THE PARTY WORKSHEET

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USING THE PARTY WORKSHEET, YOU PREVIOUSLY USED TO DIAGNOSE EACH PERSON. ANSWER THE ELEMENTS BELOW. (chapter 9-12 in text book)

Element 1:

Which guest did you find the most difficult to diagnose and why?

Based on your knowledge from our Week 3 resources, answer the following:

Element 1:

Are the three clusters really three distinct categories?

Element 2:

Why or why not?

***Please use scientific / academic sources to support your statements.

Party Guest Diagnosis Sheet

Your Name:

Guest Name Diagnosis Points Earned
Harold Schizotypal personality disorder  
Kate Narcissistic personality disorder  
Ashton Narcissistic personality disorder  
Karen Borderline personality disorder  
Nate Schizoid personality disorder  
John Histrionic personality disorder  
Jack Avoidant personality disorder  
Lisa Dependent personality disorder  
Lilly Avoidant personality disorder  
Jason Schizoid personality disorder  

After you have completed filling in the diagnosis for each guest, submit form to the drop box titled “party.”

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SOCW 6311 & 6070 Wk 8 Discussions

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Discussion 1: Planning a Needs Assessment

Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice.

To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan.

· Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.

· Identify the sources of information that you might use when conducting a needs assessment, including potential informants. 

· Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information.

References (use 2 or more)

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

· (For review) Chapter 6, “Needs Assessment” (pp. 107–142)

· Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)

Document: Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)

Discussion 2: Remaining Compassionate and Professional

As a social worker, you interact with individuals who are at various stages of change in their lives. This may become frustrating for you when clients are struggling to achieve their goals. Thus, it is important for you to develop strategies to process your experiences so that you can maintain your compassion and professionalism. As you consider the strategies you have developed to address these issues, also consider how you might help other social workers to develop such strategies. Perhaps you consulted with your supervisors when you had difficulty processing your emotions in particular situations. As you consider assuming a supervisory role, how might you apply your learning from those experiences to helping those whom you supervise?

For this Discussion, review the Levy case study in this week’s video. Consider how you, as a social worker, might address the challenge of remaining engaged with a client while not letting your emotions affect the interaction. Also, consider how you, as a supervisor, might discuss this topic with a social worker whom you supervise.

· Post a strategy that you, as the social work supervisor in the Levy case study video, might use to debrief the social worker after the session described in the video.

References (use 3 or more)

Kadushin, G., Berger, C., Gilbert, C., & de St. Aubin, M. (2009). Models and methods in hospital social work supervision. Clinical Supervisor, 28(2), 180–199.

McTighe, J. (2011). Teaching the use of self through the process of clinical supervision. Clinical Social Work Journal, 39(3), 301–307.

National Association of Social Workers. (2013). Best practice standards in social work supervision. Association of Social Work Boards. Retrieved from http://www.socialworkers.org/practice/naswstandards/supervisionstandards2013.pdf

Laureate Education (Producer). (2014c). Sessions: Levy (Episode 5 of 42) [Video file]. Retrieved from https://class.waldenu.edu

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Psychology homework

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General Psychology I PSYC 1101

Spring 2015 Wednesday 5:30pm-8:00pm

Williams Hall, Room 202

 

Please answer the question in 1-1.5 (4-6 pages total) pages for each question using APA format (follow guidelines in syllabus).

 

Question 1:

 

Describe the different perspectives from which psychologists examine behavior and mental processes, and explain their complementarity (relationship with one another).

Your answer should include:

· Neuroscience

· Evolutionary

· Behavior Genetics

· Psychodynamic

· Behavioral

· Cognitive

· Social-cultural

 

Question #2:

The police chief of New City sates publicly that she sees a direct relationship between teenage arrests in New City for violent crimes and the popularity among New City teens of especially violent television shows.

Design a correlational study to research this claimed relationship, being sure to address how each of the following design elements would apply to your study.

· Definition of variables (Independent and dependent variables)

· Selection of participants

· Generalizability

The police chief concludes that watching violent television shows leads to teens’ committing violent crimes in New City. Do you support her conclusion? Explain your response. (maybe state some confounding variables)

Question 3:

Describe, compare and contrast the nervous system, the endocrine system and the limbic system.

 

Question #4:

Five year-old Jessie went to a fire station with her kindergarten class. When she got home, Jessie, who is in the preoperational stage of cognitive development, eagerly told the story of her adventure to her older brother. Describe how the following factors might have influenced the story she told. Be sure to define and provide an appropriate example of EACH factor.

· Egocentrism

· Observational Learning

· Overgeneralization in language

· Reconstructive memory

· Schema

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4-2 Project One

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PSY 215 Project One Template

Use the following article to support you in writing your blog post: Tips for Writing Popular Blog Posts. Complete this template by replacing the bracketed text with the relevant information.

Part One

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

 

Blog post headline: [Insert text]

 

Three selected disorders:

[Insert text]

[Insert text]

[Insert text]

 

· In your own words, identify and describe the main diagnostic features of each of the disorders selected.

