Normative Sample: Describe the normative sample (including the number of participants and their know demographic characteristics). Indicate whether or not the normative sample is adequately representative of the intended test-takers.

4. Administration: How is the test administered?  Paper and pencil? Computer based?  Who can purchase/administer the test (i.e., minimum qualifications)?

5. Reliability: Correctly use terms from the textbook/course materials to define the types of evidence for reliability reported in the review articles, and provide the specific numerical values of the reliability statistics. If no reliability data are provided, then explain what type of evidence for reliability you would need in order to fully evaluate the test.

6. Validity: Correctly use terms from the textbook/course materials to define the types of evidence for validity reported in the review articles, and provide the specific numerical values of the validity coefficients. If no validity data are provided, then explain what type of evidence for validity you would need in order to fully evaluate the test.

 Justification for Selecting the Test

Your justification for selecting the test should include the following areas of consideration:

1. Explain why you selected this test for review. Specifically, explain how the test is relevant to what you are doing now and/or your future career plans.

2. Explain how the test that you chose fits in with the goals and responsibilities of Christian professionals who might utilize the test. Choose at least one scriptural citation from the bible(an actual verse) THIS IS A REQUIREMENT to support your argument.

Assignment Parameters

1. Use of current APA formatting guidelines is expected thoughout your paper.

2. Your assignment should include an APA-formatted Title Page.

3. DEPRESSION psychological test to evaluate, and you will find two (3) articles(attached) from the Mental Measurements Yearbook (MMY) database that assess the psychometric properties of the DEPRESSION.

4. In your evaluation of the test, you will use information gathered from both review articles to write a comprehensive evaluation of the test.

· The written evaluation of the test itself (the body of your paper) should be 2-3 pages in length.

· Your paper should be written in a scholarly writing style with a formal, college-level tone that utilizes appropriate grammar, diction, spelling, and punctuation.

· Your paper should appropriately utilize in-text citations of all sources (2 review articles and 1 scriptural citation), and citations should be presented in accurate APA format.

5. Your paper will include an APA-formatted References Page.

· Your references page should include the reference information for the 2 review articles that you obtained from the MMY.

You MUST REFERENCE the testbook as a reference if you cite information from the textbook when writing your paper. Cohen, R. J. & Swerdlik, M. E. (2017). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). Boston, MA: McGraw-Hill. ISBN: 9781259870507.

· Make sure that you reference every source that you cite and that you cite every source that you reference. (Referencing the Bible is not required in APA-formatted manuscripts, but you can choose to reference it if you would like. Citing the Bible is required.)

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Organizational Behavior in Health Care MCQs Test Bank

