Current Counseling Abilities

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Current Counseling Abilities

Assignment 3: Current Counseling Abilities

Practicing your skill is a great learning experience for you. This course is intended to be a safe place for you, the student, to look at yourself and see what your baseline abilities are with respect to the foundational counseling skills to be acquired in this course.Now that you have experienced and viewed your unique style of communicating and being present with a client, reflect on what you saw, felt, and heard. Review your transcript ad summary as much as you need to. Don’t judge yourself harshly during this assignment. Simply observe where you are today, with the expectation of expanding and making progress with your counseling skills throughout the course.By analyzing your transcripts and feedback, you will be able to experience your style and reflect on your strengths and area for development.Reflect on the following:Did you listen well? How can you tell?Did you successfully engage the client? How do you know? What positive or negative feedback did you receive from the client?Did you offer advice?How did you stay focused on the client?What proportion of time did you talk compared with the amount of time the client athlete talked?What, if anything, did you disclose too much of yourself rather than listening to your client?Were there any surprises?Identify some things you feel you did well, as well as things you think you need to work on as a counselor-in-training.Use your text as a guide and reference.Create a two- to three-page self-reflection paper in Microsoft Word to respond to the points above. Draw some conclusions about your performance.Cite appropriate sources, such as the text, which were helpful to you in identifying your style.Name the file SP6104_M2_A3_lastname_firstinitial.doc. Submit it to the Discussion Area by the due date assigned.Select one Module 2 Assignment 2 of another student and also review this reflection assignment and critique their performance with respect to the criteria given above in the Discussion Area through the end of the module. Do not respond to the same student if their assignment has already been selected. All written assignments and responses should follow APA rules for attributing sources.Assignment 3 Grading Criteria Maximum PointsAssessed whether you listened well during the interview.8Analyzed and clearly explained how you offered advice or stayed focused on the client.8Assessed how you disclosed too much of yourself.8Shared any surprises from the interview.4Identified specific strengths and weaknesses of current style and goals for improvement.8Reviewed the transcript and the self-reflection of one other student according to the stated criteria.8Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.4Total:48

 
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The Importance of Physician-Patient Communication

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The Importance of Physician-Patient Communication

(The Importance of Physician-Patient Communication)

Question description

Cite your sources using the correct APA format on a separate page.  Must have less than 25% on turnitin!!!

When writing in this class, I ask that you use headings within your writings that correspond with the rubric that I am grading from. For example, if the Weekly Discussion has four sections to respond to, then please use these four headings in your post and put your responses under each heading.  Or if your paper has six rubric sections to answer about, then have six headings in your paper and put the information below these headings.

I have found that it makes it easier for the both of us and it improves my student’s grades exponentially.  Also, less is missed because you can see if you have completed each and every section of the rubric and I will know where to find your answers that correspond.

The Importance of Physician-Patient Communication(The Importance of Physician-Patient Communication)

Patient and physician communication is the key to prevention, diagnosis, and treatment. For many patients, talking to a physician can be an intimidating process. Effective communication can be reduced by the limited time that patients often have to express their health concerns with their health provider.

Explain how miscommunication in physician-patient interaction might impact recovery of a patient. Justify your answer.

According to you, which are the two most critical examples of miscommunication between physicians and female patients according to Sue Fisher (1984)? What are Eric Cassell’s (1985) criteria for effective communication? Justify your answers with appropriate research and reasoning.

Cassell, E.J. (1985). Talking with patients, Vol. 2. Cambridge, MA: MIT Press.

Fisher, S. (1984). Doctor–patient communication: A social and micro-political

Performance. Sociology of Health and Illness, 6, 1–27.

Managed Care(The Importance of Physician-Patient Communication)

Managed care is designed to help control health care costs. It regulates the costs of health care by capping the costs of certain procedures. Docs in a box are clinics that can rapidly see patients for lower costs.

What do you understand by the term “managed care”? What is the influence of managed care in regulating the medical profession?

Describe the term “Docs-in-a-Box” and its relation to cost containment and managed care. Justify your answers with appropriate research and reasoning.