[Insert text]

· Consider biomedical factors: Describe what it means to characterize the disorders as “diseases of the nervous system and the body.”

[Insert text]

· Consider clinical factors: Describe the similarities between the disorders selected. In what ways might these similarities impact diagnosis and treatment?

[Insert text]

· Consider historical factors: Describe the ways deinstitutionalization has impacted patient rights, levels of care, and access to treatment of the disorders over time.

[Insert text]

· Consider sociocultural factors: Describe the social and cultural changes that have caused shifts in the public’s perception of the disorders over time.

[Insert text]

Part Two

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

 

One selected disorder:

[Insert text]

Consider the mind-body connection: Describe whether a discernible bidirectional relationship exists between the disorder and physical illness. If so, explain.

[Insert text]

Consider the impact of language and messaging: Describe how the words we use (e.g., in casual conversation, in media communications) when discussing a disorder influence our willingness or ability to manage the disorder.

[Insert text]

Consider the effect of lifestyle choices: Describe the small, but significant, changes in attitude/behavior we can make that could help us to manage the symptoms of the disorder

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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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Week 11 Discussion 2 Response

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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 Broderick and Blewitt (2015). I need this completed today at 7pm. Respond to at least three of your colleagues using one or more of the following approaches:

· Offer and support an alternative perspective using readings from the course or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

1. (A. Wit)

Losing a loved one is a significant life event.  There are many different theories on grief and bereavement.  Bowlby describes grief as a process that moves through the stages of shock, protest, despair, and reorganization (Broderick & Blewitt, 2015).  Recent research on grief suggests that emotional and behavioral symptoms are not predictable, nor do they need to occur in a linear fashion (Broderick & Blewitt, 2015).  Counselors that are helping individuals cope with a loss should consider the developmental and cultural influences of each family member rather than prescribe a single grief process strategy.

Factors influencing individual reactions to illness and death

This assignment focuses on the differences in the grief process among family members.  The case study describes a family of six: father, Victor; mother, Isabelle; son, Paul (51); daughter, Sophia (49); daughter, Lenore (45); and son, Joseph (45).  Victor has just passed away after a difficult two-year battle with pancreatic cancer (Broderick & Blewitt, 2015).  Unique factors influence how each family member is grieving.

Isabelle:  older adult, married for 53-years (developmental factors); mother, co-worker, caregiver (social, resiliency factors); Italian (cultural factor)

Paul:  Middle-aged adult, married, father with young children (developmental factors); loving son, business owner, oldest child (social, resiliency factors); Italian (cultural factor)

Sophia: Middle-aged adult, married, mother with young children (developmental factors); working parent (social, resiliency factors); Italian (cultural factor)

Lenore: Middle-aged adult, divorced and remarried, mother (developmental factors); Italian (cultural factor)

Joseph: Middle-aged adult, in a long-term relationship, no children (developmental factors); lives away from the family (social, resiliency factors); Italian (cultural factor)

One factor that influences the family system is conflict over how the family handles Victor’s final stages of life.  Victor had no living will or advance directive.  Isabelle told her children that Victor did not want life support measures to be used to keep him alive.  When Victor succumbed to a coma, Joseph insisted on the insertion of a ventilator without the support of his three siblings.  Since Victor’s death, the relationship between Joseph and his siblings has deteriorated.  Isabelle has quit her job and has trouble concentrating and sleeping.

Coping strategies for the family system

Helping professionals must be willing to meet clients where they are.  The dual-process model of grief suggests that most people coping with the loss of a loved one will oscillate between a loss-focused stage and a restoration-focused stage (Broderick & Blewitt, 2015).  Each family member in the case study will move between these stages with different frequency.  The counselor might consider brief psychodynamic interventions for the siblings and cognitive behavioral therapy for Isabelle.  Research on family systems and grief suggest that conflict within the family constellation should also be considered (Welford, 2014).  According to Welford (2014), reinforcing healthy boundaries in the family system can lead to positive outcomes after a loss.  The counseling process may include a systems approach to understanding the roles and rules of the family prior to Victor’s untimely death.

Summary

There is no right way to grieve.  Coping with loss in an inevitable life event for all people.  Counselors that do grief work should consider cultural and developmental factors that influence the client’s needs.  For some individuals a cathartic period of reminiscing is helpful, and for others, minimizing negative emotions is beneficial (Broderick & Blewitt, 2015).  Counselors should be aware of how conflict among family members may influence bereavement.  Helping professionals should consider multidimensional approaches that consider developmental, cultural, and interpersonal factors.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Welford, E. (2014).  Giving the dead their rightful place: grief work with the family system.  Transactional Analysis Journal, 44(4), 320.

2. (S. Mor)

Death is a part of life that is inevitable, however it still hurts us to the core regardless if we are expecting it or it happens suddenly. I overheard a person on an elevator one day explain how to move on when a loved one dies. He said we never really get over our loved ones that pass, we just learn how to live without them and keep moving on. I think about my Father and Grandparents each and every day, and the pain from their deaths still hurts. I believe we learn how to keep going but we never forget. When loved ones die that we are close to it is best to remain non-judgmental because everyone grieves differently. Several factors will take place as each family member faces the death that has occurred. Also keep in mind coping with death varies according to the effects the death has on the individual that is grieving. In our case study Isabelle and Victor have been together for 53 years, and produced four children that have lost their Father to pancreatic cancer (Broderick & Blewitt, 2015).