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1:  Defined by Allport (1935) as a “mental state of readiness, organized through experience, exerting a directing or dynamic influence on the individual’s response to situations,” this is known as a(n)
A: Cognition
B: Behavior
C: Dissonance
D: Attitude
E: Perception
2:  The Tri-Component model suggests that human attitudes have 3 factors, that are:
A: Love, Intimacy, Passion
B: Biological, Chemical, Learned
C: Physical, Mental, Spiritual
D: Behavioral, Mechanical, Mental
E: Actions, Beliefs, Feelings
3:  Festinger (1957) suggested _________ to refer to when we perceive an inconsistency between two or more of our internal attitudes or between our behavior and attitudes.
A: Attitude Shift
B: Cognitive Dissonance
C: Disequilibrium
D: Psychoneurotic
E: Perceptual Illusion
4:  Attitudes are very individual and subjective, and therefore we do not currently have ways to measure an employee’s attitude about their jobs.
A: TRUE
B: FALSE
5:  The process by which we interpret and organize sensory information to produce a meaningful experience of the world, is known as _______.
A: Attitude
B: Perception
C: Cognition
D: Intuition
E: Judgment
6:  When a person limits their processing of information by only paying attention to certain select information based on prior experience, beliefs or attitudes, this is called ___________
A: Dual Stimulation
B: Cognitive Deficit
C: Selective Attention
D: Reverse Filtering
E: Registration
7:  If we claim an outside force motivated an event this is known as ________ compared with when we assign causal factors to ourselves or a person, known as __________.
A: Extraverted; Self-serving bias
B: Internal Locus of Control; External Locus of Control
C: Internal Attribution; External Attribution
D: External Attribution; Internal Attribution
E: Public Perception Management, Internal Perception Management
8:  Preconceived thoughts or beliefs can affect whether or not we hear opinions or information that does not agree with our preconceived thoughts
A: TRUE
B: FALSE
9:  Managers make attributions about employees based on “consistency” and “distinctiveness” as well as _____________ which is “the extent to which an employee’s performance is the same or different from other employees”
A: Attributes
B: Stereotype
C: Consensus
D: Differentiation
E: Habit
10:  A hich of the following is NOT one of the “Big 5” personalityhich of the following is NOT one of the “Big 5” personality, but is therefore also perceived to be a good hospital for Gastric surgeries as well. This generalized carryover based on just one characteristic is known as __________
A: Stereotype
B: Placebo Effect
C: Horn Effect
D: Halo Effect
E: Angel syndrome
11:  When a person evaluates another person as generally low on many traits after observing poor performance on just one trait… this negative carryover effect is known as _______
A: Stereotype
B: Placebo Effect
C: Horn Effect
D: Halo Effect
E: Angel syndrome
12:  From reading about the “contrast effect” in person perception, we know that if compared to a highly attractive person, a target person will be judged as ____________ than s/he would have been if rated on his or her own.
A: More attractive
B: Less attractive
C: Neutral – contrasts have no effects on judgment of attractiveness
D: Less attractive if male, more attractive if female
E: None of the above
13:  A defensive mechanism where we attribute our own attitudes onto someone else, such as “My friend tempted me with a desert and made me go off my diet.”
A: Procrastination
B: Projection
C: Prosocialization
D: Halo Effect
E: Stereotyping
14:  Overly generalized, and typically negative, views about a group of people is known as a __________
A: Stereotype
B: Projection
C: Halo Effect
D: Pygmalion Effect
E: Sublimation
15:  Price Waterhouse v. Hopkins was a legal case where a female lawyer claimed discrimination based on gender stereotyped statements
A: TRUE
B: FALSE
16:  Another name for the “self fulfilling prophesy” where individuals tend to live up to other’s stated expectations about us
A: Stereotype
B: Projection
C: Halo Effect
D: Pygmalion Effect
E: Sublimation
17:  Employee selection can be aided by the use of _________ which is the general use of measurements of human ability, personality, potential and other factors
A: I.Q. testing
B: Personality testing
C: Psychometrics