 
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Psychology Of Criminal Behavior

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Psychology Of Criminal Behavior

(Psychology Of Criminal Behavior)

Final Case Study

CHOOSE ONE CASE FROM THE ATTACHMENT. ONLY ONE CASE(Psychology Of Criminal Behavior)

Explore, in depth, one well-known criminal case. You may select your own case, or select from one of the following on the attached list . Your case study should focus on the following:

  • Summarize the case, including a description of the offense(s), the investigation, and the outcome (such as the trial and sentencing).
  • Analyze the psychological history or path that took the criminal to commit his or her crime(s). Describe the psychological, behavioral, environmental, and cognitive factors that you believe led to the offender’s criminality. Consider the various theories we have discussed in class including the psychoanalytic/psychodynamic theory, the behaviorist/social learning theory, the cognitive/social cognitive theory, and the humanist and interactionist theories, and provide examples. The goal here is to provide an analysis of the psychological history or path that took the criminal to commit his or her crime(s). Explain the impact of social, psychological, and biological theories of aggression on your chosen criminal’s behavior.
  • Describe the crime typology. Did the offender have a personality disorder that might have played a role in the criminal behavior? If so, explain and provide examples and supporting references. Discuss the laws that are in place for protecting individuals with mental disorders.
  • Describe whether your case study was a homicide offender or sexual offender. Discuss the typology (i.e., single murderer, serial murderer, spree murderer, mass murderer, child molester, or rapist).
  • If applicable, discuss whether your offender was given a competence to stand trial evaluation, or was found to be not guilty by reason of insanity. Examine the ethical issues concerning evaluation and treatment of competence to stand trial and not guilty by reason of insanity cases.
  • Discuss the ethical issues surrounding the case.
  • Support the outcome of the case with your analysis or provide support of the alternative.
    (Psychology Of Criminal Behavior)

The paper must be eight to ten pages in length and formatted according to APA style. You must use five to eight scholarly sources from the Ashford University Library, other than the textbook, to support your claims. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.

(Psychology Of Criminal Behavior)

Writing the Final Case Study
The Final Case Study:

  • Must be eight to ten double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must begin with an introductory paragraph that has a succinct thesis statement.
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that reaffirms your thesis.
  • Must use five to eight scholarly sources from the Ashford University Library.
  • Must document all sources in APA style, as outlined in the Ashford Writing Center.
  • Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
 
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Application of theory paper

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Application of theory paper

(Application of theory paper)

Question description

Application of Theory Paper

Purpose:

The purpose of this assignment is to synthesize one strategy for the application of a specific nursing theory to resolving a problem or issue of nursing practice in nursing leadership, nursing education, nursing informatics, or health policy.

Course Outcomes

Through this assignment, a student will demonstrate the ability to:

(CO#1) Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions, comprehensiveness, and utility to advanced nursing. (PO1)

(CO#3) Communicate the analysis of and proposed strategies for the use of a theory in nursing practice. (PO3, 7, 10)

(CO#4) Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO4, 7)

Due Date: Sunday 11:59 PM MT at the end of Week 6(Application of theory paper)

Total Points Possible:  325

Requirements:

Description of the Assignment: 

Content

  1. Introduction to the paper includes a few general statements on the idea of nursing theory being applied to solve problems/issues in nursing practice, regardless of the specialty area of practice. For example, why would one pick a nursing theory to solve a practice problem? Would a grand, middle-range, or practice theory be best? Does the writer have any experience in using nursing theory this way? In addition, a brief one-paragraph summary of a specific nursing theory and information on the sections of the paper are provided. The selected nursing theory can be a grand theory, a middle-range theory, or a practice theory.
  2. Description of the problem/issue for which strategies will be developed. The problem to be resolved must be in nursing leadership, nursing education, nursing informatics, or health policy. Scholarly evidence (in the form of a literature review) supporting the issue is included. The problem/issue could be local to one’s specific practice setting. For example, the setting might be a nursing unit, a nursing-education program, an informatics department, or a health-policy unit of a consulting firm. The problem/issue needs to be something that a nursing theory can impact, whether it solves the actual problem/issue or enables people affected by the problem/issue to deal with it. It is best if the problem/issue is from real life – something the writer of the paper has dealt with or is currently engaged in.Some examples (these are fictitious examples)
    1. A nursing unit has experienced rapid turnover of professional staff, including several nurse managers. A new nurse manager from outside of the nursing unit is appointed.
    2. Informatics nurse specialists face a lot of resistance from all healthcare professionals to implementation of a computer-based order entry program. The implementation date will not be changed.
    3. A nurse educator is assigned to take over a large class of undergraduate nursing students, with a mix of young adults and adults returning for a second degree. The subject is difficult, students have not been doing well, and frustration and tempers are impeding group work.
    4. A health-policy nurse specialist works for a consulting firm that lobbies on behalf of many healthcare professions. Within the specialist’s work unit, there is much debate over the pros and cons of various policies being proposed for attention in the coming year.
  3. Applying concepts and principles from the selected theory, one strategy for resolving the identified issue is described in depth. Details on how the theory would be applied are included (consider: who, what, when, where, and how). Rationales for the strategy as well as evidence from scholarly literature are included. One ethical and/or legal aspect of the strategy is discussed. Expected outcome(s) from implementing the strategy are proposed.
  4. Concluding statements include new knowledge about applying nursing theory gained by writing the paper(Application of theory paper)