Factors Driving Each Family Member

Death of a family member, close friends, and even strangers is hard to face and accept. The emotions that run through your mind are stressors that appear to be unbearable. Questions run rampant with thoughts of how do I go on or did I treat them right before they passed. Isabelle had been married to Victor for 53 years, and this is the vast majority of her life. Letting go or allowing Victor to pass without medical heroics to save his life has become Isabelle’s driving force in the wake of her husband’s death. Paul the oldest child has been forced into becoming the leader, because this is expected from the oldest child regardless if he likes it or not. In the article “Working Through Grief” by Angela Kennedy, she explains that grief and depression is not the same thing and physicians have to stop prescribing depression medicines for grief stricken individuals (Kennedy, 2008). Emotions and feelings that are surfacing have the potential to work themselves out, but each family member has to respect the fact that everyone does not grieve the same way. Sophia and Lenore are not communicating with their brother Joseph, because the care Victor received was not to their liking. The distance and stubbornness maybe their driving factors, and solidifies their excuses in not dealing with their father’s terminal illness and death. Sophia and Lenore express signs of impatience because they avoid their mother while she is grieving and they do not want to constantly hear about their father’s death. I wonder have they ever thought, their mother is trying to process 53 years of marriage to a man that she loves and birthed four children together. They should embrace their mother and with patience allow her to grieve the ways she needs too.

Two Healthy Coping Strategies

Coping with terminal illness and death is difficult, but there are different coping strategies that will help you not forget but to keep going while honoring the person that died. One strategy I am in favor of is grief counseling because expressing how you feel and being able to talk about it helps people accept the death but keep the memories alive. Learning how to cope in grief counseling through physical contact, allowing yourself to cry, meditating, and looking at old pictures or videos helps lessen the pain of suffering for the terminally ill patient and the loved ones that are witnessing this transition to death (Kennedy, 2008). Another healthy coping strategy is accepting the inevitable which is difficult but necessary. Acceptance is also looked at a coping strategy but it is a defensive one (Broderick &Blewitt, 2015). Defended your loved one that passed is normal, and accepting the results of terminal illness and death are a process that takes time to comprehend. I believe people view acceptance as a tool to let go and forget, but it is actually giving yourself permission to accept the inevitable while learning how to keep living. In the process of acceptance we allow our mind and hearts to be at peace while accepting the death (Broderick & Blewitt, 2015).

Summary

The agony of spending the majority of your life with someone and before you are ready you watch this person slip away suddenly or gradually. The pain either way is deep rooted and hard to fathom in the midst of a loss. Surrounding each other, accepting the outcome and how you feel, communicate with others that are enduring the same heart, and remember while uplifting and celebrating the life that was lost are intricate parts of the mourning process. We hear all the time from people who are close to the deceased, that they would not want us crying or feeling depressed but to move on and celebrate the life they had. I will admit this is one of the hardest accomplishments to achieve when death hurts so much.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Kennedy, A. (2008). Working through grief. Retrieved from http://ct.counseling.org/2008/01/working-through-grief/

3. (L. Waf)

Victor and Isabella married 53 years had four children, Paul, Sophia, Lenore, and Joseph. Following years of stable health, Victor became ill with pancreatic cancer. Over the last four months of his life, the treatment left him violently ill, in and out of the hospital. While Isabella and the other children provided some care the bulk of care was provided by Paul as the burden fell on the oldest child. Victor did not have a written living will. However, Isabella informed her children that Victors wishes were to receive unexpected supports be used to keep him alive. Victor eventually fell into a coma, having difficulty breathing; in a turn of events, Joseph prevailed against Isabella allowing a ventilator to be inserted. Victor dies a few days later. This caused strife amongst Joseph and his siblings as they felt it only caused Victor additional suffering. (Broderick & Blewitt, 2015).

Factors Influencing Reaction to Death

There may be several factors influencing Isabella’s reaction to Victor’s death and illness. They were married for 53 years, she is now in late adulthood and now left alone. Joseph may feel guilty for going against the wishes of his family; causing the strife. I believe the primary factor affecting the reactions of the siblings is the disagreement of medical care imposed by Joseph. Paul also worries significantly about his mother, and Lenore and Sophia appear to want to not deal with the reality of Victor’s death by avoidance.

Coping Strategies

Because grief is a typical experience following any significant loss which has no cure two healthy coping strategies I would encourage for this family is grief counseling for the entire family and building a secure support network with one another. Expressing to each of them the importance of healthy coping skills to prevent complicated grief, depression, substance abuse, or health problems.