D: Rorschach (inkblot) tests
E: None of the above
18:  It’s a good idea for a manager to hire workers exclusively based on the score of a personality test.
A: TRUE
B: FALSE
19:  Extroverts do best in quiet, non-social jobs such as computer work, while Introverts show the best job performance when they must work and present in front of large groups of people
A: TRUE
B: FALSE
20:  Which of the following is NOT one of the “Big 5” personality traits measured with personality tests?
A: Neuroticism
B: Spirituality
C: Extroversion
D: Agreeableness
E: Openness
1:  Motivation is described as the conscious or unconscious stimulus, incentive, or motives for action towards a goal resulting from psychological or social factors, the factors giving the purpose or direction to behavior.
A: TRUE
B: FALSE
2:  The three components of the process of motivation are:
A: goals, incentives, and behavior
B: behavior, wants, and direction
C: incentives, behavior and goals
D: unsatisfied need, drive, and satisfied need
3:  The content theories of motivation focus on the assumption that individuals are motivated by the desire to satisfy their inner needs.
A: TRUE
B: FALSE
4:  Process theories of motivation focus on the cognitive processes underlying an individual’s level of motivation.
A: TRUE
B: FALSE
5:  The levels in Maslow’s Hierarchy of Needs are:
A: growth, relatedness, and existence
B: satisfiers, physiological, relatedness, self-esteem, and safety
C: physiological, affiliation, safety, self-actualization, and self-esteem
D: hygiene, affiliation, safety, satisfiers, and self-actualization
E: self-actualization, self-esteem, affiliation, safety, and physiological
6:  Employee motivation has a direct impact on a health services organization’s performance
A: TRUE
B: FALSE
7:  According to Alderfer, individuals must satisfy their lower level needs, at least to an acceptable state, before the person can be motivated to achieve higher level needs.
A: TRUE
B: FALSE
8:  Managers need to be conscious of the fact that all employees are not driven by the same needs, nor is any employee driven by the same need, at the same time.
A: TRUE
B: FALSE
9:  Alder’s ERG theory like Maslow’s Hierarchy of Needs requires an individual to satisfy a lower level need for a higher-level need to become the driver of a person’s behavior.
A: TRUE
B: FALSE
10:  The three categories of Alderfer’s ERG theory are:
A: existence, relatedness, and gain
B: existence, relatedness, and growth
C: extrinsic, recognition, and growth
D: environment, recognition, and gain
11:  The frustration-regression principle of the ERG theory explains that when a barrier prevents an individual from obtaining a higher level need, a person may “regress” to a lower-level need (or visa versa) to achieve satisfaction.
A: TRUE
B: FALSE
12:  Although an employee may have multiple needs to satisfy, managers must focus exclusively on one need at a time will to be effective in motivating an employee.
A: TRUE
B: FALSE
13:  According to Herzberg’s Two-Factor theory, motivators do not include:
A: salary
B: recognition
C: responsibility
D: work itself
E: advancement
14:  According to Herzberg, the opposite of job satisfaction is job dissatisfaction.
A: TRUE
B: FALSE
15:  Hygiene factors relate to job content and motivators/satisfiers relate to job context.
A: TRUE
B: FALSE
16:  Employees will be motivated to do work that they perceive to be significant.
A: TRUE
B: FALSE
17:  Which of the following is not one of the five core motivational job characteristics identified by Hackman and Oldham?
A: skill variety
B: task significance
C: autonomy
D: feedback
E: advancement
18:  The three types of motivational needs identified by McClelland are:
A: advancement, power, and affiliation
B: power, affiliation, and growth
C: affiliation, growth, and advancement
D: achievement, power and affiliation
19:  Each content theory of motivation is separate, distinct, and unrelated.
A: TRUE
B: FALSE
20:  Maslow’s Hierarchy of Needs had a great influence on the study of organizational behavior.
A: TRUE
B: FALSE
1:  Conflict is inevitable and unavoidable
A: TRUE
B: FALSE
2:  Conflict occurs when an individual or group feels negatively affected by another individual or group.
A: TRUE
B: FALSE
3:  Although there are numerous definitions of conflict, there are two common components to most definitions: (1) perceived incompatibility of interests, and (2) some interdependence of the parties.