Format and Special Instructions

  1. Paper length: 6 pages minimum; 8 pages maximum, excluding title page and reference page. Points will be deducted for not meeting these requirements.
  2. The textbook required for this course may not be used as a reference for this assignment.
  3. A minimum of 3 scholarly references are used. References must be current – no older than 5 years, unless a valid rationale is provided. Consult with the course instructor about using an older source.
  4. Title page, body of paper, and reference page(s) must be in APA format as presented in the 6th edition of the manual
  5. Ideas and information from readings and other sources must be cited and cited correctly.
  6. Grammar, spelling, punctuation, and citations are consistent with formal academic writing as presented in the 6th edition of the APA manual
 
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Psychological Treatment Plan

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Psychological Treatment Plan

(Psychological Treatment Plan)

It is recommended that students review the e-book The Complete Adult Psychotherapy Treatment Planner (Jongsma, Peterson, & Bruce, 2014) for additional assistance in completing this assignment.

Clinical and counseling psychologists utilize treatment plans to document a client’s progress toward short- and long-term goals. The content within psychological treatment plans varies depending on the clinical setting. The clinician’s theoretical orientation, evidenced-based practices, and the client’s needs are taken into account when developing and implementing a treatment plan. Typically, the client’s presenting problem(s), behaviorally defined symptom(s), goals, objectives, and interventions determined by the clinician are included within a treatment plan.

To understand the treatment planning process, students will assume the role of a clinical or counseling psychologist and develop a comprehensive treatment plan based on the same case study utilized for Case study 18: Julia A minimum of five peer-reviewed resources must be used to support the recommendations made within the plan. The Psychological Treatment Plan must include the headings and content outlined below.

Behaviorally Defined Symptoms

Define the client’s presenting problem(s) and provide a diagnostic impression.

Identify how the problem(s) is/are evidenced in the client’s behavior.

List the client’s cognitive and behavioral symptoms.

Long-Term Goal(Psychological Treatment Plan)

Generate a long-term treatment goal that represents the desired outcome for the client.

This goal should be broad and does not need to be measureable.

Short-Term Objectives

Generate a minimum of three short-term objectives for attaining the long-term goal.

Each objective should be stated in behaviorally measureable language. Subjective or vague objectives are not acceptable. For example, it should be stated that the objective will be accomplished by a specific date or that a specific symptom will be reduced by a certain percentage.

Interventions

Identify at least one intervention for achieving each of the short-term objectives.

Compare a minimum of three evidence-based theoretical orientations from which appropriate interventions can be selected for the client.

Explain the connection between the theoretical orientation and corresponding intervention selected.

Provide a rationale for the integration of multiple theoretical orientations within this treatment plan.

Identify two to three treatment modalities (e.g., individual, couple, family, group, etc.) that would be appropriate for use with the client.

It is a best practice to include outside providers (e.g., psychiatrists, medical doctors, nutritionists, social workers, holistic practitioners, etc.) in the intervention planning process to build a support network that will assist the client in the achievement of treatment goals.(Psychological Treatment Plan)

Evaluation

List the anticipated outcomes of each proposed treatment intervention based on scholarly literature.

Be sure to take into account the individual’s strengths, weaknesses, external stressors, and cultural factors (e.g., gender, age, disability, race, ethnicity, religion, sexual orientation, socioeconomic status, etc.) in the evaluation.

Provide an assessment of the efficacy of evidence-based intervention options.

Ethics

Analyze and describe potential ethical dilemmas that may arise while implementing this treatment plan.

Cite specific ethical principles and any applicable law(s) for resolving the ethical dilemma(s).

The Psychological Treatment Plan

Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must use at least five peer-reviewed sources in addition to the course text.

Must document all sources in APA style as outlined in the Ashford Writing Center.

Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Week 6 – Final Project

Psychological Treatment Plan

It is recommended that students review the e-book The Complete Adult Psychotherapy Treatment Planner(Jongsma, Peterson, & Bruce, 2014) for additional assistance in completing this assignment.

Clinical and counseling psychologists utilize treatment plans to document a client’s progress toward short- and long-term goals. The content within psychological treatment plans varies depending on the clinical setting. The clinician’s theoretical orientation, evidenced-based practices, and the client’s needs are taken into account when developing and implementing a treatment plan. Typically, the client’s presenting problem(s), behaviorally defined symptom(s), goals, objectives, and interventions determined by the clinician are included within a treatment plan.