Summary

A loss is an unavoidable part of life, and grief is a natural part of the healing process. Grief it is felt on an emotional and a physical level. Grief is linked with feelings of fury, sorrow, guilt, yearning, and regret among others; it affects everyone in different ways. The mourning process can last month’s maybe even years. While everyone deals with grief differently, it is essential to understand why the person is grieving and vital for the grieving person to know there is no proper or improper way to grieve.  “At some point, we begin to think of time not as limited” time to live” but as “time left to live.” (Broderick & Blewitt, 2015).

Reference

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 15, “Gains and Losses in Late Adulthood” (pp. 556-596)

Bielak, A. A. M., Anstey, K. J., Christensen, H., & Windsor, T. D. (2012). Activity engagement is related to level, but not change in cognitive ability across adulthood. Psychology and Aging, 27(1), 219–228.
Retrieved from the Walden Library databases.

Bowling, A, (2007). Aspirations for older age in the 21st century: What is successful aging? The International Journal of Aging & Human Development, 64(3), 263–297.
Retrieved from the Walden Library databases.

Davis, C. S. (2008). A funeral liturgy: Death rituals as symbolic communication. Journal of Loss and Trauma, 13(5), 406–421.
Retrieved from the Walden Library databases.

Hemmingson, M. (2009). Anthropology of the memorial: Observations and reflections on American cultural rituals associated with death. Forum: Qualitative Social Research, 10(3), 1–13.
Retrieved from the Walden Library databases.

Lowis, M. J., Edwards, A. C., & Burton, M. (2009). Coping with retirement: Wellbeing, health, and religion. Journal of Psychology, 143(4), 427–448.
Retrieved from the Walden Library databases.

Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.
Retrieved from the Walden Library databases.

Schoulte, J. C. (2011). Bereavement among African Americans and Latino/a Americans. Journal of Mental Health Counseling, 33(1), 11–20.
Retrieved from the Walden Library databases.

Wang, M., Henkens, K., & van Solinge, H. (2011). Retirement adjustment: A review of theoretical and empirical advancements. The American Psychologist, 66(3), 204–213.
Retrieved from the Walden Library databases.

Kaplan, D. (2008). End of life care for terminally ill clients. Retrieved from http://ct.counseling.org/2008/06/ct-online-ethics-update-3/

Kennedy, A. (2008). Working through grief. Retrieved from http://ct.counseling.org/2008/01/working-through-grief/

National Institutes of Health, National Library of Medicine. (2013). End of life issues. Retrieved from http://www.nlm.nih.gov/medlineplus/endoflifeissues.html

Rudow, H. (2012). The bereaved at greater risk of heart attack after loss. Retrieved from http://ct.counseling.org/2012/01/the-bereaved-at-greater-risk-of-heart-attack-after-loss/

Media

· Laureate Education (Producer). (2013d). Late adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
This week, you will revisit your assigned client family for the final time in this course. Before watching this media, take time to reflect on all that you have learned about this family. Then, examine the new information given on this week’s featured family member, aged 65 or older.
Note: Please click on the following link for the transcript: Transcript (PDF).

· Laureate Education (Producer). (2013j). Perspectives: The golden years [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter discusses the physical and cognitive changes experienced by older adults. The presenter offers counseling approaches and considerations for this age range.

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

The following document gives credit for Laureate-produced media in this course

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Case conceptualization

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3

Final Examination

GED 215 Psychology of Adjustment

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

Which is a way some people cope with the ambiguity of human freedom? 1.

driftinga. shared decision makingb. appealing to some type of authorityc. All of the above. d.

Change or development in a desirable direction is called: 2.

personal growtha. personal freedomb. self-directionc. individualism d.

Altruism means: 3.

helping someone else at a cost to yourselfa. possessing a sense of personal freedomb. having a sense of control over others’ livesc. fearing making decisions d.

According to Maslow, which disorder does not result from the failure to grow? 4.

stunted persona. amoral personb. apathetic personc. adjusted person d.

Researchers have found high stability across a lifespan for which personality trait? 5.

introversion-extroversiona. perfectionismb. authoritarianismc. self-esteem d.

The highest degree of stability of personality has been found in the domain of: 6.

introversion-extroversiona. perfectionismb. authoritarianismc. self-esteem d.

 

 

4

Final Examination

GED 215 Psychology of Adjustment

All of the following traits remain rather stable over a lifetime EXCEPT: 7.

neuroticisma. expressivenessb. self-esteemc. introversion d.

The experience of personal growth usually begins with: 8.

reorganizing our experiencea. acknowledging changeb. feeling anxiety and discomfortc. changing our attitudes d.

According to Erikson, the second stage of psychosocial development poses the developmental 9. task of:

autonomy vs. shamea. trust vs. mistrustb. industry vs. inferiorityc. initiative vs. guilt d.

From 3 to 6 years of age, children are faced with the crisis of: 10.

autonomy vs. shamea. trust vs. mistrustb. identity vs. role confusionc. initiative vs. guilt d.

According to Erikson, individuals face the identity vs. role confusion stage at what age? 11.

3-6a. 6-11b. 12-18c. 20-40 d.