A: 0
B: 0
C: 0
D: 0
E: 0
4:  Because all conflict leads to ineffectiveness, managers must create an organizational culture of cooperation.
A: TRUE
B: FALSE
5:  Conflict occurs when the ideas and thoughts within an individual or between individuals are incompatible. This is an example of what type of conflict?
A: goal
B: cognitive
C: affective
D: procedural
6:  Conflict occurs when two or more desired or expected outcomes are incompatible. This is an example of what type of conflict?
A: goal
B: cognitive
C: affective
D: procedural
7:  _________________ happens when several alternative courses of action are available and when the outcome is important to the individual whether positive or negative.
A: Intrapersonal cognitive conflict
B: Intrapersonal affective conflict
C: Intrapersonal goal conflict
8:  The following is an example of what type of intrapersonal conflict, When an individual must choose an alternative that is expected to have both positive and negative outcomes.
A: Avoidance/avoidance
B: Approach/approach
C: Approach/avoidance
9:  Cognitive dissonance occurs when individuals recognize inconsistencies in their thoughts and behavior.
A: TRUE
B: FALSE
10:  _____________ occurs when the expectations associated with a work role are incompatible with the individual’s needs, values, or ethics.
A: Person-role conflict
B: Intrarole conflict
C: Interrole conflict
D: Interpersonal conflict
11:  _______________ involves two or more individuals who believe that their attitudes, behaviors, or preferred goals are in opposition.
A: Intrapersonal conflict
B: Interpersonal conflict
C: Intragroup conflict
D: Intergroup conflict
E: Interorganizational conflict
12:  A lack of communication skills combined with our personal and cultural differences, creates powerful deficits in our ability to relate to each other. Because of this broad-based inadequacy, interpersonal conflicts regularly emerge.
A: TRUE
B: FALSE
13:  There are three types of intragroup conflict: (1) relationship, (2) task, and (3) process.
A: TRUE
B: FALSE
14:  Of the four categories of intergroup conflict, which one relates authority relationships?
A: Vertical conflict
B: Horizontal conflict
C: Line-staff conflict
D: Diversity-based conflict
15:  What type of intergroup conflict may occur when supervisors attempt to control subordinates?
A: Vertical conflict
B: Horizontal conflict
C: Line-staff conflict
D: Diversity-based conflict
16:  Integration of organizations that involves extensive linking of providers at different points in the patient care continuum causes the lowest level of interorganizational conflict.
A: TRUE
B: FALSE
17:  Of the five conflict-handling modes, which one reflects a win-lose approach to conflict?
A: Avoidance
B: Accommodation
C: Competition
D: Compromise
E: Collaboration
18:  Of the five conflict-handling modes, which one reflects a win-win approach to conflict?
A: Avoidance
B: Accommodation
C: Competition
D: Compromise
E: Collaboration
19:  Of the five conflict-handling modes, which one involves unassertive and uncooperative behaviors?
A: Avoidance
B: Accommodation
C: Competition
D: Compromise
E: Collaboration
20:  Individuals use the bounded rationality model to decision-making when there is sufficient time for an orderly, thoughtful process.
A: TRUE
B: FALSE
21:  The rational model is considered the “ideal” method of decision-making.
A: TRUE
B: FALSE
22:  Managers are under the constraints of limited time and resources, personal bias and other factors, which make rational decision-making unrealistic.
A: TRUE
B: FALSE
23:  The expression “bounded rationality” is used to denote the type of rationality that managers resort to when the environment in which they operate is too complex relative to their cognitive limitations.
A: TRUE
B: FALSE
24:  _______________ decision-making involves using one’s professional judgment based on past experiences rather than sequential logic or explicit reasoning
A: Bounded rationality
B: Intuition
C: Heuristics
D: Biases
25:  _______________ are guidelines or “rules of thumb” that help make our world manageable by simplifying complex tasks
A: Bounded rationality
B: Intuition
C: Heuristics
D: Biases
26:  _____________ bias is an intuitive technique where the perceived probability of an event is influenced by the ease of recollection.