To understand the treatment planning process, students will assume the role of a clinical or counseling psychologist and develop a comprehensive treatment plan based on the same case study utilized for the Psychiatric Diagnosis assignment in PSY645. A minimum of five peer-reviewed resources must be used to support the recommendations made within the plan. The Psychological Treatment Plan must include the headings and content outlined below.

Behaviorally Defined Symptoms

  • Define the client’s presenting problem(s) and provide a diagnostic impression.
  • Identify how the problem(s) is/are evidenced in the client’s behavior.
  • List the client’s cognitive and behavioral symptoms.

Long-Term Goal

  • Generate a long-term treatment goal that represents the desired outcome for the client.
    • This goal should be broad and does not need to be measureable.

Short-Term Objectives

  • Generate a minimum of three short-term objectives for attaining the long-term goal.
    • Each objective should be stated in behaviorally measureable language. Subjective or vague objectives are not acceptable. For example, it should be stated that the objective will be accomplished by a specific date or that a specific symptom will be reduced by a certain percentage.

Interventions

  • Identify at least one intervention for achieving each of the short-term objectives.
  • Compare a minimum of three evidence-based theoretical orientations from which appropriate interventions can be selected for the client.
  • Explain the connection between the theoretical orientation and corresponding intervention selected.
  • Provide a rationale for the integration of multiple theoretical orientations within this treatment plan.
  • Identify two to three treatment modalities (e.g., individual, couple, family, group, etc.) that would be appropriate for use with the client.

It is a best practice to include outside providers (e.g., psychiatrists, medical doctors, nutritionists, social workers, holistic practitioners, etc.) in the intervention planning process to build a support network that will assist the client in the achievement of treatment goals.(Psychological Treatment Plan)

Evaluation

  • List the anticipated outcomes of each proposed treatment intervention based on scholarly literature.
    • Be sure to take into account the individual’s strengths, weaknesses, external stressors, and cultural factors (e.g., gender, age, disability, race, ethnicity, religion, sexual orientation, socioeconomic status, etc.) in the evaluation.
  • Provide an assessment of the efficacy of evidence-based intervention options.

Ethics

  • Analyze and describe potential ethical dilemmas that may arise while implementing this treatment plan.
  • Cite specific ethical principles and any applicable law(s) for resolving the ethical dilemma(s).

The Psychological Treatment Plan

  • Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Week 6 – Final Project

Psychological Treatment Plan

It is recommended that students review the e-book The Complete Adult Psychotherapy Treatment Planner(Jongsma, Peterson, & Bruce, 2014) for additional assistance in completing this assignment.

Clinical and counseling psychologists utilize treatment plans to document a client’s progress toward short- and long-term goals. The content within psychological treatment plans varies depending on the clinical setting. The clinician’s theoretical orientation, evidenced-based practices, and the client’s needs are taken into account when developing and implementing a treatment plan. Typically, the client’s presenting problem(s), behaviorally defined symptom(s), goals, objectives, and interventions determined by the clinician are included within a treatment plan.

To understand the treatment planning process, students will assume the role of a clinical or counseling psychologist and develop a comprehensive treatment plan based on the same case study utilized for the Psychiatric Diagnosis assignment in PSY645. A minimum of five peer-reviewed resources must be used to support the recommendations made within the plan. The Psychological Treatment Plan must include the headings and content outlined below.

Behaviorally Defined Symptoms

  • Define the client’s presenting problem(s) and provide a diagnostic impression.
  • Identify how the problem(s) is/are evidenced in the client’s behavior.
  • List the client’s cognitive and behavioral symptoms.

Long-Term Goal

  • Generate a long-term treatment goal that represents the desired outcome for the client.
    • This goal should be broad and does not need to be measureable.

Short-Term Objectives

  • Generate a minimum of three short-term objectives for attaining the long-term goal.
    • Each objective should be stated in behaviorally measureable language. Subjective or vague objectives are not acceptable. For example, it should be stated that the objective will be accomplished by a specific date or that a specific symptom will be reduced by a certain percentage.

Interventions

  • Identify at least one intervention for achieving each of the short-term objectives.
  • Compare a minimum of three evidence-based theoretical orientations from which appropriate interventions can be selected for the client.
  • Explain the connection between the theoretical orientation and corresponding intervention selected.
  • Provide a rationale for the integration of multiple theoretical orientations within this treatment plan.
  • Identify two to three treatment modalities (e.g., individual, couple, family, group, etc.) that would be appropriate for use with the client.