According to Erikson, in young adulthood, the inability to establish rewarding relationships 12. with friends result in a sense of:

inferioritya. stagnationb. despairc. isolation d.

 

 

5

Final Examination

GED 215 Psychology of Adjustment

What is Erikson’s final stage of psychosocial development? 13.

integrity vs. despaira. generativity vs. stagnationb. industry vs. inferiorityc. initiative vs. guilt d.

_________ is the addition of something that increases the likelihood of a behavior occuring 14. again.

Temperamenta. Attachmentb. Social learningc. Reinforcement d.

The process by which we learn by observing is called: 15.

punishmenta. reinforcementb. learning theoryc. observational learning d.

Carol likes Dr. Reed, the supervisor of her practice teaching. In fact, Carol often finds herself 16. adopting many of Dr. Reed’s methods and mannerisms in the classroom. Bandura refers to this type of learning as:

classical conditioninga. observational learningb. identification with the parent figurec. due to the effects of unconscious Oedipal wishes d.

Women in middle adulthood go through significant physical changes called: 17.

cessationa. menopauseb. reproductionc. dysfunction d.

Which statement regarding Alzheimer’s disease is true? 18.

Alzheimer’s usually strikes in middle age.a. There is no way to diagnose Alzheimer’s.b. Alzheimer’s is a degenerative brain disorder.c. All of these are true.d.

 

 

6

Final Examination

GED 215 Psychology of Adjustment

Which statement is NOT true of hormone replacement therapy? 19.

It lowers the risk of most types of cancer.a. It helps to alleviate such symptoms as hot flashes, night sweats, and dry skin.b. African American women are less likely to use it than White women.c. It reduces the risk rates of osteoporosis and heart disease. d.

Viagra is used to: 20.

treat loss of appetitea. treat memory lossb. improve facial appearance in womenc. treat erectile inhibition d.

Ageism refers to: 21.

the midlife crisisa. the study of people over the age of 80b. the inherent rights of the elderlyc. negative attitudes toward older Americans d.

Which of the following is NOT important in healthy aging? 22.

exercisinga. smoking cessationb. eating wellc. avoiding physicians d.

Which of the following is generally a sign of low self-esteem? 23.

savoring one’s accomplishments and successesa. bragging excessively about one’s achievementsb. expressing one’s opinions readilyc. making demands on oneself to do better next time d.

Low self-esteem is characterized by: 24.

refusal to accept praisea. poor performance on academic testsb. looking at oneself in the mirror oftenc. All of the above. d.

 

 

7

Final Examination

GED 215 Psychology of Adjustment

Which of these is NOT associated with high self-esteem? 25.

greater happinessa. bullying behaviorsb. better job performancec. lower alcohol and drug abuse d.

People tend to elicit feedback that confirms their own self-perceptions, both positive and 26. negative, according to:

self-enhancement theorya. social-self theoryb. self-verification theoryc. ideal self theory d.

Self-esteem of minority individuals is found to be as high as that of Whites because minority: 27.

individuals have as many opportunities as Whitesa. individuals often compare themselves to each other rather than to Whitesb. populations have grown in sizec. groups no longer experience as much prejudice as they used to d.

When people visualize themselves as competent, successful persons, they tend to: 28.

earn higher than average salariesa. become more successful than their peersb. cope more effectively with present problemsc. succumb to pathological self-deception d.

Which of these is NOT key to quitting smoking? 29.

avoiding relapse at all costsa. getting support and encouragementb. getting medication and using it correctlyc. learning new skills and behaviors d.

Those most likely to drink excessively are: 30.

18- to 25-year-old mena. middle-aged menb. widowers and widowsc. preteens d.

 

 

8

Final Examination

GED 215 Psychology of Adjustment

The leading cause of death among youths in America is: 31.

AIDSa. heart diseaseb. overexertion on the athletic fieldc. car accidents involving alcohol d.

Youth are most at risk for drug abuse: 32.

at school eventsa. during any major transitionsb. in middle schoolc. as college students d.

The use of unhealthy substances (e.g., cigarettes, alcohol, or drugs) is depicted in: 33.

10 percent of G rated filmsa. 50 percent of PG-13 filmsb. 80 percent of all filmsc. 95 percent of all films d.

Those who underreport their physical symptoms to health care professionals are: 34.

likely to be extrovertsa. known as “hypochondriacs”b. self-conscious peoplec. self-healing personalities d.

Alexei and Tanya were disappointed when it rained during their first day of camping, but 35. Alexei said, “Let’s not panic. It’s supposed to clear up later today.” His upbeat attitude is characteristic of those who interpret undesirable events in:

external, temporary, and specific termsa. internal, permanent, and universal termsb. external, permanent, and universal termsc. internal, temporary, and specific terms d.

Which of the following best exemplifies appropriate learned optimism? 36.

“I guess she isn’t going to call back.”a. “It was a good interview but nothing will probably come of it.”b. “She didn’t return my call; she must be busy.”c. “No wonder she doesn’t call back. I’ve been inconsiderate of her.” d.