A: Adjustment
B: Anchoring
C: Representativeness
D: Availability
27:  High quality decision-making is attributable to escalation of commitment by a manager.
A: TRUE
B: FALSE
28:  Framing heuristic is a tendency to make a decision based on the form or manner in which information is presented.
A: TRUE
B: FALSE
29:  Managers differ along two dimensions in the way they approach decision-making: value orientation and tolerance for ambiguity. Value orientation reflects the extent to which a person has a high need for structure or control in his or her life.
A: TRUE
B: FALSE
30:  Of the four basic decision styles, which one is associated with high tolerance for ambiguity and a high cognitive complexity?
A: Directive
B: Analytic
C: Conceptual
D: Behavioral
31:  Of the four basic decision styles, which one is associated with low tolerance for ambiguity and low cognitive complexity with a focus on technical decisions?
A: Directive
B: Analytic
C: Conceptual
D: Behavioral
32:  With training, managers can use all four decision styles effectively as different situations are presented, however, individuals have a tendency to resort to a single, dominant style (i.e., default mode of decision making).
A: TRUE
B: FALSE
33:  Negotiation may be defined as the process by which two or more parties decide what each will give and take in an exchange.
A: TRUE
B: FALSE
34:  ____________ negotiation is often referred to as “hard-bargaining” or a win-lose, zero-sum approach.
A: Integrative
B: Interactive
C: Distributive
35:  ___________ negotiation is a cooperative, interest-based, agreement-oriented approach to dealing with conflict that is viewed as a “win/win” or mutual gain dispute.
A: Integrative
B: Interactive
C: Distributive
1:  Groups can be categorized into three broad groups: primary, secondary, and reference.
A: TRUE
B: FALSE
2:  ____________ groups are those that we compare ourselves to for developing our personal behavior and social attitudes.
A: Primary
B: Secondary
C: Reference
D: Formal
E: Informal
3:  __________ groups are organized based on members’ common interests or goals.
A: Primary
B: Secondary
C: Reference
D: Formal
E: Informal
4:  Managers need to be aware that ____________ groups can be a powerful force within their organization.
A: Primary
B: Secondary
C: Reference
D: Formal
E: Informal
5:  __________ groups are created by the organization, therefore, they are part of the organization’s formal structure.
A: Primary
B: Secondary
C: Reference
D: Formal
E: Informal
6:  Groups go through sequential stages of development. The following is as example of what development stage: High levels of emotion because members are trying to find their group identity and exert their individuality.
A: Forming
B: Storming
C: Norming
D: Performing
E: Adjourning
7:  Groups go through sequential stages of development. The following is as example of what development stage: In this stage the rules for behavior are explicitly and implicitly defined. There is a greater degree of order and a strong sense of group membership.
A: Forming
B: Storming
C: Norming
D: Performing
E: Adjourning
8:  The group decision making process usually takes longer than an individual decision making process.
A: TRUE
B: FALSE
9:  Groups produce less and lower quality solutions to problems than do individuals working alone, because there are too many people involved in group decision making.
A: TRUE
B: FALSE
10:  There are four factors that play an important part regarding the quality of a group’s decision: (1) the group should be diverse, (2) members need be feel that they are in a “safe” environment so their ideas can be expressed freely, (3) the degree of task interdependence must be high, and (4) the group must have the potency for success.
A: TRUE
B: FALSE
11:  The nominal group technique is a brainstorming technique that assists to overcome the challenge faced by group members who may lack the experience to understand that the information they hold is needed to generate and evaluate options or alternatives.
A: TRUE
B: FALSE
1:  Organization development incorporates which of the following characteristics:
A: use of a behavioral scientist
B: rapid response to change
C: systematic approach
D: a and b only
E: a and c only
2:  All change in organizations should be considered an Organizational Development initiative.
A: TRUE
B: FALSE
3:  Behavioral science is important in OD because:
A: organizations should have an Employee Assistance Program (EAP) to help employees through any change process
B: understanding relationships is critical to the change process
C: organizations should have an understanding of how members react to change
D: all of the above
E: b and c
4:  The role of the OD Practitioner is to:
A: facilitate the change process
B: work closely with the organization
C: have ultimate accountability for the success off the change
D: work with the client to understand and move forward with the change process successfully
5:   Which of the following is an important skill set of an OD Practitioner?
A: technical skills
B: interpersonal skills
C: consulting skills
D: none of the above
E: all of the above
6:  It is better to hire an external consultant versus using an OD professional who is an employee of the organization because the external consultant will be able to psychological distance him/herself from the organization .
A: TRUE
B: FALSE
7:  Which of the following is an advantage to utilizing an external consultant?
A: knowledge of the organization
B: better data collection expertise
C: knowledge and experience of a particular intervention
D: a lack of objectivity
8:  Which of the following is an advantage to utilizing an internal consultant (i.e., employee of the organization)?
A: knowledge of the organization
B: better data collection expertise
C: knowledge and experience of a particular intervention
D: a lack of objectivity
9:  The goal of action research is to base the intervention on initial research, then to follow up the process with feedback through further data analysis to determine the effectiveness or impact, make adjustments as necessary, and ultimately use the results to feed additional research.
A: TRUE
B: FALSE
10:  During the __________ phase of the action research model, mutual expectations are identified.
A: entering and contracting
B: diagnosis
C: feedback
D: action
11:  The ___________ phase involves a strategic collection and analysis of data from the organization.
A: entering and contracting
B: diagnosis
C: feedback
D: action
12:  The most frequently used method of data collection is:
A: questionnaires
B: interviews
C: observation
D: unobtrusive methods
13:  Financial reports, turnover rates, exit interviews and customer satisfaction reults are all examples of what type of data collection?
A: questionnaires
B: interviews
C: observation
D: unobtrusive methods
14:  The “Hawthorne effect” in one potential pitfall of the observation method of data collection.
A: TRUE
B: FALSE
15:  Which data collection method might enable the practitioner to learn more about communication patterns, leadership issues, or ineffective conflict resolution strategies in the team?
A: questionnaires
B: interviews
C: observation
D: unobtrusive methods
16:  Changing from a functional to a matrix structure is an example of which type of intervention?
A: strategic
B: technostructural
C: human process
D: human resource management
17:  Which of the following interventions deal primarily with issues between people in an organization?
A: strategic
B: technostructural
C: human process
D: human resource management
18:  A career planning system is an example of which type of intervention?
A: strategic
B: technostructural
C: human process
D: human resource management
19:  A diversification in products is an example of which type of intervention?
A: strategic
B: technostructural
C: human process
D: human resource management
20:  The true test of an organizational intervention is the outcome.
A: TRUE
B: FALSE
21:  The goal of process improvement interventions is to increase efficiency.
A: TRUE
B: FALSE
22:  This intervention is designed to enable groups of people to work together on a single problem, and through a regimented process utilizing specific problem solving tools.
A: team building
B: process improvement
C: total quality management
D: work design
23:  Which of the following intervention is mistakenly often seen as the only intervention needed, but the goal of this intervention should be to build or improve a skill base?
A: team building
B: process improvement
C: training
D: work design