It is a best practice to include outside providers (e.g., psychiatrists, medical doctors, nutritionists, social workers, holistic practitioners, etc.) in the intervention planning process to build a support network that will assist the client in the achievement of treatment goals.

Evaluation

  • List the anticipated outcomes of each proposed treatment intervention based on scholarly literature.
    • Be sure to take into account the individual’s strengths, weaknesses, external stressors, and cultural factors (e.g., gender, age, disability, race, ethnicity, religion, sexual orientation, socioeconomic status, etc.) in the evaluation.
  • Provide an assessment of the efficacy of evidence-based intervention options.

Ethics

  • Analyze and describe potential ethical dilemmas that may arise while implementing this treatment plan.
  • Cite specific ethical principles and any applicable law(s) for resolving the ethical dilemma(s).

The Psychological Treatment Plan

  • Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
 
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Psychology Testing Intuition

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Psychology Testing Intuition

(Psychology Testing Intuition)

Assignment 3: LAB: Testing Intuition

By the due date, complete the following experiment and post your results to the Submissions Area on the next page. Download the chart needed for this experiment entitled PSY1010_Wk1_Chart. Make five copies of these charts to record your results.

First, answer this intuitive problem

Suppose that I place a $100 bill in one of three envelopes, which are labeled A, B, and C. You are told that if you can correctly guess which envelope contains the $100 bill, you can keep it. You can’t see the bill through the envelope, so you are entirely guessing. Let’s say that you say it’s in the envelope marked B. You are told that it’s definitely not in the envelope marked C, and I offer to let you switch to envelope A, or to stay with envelope B. (Assume that I am telling the truth, that the bill is indeed not in envelope C.) What should you do? Stay or switch? What would be your rationale for doing what you decide to do?(Psychology Testing Intuition)

Second, collect some data

Set up your own version of this demonstration as an experiment. Make 5 copies of the chart, PSY101_Wk1_Chart, to record your results. After completing your results and forming your conclusion, be sure to include the charts as an attachment with your response. You will find that this chart includes: Correct answer, Participant’s choice, Stay/Switch, Win/Lose.

Decide in advance which letter will be the correct choice for each of the 10 trials: A, B, or C. List the correct answer under the column heading “correct answer,” and make sure that your subject can’t see your list.

Select five friends/family members to serve as your subjects. You will test each subject away from any other potential subjects.

Tell your subject that he or she is to guess which letter you are thinking of on each trial. When the subject makes his or her guess, write it down under the column heading “Participant’s choice.” Then, tell the subject which letter is definitely notthe correct answer (always eliminate something other than the letter the subject has chosen and, of course, don’t eliminate the correct answer). If he or she has chosen the correct letter, that’s okay! Just eliminate one of the other two letters. Then ask the subject if he or she wants to stay with the letter he or she chose, or switch to the other letter. Record under the “Stay/Switch” column whether the subject decided to stay with his or her original choice or switch to the other option. Next, record whether the subject was right or wrong under the “Win/Lose” heading. Don’t tell your subject what the correct answer was if he or she loses because he or she will be looking for your “random” pattern. Just say “win” or “lose” and ask for his or her next guess.(Psychology Testing Intuition)

Once you have collected data from all 5 subjects, tally up the percentage of wins when the subjects stayed and the percentage of wins when they switched. To do that, count up how many times each subject stayed, and use that as the denominator. (You’ll be collapsing the data for all five subjects together, so count how many times, all together, they stayed.) Then, count up how many times the subjects won when they stayed and use that as the numerator. So, if your subjects stayed a total of 20 times and won a total of 5 times when they stayed, you would find that staying led to 5/20 wins or 25% of the time they won when they stayed.

Do the same procedure for switches. Count up how many times they switched and use that number as the denominator, then count up how many times they won when they switched, and divide. Compare the percentages for the wins when they stayed versus the wins when they switched.(Psychology Testing Intuition)

  1. What do the results of the experiment reflect?
  2. Do these percentages conform to your rationale that you provided earlier?
  3. Does this demonstration make a case for the need for collecting data in psychology, rather than relying on our intuition? Explain your answers and incorporate your data results into your conclusion.
  4. Write a summary discussing the importance of empirical research.
  5. Include your charts (data collection) as an appendix at the end of your paper.
 