 

 

9

Final Examination

GED 215 Psychology of Adjustment

Optimism is especially appropriate in those situations in which: 37.

you want to gain people’s confidencea. your goal involves a high degree of riskb. the cost of failure is highc. you want to be sympathetic with people’s troubles d.

Being optimistic is inappropriate when: 38.

there are many risks involveda. there are many people with unique responsibilitiesb. multiple solutions to an issue are availablec. None of the above. d.

Which of these is NOT a stage in the recommended process for decision making? 39.

search for alternativesa. make a commitmentb. rise to the challengec. avoid looking back d.

The most critical element in decision making, especially in the early stages, is: 40.

taking risksa. clarifying valuesb. vigorous information processingc. justifying your choices d.

When presented with a modest person and a self-promoter, which did Japanese children 41. perceive as more athletically competent?

they were perceived to be equally competenta. the modest personb. the self-promoterc. neither was selected d.

According to the text, one of the four important components of emotion is: 42.

social interactiona. behavioral stagnationb. cognitive processesc. self-efficacy d.

 

 

10

Final Examination

GED 215 Psychology of Adjustment

Which researcher has created a model of emotions? 43.

Banduraa. Howellb. Plutchikc. Richards d.

In Plutchik’s model, which is NOT one of the primary emotions? 44.

acceptancea. disgustb. angerc. embarrassment d.

When people of various countries are asked about their experiences of different emotions, 45. most of them distinguish emotions with regard to:

primary and secondary emotionsa. inborn and learned emotionsb. pleasant and unpleasant emotionsc. simple and complex emotions d.

Men tend to report more ________ feelings, while women tend to report ________ feelings. 46.

powerless; powerfula. powerful; powerlessb. negative; positivec. positive; negative d.

If we see people as cold and withdrawn, we tend to attribute additional negative qualities to 47. them. This is called:

the halo effecta. stereotypingb. false cuesc. the devil effect d.

The fundamental attribution error causes us to misjudge people because: 48.

we are impressed by wealtha. of their personal traits and characteristicsb. of situational and environmental influencesc. we are influenced by unconscious motives d.

 

 

11

Final Examination

GED 215 Psychology of Adjustment

In which country are people the least shy? 49.

Israela. Indiab. Greecec. Japan d.

According to the text, to overcome shyness, it’s best to: 50.

reduce the inner monitoring of one’s thoughtsa. pay less attention to people around youb. avoid situations involving othersc. become keenly aware of how people see you d.

Shyness is on the rise in America because: 51.

more people are pursuing their own personal goalsa. electronic communication has reduced face-to-face meetingsb. more Americans are moving to big, crowded citiesc. more children are being placed in daycare centers d.

The most common activity among women friends is: 52.

telling jokesa. having an intimate talkb. sharing a job-related chorec. doing a favor for a friend d.

Which of the following does NOT have an interdependent culture? 53.

Japana. Zimbabweb. The United Statesc. Lebanon d.

When flattery is used in the hopes that the flattered individual will give in to a certain 54. request, this is a form of:

the bystander effecta. ingratiationb. the norm of reciprocityc. the foot-in-the-door effect d.

 

 

12

Final Examination

GED 215 Psychology of Adjustment

In what type of social influence situation do we follow direct orders from others? 55.

conformitya. complianceb. interpersonal attractionc. obedience d.

Which factor reduces social loafing? 56.

When failure is possible if and only if loafing occurs.a. When people believe their performance will not be evaluated.b. When the task is not important.c. When the group is not valued by its individual members. d.

When groups make riskier or more conservative decisions than individuals, this is known as: 57.

groupthinka. the foot-in-the-door effectb. the group polarization effectc. the door-in-the-face effect d.

Two well-documented leadership styles are ______ and ______. 58.

severe; moderatea. people-oriented; task-orientedb. casual; intensec. thoughtful; thoughtless d.

Which is true of job burnout? 59.

Men are more likely to burn out.a. Those who are unmarried are more prone to burnout.b. Those who burn out are likely to have high self-esteem.c. Stress is rarely a factor in burnout. d.

How do most Americans feel about their jobs? 60.

Despite all the griping, most Americans report relatively high satisfaction.a. Most Americans dislike their jobs and want a job change.b. Midlevel managers report highest job satisfaction.c. People at the bottom of an organization are likeliest to report high job satisfaction. d.

 

 

13

Final Examination

GED 215 Psychology of Adjustment

Surveys on job satisfaction show that: 61.

People who love their jobs perform better than those who don’t.a. The highest-paying jobs tend to result in the highest job satisfaction.b. Workers prefer job where they don’t have to learn new skills.c. Recent graduates tend to enjoy high job satisfaction. d.

When asked about ways to get ahead on the job, most American workers emphasize the 62. importance of:

being willing to accept responsibilitya. knowing the right peopleb. understanding how to use office politicsc. complimenting your boss often d.

How has workplace technology changed our employment? 63.

It really hasn’t changed employment in America that much.a. It can affect us even before we are hired by means of e-recruiting.b. It has mostly affected upper-level management.c. It affects us only after we are hired and introduced to new technology. d.