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Psychiatric Assignment 7

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

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

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

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

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

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

small apartment in a quiet neighborhood and hopes to meet

young people soon though her work and church.

On the first Saturday morning after she moved into her new

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

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

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

jogging clothes and headed down the quiet street toward a nearby

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

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

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

remained in that condition until sunrise when she was found by

another jogger who called emergency services, and Kim was

taken to the nearest emergency department. Upon regaining

consciousness, Kim was hysterical, but a sexual assault nurse

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

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

was initiated.

Answer the following questions related to Kim:

1. What are the initial nursing interventions for Kim?

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

are available for her?

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

with Kim in follow-up care? 

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PHL hip hop research paper

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

 

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

 

 

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

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

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

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

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

 

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

 

 

Grading Rubric

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

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

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

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

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

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

 

 

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PSYC 380 Forum 4

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

 

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

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

 

 

 

References:

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

 

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

Word count: 383 words

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Week 9 Discussion Response to Classmates

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I NEED THIS 10/31/2020 BY 12PM

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

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

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

1. Classmate (A. Carr)

Case Conceptualization

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

Diagnostic Impressions

F41.1 Generalized Anxiety Disorder

F41.0 Panic Disorder

Rationale for Diagnostic Impressions

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

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

 

References

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

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

2. Classmate (C. Rob)

Ka-Sean Conceptualization

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

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

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

Diagnostic Impressions

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

F41.1 Generalized Anxiety Disorder with Panic Attacks

Rationale for Diagnostic Impressions

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

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

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

3. Classmate (L. Sha)

Case Conceptualization

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

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

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

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

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

Diagnostic Impressions

F41.1 Generalized Anxiety Disorder with Panic Attacks

K25 Stomach Ulcer

Rational for Diagnostic Impressions

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

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

Required Resources

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

· Section II, “Anxiety Disorders”

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

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

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

· Chapter 5, “Anxiety Disorders”

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

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PSYC 255 DB 1

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

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

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

FYI:

Dear Lyn,

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

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

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

 

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

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

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

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

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

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

Submit the revised treatment plan and essay to your instructor.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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