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LASA 2 Reducing Intergroup Conflict

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LASA 2 Reducing Intergroup Conflict

(LASA 2 Reducing Intergroup Conflict)

Part 1

Research suggests a number of strategies to reduce intergroup conflict. To further explore these strategies, in addition to readings in your text, read the following article paying particular attention to pages 588 to 593. Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review of Psychology, 53, 575-604.

 

You are a counselor in a detention center for delinquent adolescent boys. Your current project is to devise a way to reduce intergroup conflict that has been escalating between the boys at the center, many of whom were active in local gangs.

 

    • Discuss in detail the concepts that lead to the intergroup conflict, such as stereotypes, prejudice, and discrimination. How have these attitudes and behaviors created and perpetuated the ongoing conflict?

 

    • Discuss the different strategies to reduce intergroup conflict found in your text and the Hewstone article.

 

    • Looking back at the course discuss 2 to 3 additional concepts that could be applied in helping a person overcome these negative attitudes and behaviors.

(LASA 2 Reducing Intergroup Conflict)

  • Keeping these strategies and concepts in mind, what activities and/or programs can you create that will help these boys overcome this conflict and learn to work together, respect each other, and come to see each other’s differences as valuable. Briefly summarize each program/strategy in 2 to 3 sentences each in preparation for part 2 of this project.

Answer the above points in a 3- to 4-page paper. Your paper should be double-spaced, typed in 12-point Times New Roman font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.

 

Part 2:

Create a 4- to 8-slide PowerPoint presentation (not including title and reference slides) to present to the board of directors for the detention center that will cover the following:

 

    • A detailed outline of each of the 3 to 4 programs/strategies that you would like to put into place at the center.

 

  • Discuss for each program/strategy why you believe it will be effective within the context of your detention center.(LASA 2 Reducing Intergroup Conflict)

By Monday, September 20, 2015 deliver your assignment.

Assignment 1 Grading Criteria
Maximum Points
Discusses the concepts that lead to the intergroup conflict and how behaviors created and perpetuated the ongoing conflict.
44
Discusses the different strategies to reduce intergroup conflict and cites relevant resources for the text and the Hewstone article.
44
Discusses 2 to 3 additional concepts that could be applied to overcoming the negative attitudes and behaviors.
44
Develops and summarizes 3 to 4 activities and/or programs that can be implemented.
36
Create a 4- to 8-slide PowerPoint presentation (not including title and reference slides) to present to the board of directors for the detention center that will cover the following:

 

  • A detailed outline of each of the 3 to 4 programs/strategies that you would like to put into place at the center. (40 points)
  • Discuss why you believe each program/strategy will be effective within the context of your detention center. (28 points)
68
Standard presentation components:

  • Organization (16 points): Introduction, transitions, and conclusion.
  • Style (8 points): Tone, audience, and word choice.
  • Usage and Mechanics (16 points): Grammar, spelling, and sentence structure.
  • APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style.
64
Total:
300

 

 
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Treatment Interventions

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Treatment Interventions

(Treatment Interventions)

Write a 750-1,000-word assignment that gives a general overview of  commonly used substance use disorder treatment approaches. In  addition, you are to select two common approaches and compare their  similarities and differences.

Include the following in your assignment:

  1. A brief description of common empirically researched substance    use disorder treatments listed in the topics readings such as (MI,    CBT, and SF). Include a minimum of two treatment descriptions.
  2. A discussion about the differences of each treatment  listed.
  3. A discussion about which method you would prefer to    use and why.
  4. A list of professionals who may be involved in    treatment, their role, and how you would coordinate treatment with  them.
  5. A minimum of two scholarly sources.

Consider using the following level-one APA headings in your paper to  help organize the content:

  1. Overview of Treatment Approaches to Addictions Counseling
  2. Treatment Differences
  3. Preferred Method and  Rationale
  4. Treatment Professionals

Prepare this assignment according to the guidelines found in the APA  Style Guide

MUST PASS TURN IT IN WITH LESS THAN 5%(Treatment Interventions)

Treatment interventions following a disaster aim to address the psychological impact on individuals, communities, and responders. These interventions encompass a range of approaches tailored to meet the diverse needs of those affected.

One common intervention is psychological first aid (PFA), which provides immediate support to individuals in the aftermath of a disaster. PFA focuses on promoting safety, calming individuals, providing practical assistance, and connecting them with social support networks. It aims to stabilize emotions, reduce distress, and foster coping mechanisms during the acute phase of the crisis.