One of the best ways to increase the proportion of minority groups in the workplace is to: 64.

lower the educational requirements for many jobsa. raise the educational level of minority studentsb. provide more high-tech jobs in the workplacec. encourage minority students to take jobs in manufacturing d.

Masters et al. found greater orgasmic variation in both the physiology and subjective 65. accounts of orgasm among:

men compared to womena. homosexuals compared to heterosexualsb. women compared to menc. married couples compared to unmarried couples d.

What is the most significant life stressor for homosexuals? 66.

discovering their homosexual orientationa. telling friends and family about their sexual orientationb. having their first homosexual encounterc. all of these are equally stressful according to the literature d.

 

 

14

Final Examination

GED 215 Psychology of Adjustment

People who believe they were born into the body of the wrong sex are: 67.

homosexuala. transsexualb. hermaphroditesc. transvestites d.

People who are born with chromosomal or hormonal birth defects so they do not really fit into 68. “male” or “female” categories are:

transvestitesa. intersexedb. transsexualc. autoerotic d.

A loving relationship based primarily on emotional closeness rather than physical intimacy is 69. called:

romantic lovea. consummate loveb. companionate lovec. passionate love d.

Hypoactive, or inhibited, sexual desire is commonly caused by: 70.

anger, boredom, or anxietya. genetic deficienciesb. psychopathologyc. hormonal deficiencies d.

Which statement about marriage in the U.S. is true? 71.

People are getting married later in life.a. People tend to marry someone of similar age, education, and background.b. Intercultural marriages are more conflict-prone but not more divorce-prone.c. All of these are true. d.

Approximately _________ out of every 10 marriages end in divorce. 72.

2a. 3b. 4c. 8 d.

 

 

15

Final Examination

GED 215 Psychology of Adjustment

Which statement about marriage is false? 73.

More than 9 out of 10 Americans will eventually marry.a. Husbands and wives should be best friends.b. Differences and incompatibilities between partners are the major causes of marital c. dissatisfaction. Married people are happier and healthier than single individuals. d.

An overview of numerous marital studies reported in the text indicated that a major factor 74. related to marital satisfaction is:

joint problem-solving abilitya. wanting the relationship to succeedb. a satisfying sex lifec. financial security d.

When women work outside of the home: 75.

they still do most of the houseworka. the couple is less satisfiedb. the husbands usually do half of all houseworkc. they do less housework than men d.

How do homosexual couples distribute housework? 76.

Work is fairly equally distributed.a. Work is distributed about the same as heterosexual couples.b. The more masculine partner does the most.c. The more masculine partner does the least. d.

What is the correct sequence in the general adaptation syndrome? 77.

alarm, exhaustion, resistancea. resistance, alarm, exhaustionb. exhaustion, resistance, alarmc. alarm, resistance, exhaustion d.

 

 

16

Final Examination

GED 215 Psychology of Adjustment

Diane, a keyboard specialist, adapted to her stressful job with few complaints. Now, a year 78. later, Diane has chronic headaches from the demands of her boss to meet deadlines and to type accurately. Such stress-related illnesses are likely to occur in which stage of the general adaptation syndrome?

alarma. resistanceb. exhaustionc. the intermediate stage d.

Cumulative changes that reflect the cost to the body for adapting to stressful demands is 79. called:

homeostasisa. allostatic loadb. repressionc. acting out d.

The unconscious blocking of a threatening impulse or idea from entering one’s consciousness 80. is:

deniala. projectionb. repressionc. None of the above. d.

Sarah’s father is gravely ill; Sarah, however, does not respond emotionally. Rather, Sarah 81. convinces herself that he is in a good hospital and that the doctors are doing everything they can. Sarah’s strategy for coping might be:

deniala. intellectualizationb. displacementc. repression d.

When Mohammed’s girlfriend unexpectedly broke off their relationship, he said it was just as 82. well because he no longer loved her. Yet, Mohammed did love her unconsciously. Mohammed’s response is an example of:

reaction formationa. denialb. sublimationc. repression d.

 

 

17

Final Examination

GED 215 Psychology of Adjustment

A critical feature of obsessive-compulsive disorder is: 83.

an overinflated sense of responsibilitya. fear of dirtb. fear of losing controlc. anxiety about being anxious all the time d.

A(n) __________ is someone with OCD who wants his or her possessions in their rightful 84. place and arranged in a certain way.

hoardera. pure obsessiveb. repeaterc. orderer d.

Flashbacks are associated with what disorder? 85.

OCDa. phobiab. PTSDc. None of the above. d.

During college, three-quarters of all students experience some symptoms of: 86.

antisocial personalitya. agoraphobiab. schizophreniac. depression d.

People who become depressed in the winter months because of seasonal affective disorder 87. are thought to suffer from an imbalance of the hormone called:

dopaminea. melatoninb. adrenalinec. thyroxin d.

Which is NOT a plausible reason why women are more prone to depression than men? 88.

They aren’t; they are just more likely to seek professional help.a. Women have unequal power and status compared to men.b. Women are more likely to live in poverty than men.c. The region of the brain affected by depression is eight times larger in women than in d. men.