Cognitive-behavioral therapy (CBT) is another effective intervention for managing post-disaster mental health challenges. CBT helps individuals identify and challenge maladaptive thoughts and beliefs related to the disaster, teaching coping skills to manage anxiety, depression, and trauma symptoms. By addressing cognitive distortions and implementing behavioral strategies, CBT can improve resilience and facilitate recovery.(Treatment Interventions)

Group interventions, such as support groups and psychoeducation workshops, offer a platform for individuals to share experiences, normalize their reactions, and receive guidance from mental health professionals. These interventions promote a sense of belonging, reduce isolation, and enhance social support networks, which are crucial for long-term recovery.

Trauma-focused therapies, such as eye movement desensitization and reprocessing (EMDR) and trauma-focused cognitive-behavioral therapy (TF-CBT), are specifically designed to address post-traumatic stress symptoms. These therapies help individuals process traumatic memories, reduce hyperarousal, and develop adaptive coping strategies to manage triggers and flashbacks.

Psychopharmacological interventions may also be utilized to alleviate symptoms of depression, anxiety, and other psychiatric disorders following a disaster. Antidepressants, anxiolytics, and mood stabilizers may be prescribed under the supervision of a psychiatrist to address acute distress and stabilize mood.

It’s essential for treatment interventions to be culturally sensitive, accessible, and sustainable, considering the unique needs and resources of the affected population. Collaborative efforts involving mental health professionals, community leaders, and disaster response agencies are key to delivering comprehensive and effective interventions that promote resilience and facilitate recovery.(Treatment Interventions)

References:

  1. Hobfoll, S. E., Watson, P., Bell, C. C., Bryant, R. A., Brymer, M. J., Friedman, M. J., … & Ursano, R. J. (2007). Five essential elements of immediate and mid-term mass trauma intervention: Empirical evidence. Psychiatry: Interpersonal and Biological Processes, 70(4), 283-315.
  2. National Institute of Mental Health. (2021). Post-Traumatic Stress Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-ptsd/index.shtml.
 
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Psychology Of Disaster

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Psychology Of Disaster

(Psychology Of Disaster)

300 words with references (no plagiarism)

To date, the effects of disaster events have been introduced through our course materials as well as the ways to interact with survivors of these disaster events. At particular risk for negative reaction in disaster situations, natural or man-made, are children and adolescents. Dependent upon the child’s/adolescent’s stage of development, responses to disaster events can vary significantly. Our course materials provide excellent guidance for those charged with aiding children and adolescents in disaster events.

  • After review of the course materials, share your understanding of assessing and providing appropriate disaster behavioral health care for children and adolescents.
  • Outlining how the process differs from that of disaster behavioral health with typical adult populations, note any significant factors you feel contribute to or hinder the recovery process with children and adolescents.

The psychology of disaster encompasses the study of human behavior, cognition, and emotional responses in the face of catastrophic events. Understanding these psychological dynamics is crucial for effective disaster preparedness, response, and recovery efforts.

One prominent aspect of the psychology of disaster is the concept of stress and coping mechanisms. Disasters often trigger intense stress reactions, including fear, anxiety, and a sense of helplessness. Individuals may employ various coping strategies to manage these emotions, such as seeking social support, engaging in problem-solving, or using religious/spiritual beliefs for comfort. However, prolonged exposure to stressors can lead to maladaptive coping behaviors and psychological disorders.(Psychology Of Disaster)

Another key component is the bystander effect and diffusion of responsibility. In emergency situations, individuals may hesitate to take action or offer assistance due to the presence of others, assuming that someone else will intervene. This diffusion of responsibility can hinder rescue efforts and exacerbate the impact of the disaster.

Furthermore, disasters can disrupt social cohesion and community bonds while also fostering altruism and prosocial behavior. On one hand, people may experience a breakdown of trust and cooperation, leading to conflicts over limited resources. On the other hand, communities often come together in solidarity to support one another, demonstrating resilience and collective strength in the face of adversity.

Additionally, the psychology of risk perception plays a crucial role in disaster preparedness and mitigation strategies. Individuals may underestimate or overestimate the likelihood and severity of potential hazards, influencing their decisions regarding preventive actions and emergency preparedness.(Psychology Of Disaster)

References:

  1. Norris, F. H., Friedman, M. J., Watson, P. J., Byrne, C. M., Diaz, E., & Kaniasty, K. (2002). 60,000 disaster victims speak: Part I. An empirical review of the empirical literature, 1981-2001. Psychiatry: Interpersonal and Biological Processes, 65(3), 207-239.
  2. Pfefferbaum, B., & North, C. S. (2020). Mental Health and the Covid-19 Pandemic. New England Journal of Medicine, 383(6), 510-512.
  3. Quarantelli, E. L. (2005). What is a disaster? Perspectives on disaster. Routledge.
 