 

 

18

Final Examination

GED 215 Psychology of Adjustment

Who is associated with cognitive therapy? 89.

Sigmund Freuda. Fritz Perlsb. Victor Franklc. Aaron Beck d.

Couples often come to relationship therapy because of infidelity on the part of one partner. 90. During therapy:

the therapist works only with the offending partner.a. the therapist works mainly with the offended partner.b. the therapist focuses on both partners’ interaction.c. the therapist usually recommends that they split up. d.

The most common mode of treatment in psychiatry is: 91.

biomedical therapy alonea. psychotherapy aloneb. family therapyc. psychotherapy combined with biomedical therapy d.

Which statement about antianxiety medications is true? 92.

These medications do not cure anxiety.a. These drugs are dangerous to take in combination with alcohol.b. They provide prompt alleviation from symptoms.c. All of the above. d.

After beginning treatment, antidepressants take effect: 93.

immediatelya. within a few daysb. within two weeksc. after two to four weeks d.

In persons with schizophrenia, antipsychotic drugs tend to reduce: 94.

apathya. lonelinessb. hallucinationsc. social withdrawal d.

 

 

19

Final Examination

GED 215 Psychology of Adjustment

After the bargaining stage, individuals enter which stage? 95.

deniala. depressionb. resentmentc. acceptance d.

Acceptance of death includes: 96.

denying that death is imminenta. bargainingb. disengaging the self from othersc. All of these are part of the acceptance stage. d.

The healthy process of working through the emotions associated with loss is called: 97.

grief worka. mourningb. unresolved griefc. bereavement d.

Which of the following is a normal initial response to death? 98.

sadnessa. guiltb. reliefc. All of the above. d.

About _________ year(s) is the norm for grief work. 99.

onea. twob. threec. four d.

Which one of the following groups has an above-average death rate compared to others the100. same age?

elderly people who are unhappily marrieda. widowed men between 55 and 65 years of ageb. elderly widowers who have remarriedc. widowed women between 55 and 65 years of aged.

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Applying Critical Thinking Reflections

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Over the past five weeks you have learned about different elements related to critical thinking. You related the concepts to your personal experiences, and evaluated your critical thinking skills. You’ve identified fallacies, evaluated arguments, and learned the role of these concepts in your daily life. Now it’s time to apply the concepts together. In this assignment, you will review a real-world scenario and apply the critical thinking skills you have developed.

 

Write a 350- to 700-word reflection on the scenario, using the Reflection Template. Follow the instructions within the template to complete your reflection. You will need to include an introduction paragraph to introduce your reader to the topics you will be discussing; 3 body paragraphs, each with specific questions that need to be addressed within; and a conclusion paragraph to bring your paper to a close.

Review the Critical Thinking Scenario.

Note: The Reflection Template is already formatted appropriately, and you do not need to make any changes to the format. Be sure to demonstrate your critical thinking abilities in your responses to the questions, and ensure your paper flows well from topic to topic.

The Reflection Template and Critical Thinking Scenarios have been attached to for you.

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MILESTONE Project One Milestone

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Your textbook notes that scales (e.g. Likert-type scales) are often treated as interval scales in applied statistics for the psychological and social sciences. This is true—but, as noted in the webtext, it is an area of debate even among those who do statistics regularly in these areas. We will, on occasion and for instructional purposes, follow this practice; however, for this assignment we want you to provide the most technically correct responses for all of these items rather than indicating how data might be treated in practice.

In this webtext, you’ve learned that as scales of measurement become more numeric in nature, you have more options for measures of central tendency and variability because you can perform more mathematical operations. As you respond to the prompts on this page, we would like you to select the measures of central tendency or variability that require the most mathematical computation that is reasonable to report, given the scale of measurement.

For example, if your data were interval or ratio, you could report a mode, a median, or a mean, but the mean would be the measure of central tendency requiring the most mathematical computation. Thus, we would want you to report “Mean” as the answer for a variable measured on such a scale.

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psychology papaer

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Each student will identify a movie or television show that you believe relates to one or more of the topics of we have studied this semester, and write a paper (approximately 5-8 pages) analyzing the themes related to the psychology of women explored within the show. The student will identify the movie/TV show, write a summary of the show in his/her own words, and then provide an explanation of the psychology themes evident in it. Please be sure this is your own analysis/opinion on this topic. I will be checking for any copied material.

This paper will be typewritten in APA format, double spaced and 12 point font, with proper spelling and grammar.

The paper must be written in APA format.

*The first page is a title page, and, in addition to a header should have a Running head in the top upper left. Otherwise, it only includes your name, the name of the course, and the date.

*The second page is an Abstract, which is a one paragraph summary of your paper. These first two pages do NOT count toward your official page count, though they are numbered.

*The third page is the first page of your actual paper. Your title will be first and then begin your writing, which should start with an introductory paragraph. At the conclusion of the paper you should have a summary paragraph to close.

*At the end please be sure to have a Reference page done in APA format.

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