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Hep C And Baby Boomers Peer Response profile

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Hep C And Baby Boomers Peer Response profile

(Hep C And Baby Boomers Peer Response profile)

No plagiarism please.

Will need minimum of 150 words for each response, APA Style, double spaced, times new roman, font 12, and and Include: (1 reference for each response within years 2015-2018) with intext citations.

Discussion:

Both the U.S. Preventive Services Task Force and the Centers for Disease Control and Prevention (CDC) recommend that all “baby boomers” – people born from 1945 through 1965 – get a hepatitis C test.

Peer Post. I need Peer Response for this post:

#1(Hep C And Baby Boomers Peer Response profile)

Hepatitis C is a virus that affects the liver, in overtime this can lead to serious Health problems including the need for a liver transplant. Some people who contracts the hepatitis C virus are able to clear it from their system, but other people can have serious complications. These complications include chronic liver disease, cirrhosis, liver cancer and even a failure where a transplant would be needed to save your life. Recommendations from the centers for disease control and prevent parentheses CDC and parentheses, are for people born from 1945 to 1965 to become tested for the hepatitis C virus. It is believed that some baby boomers that have become infected during a period of time where in infection control and universal precautions were not set in place yet within the healthcare field (U.S. Preventive Services Task Force, 2016).
Symptoms of hepatitis C can include fever tiredness, upset stomach, nausea and vomiting, dark urine, Gray stool, joint pain, and yellow skin and eyes. Some people do not know they have been infected with hepatitis C, as it is also known as a silent virus. This is why it is extremely important for people especially born between 1945 and 1965 to be tested. Not only should baby boomers be tested, but also people who have received blood donations or organs before 1992, IV drug users, chronic liver disease and HIV or AIDS patients, exposure to hepatitis C or patient on hemodialysis (Centers for Disease Control and Prevention, 2016). Over the last few years there have been many advances for the medical treatment of hepatitis C. Some of these medications will treat the disease completely. And if some people aren’t aware that they have the virus, this is all the more reason to get tested.
One of the important guidelines changes regarding the treatment of hepatitis C is that treatment should be recommended to all patients, not just patients with advanced disease (American Association for the Study of Liver Diseases , 2017) (Centers for Disease Control and Prevention, 2016).

#2(Hep C And Baby Boomers Peer Response profile)

Hepatitis is a viral illness. There are five different types: A-E. This discussion board will be focused on Hepatitis C (HCV). There are six different forms of Hepatitis C. Hepatitis C is primarily spread through IV blood and drug use. General Hepatitis symptoms include fatigue, decreased appetite, fever, nausea, RUQ pain, jaundice, liver enlargement, tenderness to the upper abdomen and itching. Hepatitis C can be confirmed through blood work. There will be antibodies to HCV noted with a second or third generation enzyme linked immunosorbent assay (ELISA) (Youngkin, Davis, Schadewald & Juve, 2013).
Hepatitis C Guidelines
Baby Boomers are five times more likely to contract Hepatitis C. It is important for this group to get tested as they are likely to not know that they are infected. It is common for people to live for decades with Hepatitis C and not have symptoms. Getting tested and then treated is crucial because this virus can cause liver damage, cirrhosis, and liver cancer. Hepatitis C is the leading cause of liver cancer and liver transplants. The CDC recommends that all Baby Boomers, those born between 1945-1965, be tested for Hepatitis C and then treated if indicated (CDC, 2018).
Hepatitis C Risks
Like other illnesses, there are risk factors for Hepatitis C. Some of these include previous sexually transmitted diseases, HIV, Hepatitis B, more than one sexual partners, blood transfusion history, and IV drug use (Youngkin, Davis, Schadewald & Juve, 2013). It is now known that the most common contraction of Hepatitis C is through blood transfusions that were done in the 1970’s-1980’s. 8-10% of those transfused contracted Hepatis C. Therefore, baby boomers are at an increased risk of Hepatitis C. It was not until the 1990’s that more effective screening was performed before blood transfusions. This lowered the contraction rate to 5%. After 1993, the contraction rate was further reduced to <1%. Tattoos, piercings, needle sticks and acupuncture continue to be a risk factor to Hepatitis C (C. Everett Koop Institute, 2018).
Hepatitis C Ramifications When Not Treated
Individuals that are infected with Hepatitis C can have negative effects if not tested and treated. If not treated, Hepatitis C can cause liver damage, cirrhosis of the liver and liver cancer. Ultimately death can occur. Those infected may not know that they are infected, and they have a risk of infecting others (CDC, 2018).

 
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