Discussion 2: Neurocognitive Disorders

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Discussion 2: Neurocognitive Disorders

(Discussion 2: Neurocognitive Disorders)

Diagnosis of elderly clients may pose multiple challenges. Coupled with other symptoms from age and/or medical conditions, psychologists may encounter complications in making an accurate, differential diagnosis between neurocognitive disorders and psychological disorders. For example, as neurocognitive disorders involve a deficit or dysfunction in cognition, psychologists need eliminate alternate possibilities for the neurocognitive impairment to make an accurate diagnosis.

For this Discussion, consider various complications that may arise with diagnoses of elderly clients. Select one neurocognitive impairment (delirium, Alzheimer’s disease, or a vascular based neurocognitive disorder) and one psychological disorder and consider the factors that may influence an accurate differential diagnosis in elderly clients. Then, consider how medications for elderly clients may complicate an accurate diagnosis.

With these thoughts in mind:

Post by Day 4 a description of the neurocognitive impairment and the psychological disorder you selected. Then describe three factors you must consider in making a differential diagnosis and explain why. Finally, explain how medications for elderly clients may complicate an accurate diagnosis.

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

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

o    Neurodevelopmental and Neurocognitive Disorders

o    Disruptive, Impulse-Control

o    Conduct Disorders

o    Elimination Disorders

·         Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press..

·         Chapter 12, Neurodevelopmental and Disruptive Behavioral Disorders

·         Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2), 156–172. Retrieved from the Walden Library databases.

·         Grzadzinski, R., Huerta, M., & Lord, C. (2013). DSM-5 and Autism Spectrum Disorders (ASDs): An opportunity for identifying ASD subtypes. Molecular Autism, 4(1), 1–6. Retrieved from the Walden Library databases.

·         Lord, C., & Jones, R. M. (2012). Annual Research Review: Re-thinking the classification of autism spectrum disorders. Journal Of Child Psychology & Psychiatry, 53(5), 490–509. Retrieved from the Walden Library databases.

·         Ozonoff, S. (2012). Editorial perspective: Autism spectrum disorders in DSM-5—An historical perspective and the need for change. Journal Of Child Psychology & Psychiatry, 53(10), 1092–1094. Retrieved from the Walden Library databases.

·         Volkmar, F. R., & Reichow, B. (2013). Autism in DSM-5: Progress and challenges. Molecular Autism, 4(1), 1–6. Retrieved from the Walden Library databases.

 

  • Addington, A., & Rapoport, J. (2012). Annual research review: Impact of advances in genetics in understanding developmental psychopathology. Journal Of Child Psychology And Psychiatry, And Allied Disciplines, 53(5), 510–518. Retrieved from the Walden Library databases
  • Bambara, L. M., Mitchell-Kvacky, N. A., & Iacobelli, S. (1994). Positive behavioral support for students with severe disabilities: An emerging multicomponent approach for addressing challenging behaviors. School Psychology Review, 23(2), 263–278. Retrieved from the Walden Library databases.
  • Copeland, W. E., Angold, A., Costello, E. J., & Egger, H. (2013). Prevalence, comorbidity, and correlates of DSM-5 proposed disruptive mood dysregulation disorder.  American Journal of Psychiatry, 170, 173–179. Retrieved from the Walden Library databases
  • Duffy, M. (2003). Disruptive behavior: Systemic and strategic management. Clinical Gerontologist, 25(1/2), 91–103. Retrieved from the Walden Library databases.
  • Hill, C. L., & Spengler, P. M. (1997). Dementia and depression: A process model for differential diagnosis. Journal of Mental Health Counseling, 19(1), 23–39. Retrieved from the Walden Library databases.
  • Jones, K., Young, T., & Leppma, M. (2010). Mild traumatic brain injury and posttraumatic stress disorder in returning Iraq and Afghanistan war veterans: Implications for assessment and diagnosis. Journal of Counseling & Development, 88(3), 372–376. Retrieved from the Walden Library databases.
 
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Business Implementation Plan2

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Business Implementation Plan2

(Business Implementation Plan2)

Question description

PLEASE FOLLOW RUBRIC EXACTLY AS SEEN IN ATTACHMENT I have also attached additional paper to help steer you in the right direction.

*The Company is “Chipotle Mexican Grill”

*The Service that should be implement throughout this paper is “The development of a delivery service with Man and Unman cars, as well as Drones to deliver food.”

Overview: For the capstone assessment, you will create a business implementation plan and audiovisual presentation for the product, service, or idea you have been developing throughout your MBA coursework.

In Milestone Four, you will submit a financial analysis and funding plan, which includes your analysis of the projected costs, revenue streams, and net present value for the concept from launch until two years after the breakeven point. Be sure to include a budget, an assessment of assets and liabilities, your anticipated sources of funding, and the associated costs of attaining that capital as part of your analysis. Support your analysis with relevant primary and secondary data in an appendix, specifying any relevant assumptions and limitations. You should include, among other support, sales forecasts, cash flow statements, income projections, and any other relevant calculations or financial reports.

Critical Elements:

Analyze the projected costs, revenue streams, and net present value for the concept from launch until two years after the breakeven point.

Include the following as part of your analysis:

o Budget o Assessment of assets and liabilities

o Anticipated sources of funding

o Associated costs of attaining that capital

Include relevant proforma financial reports:

o Sales forecasts

o Cash flow statements

o Income projections

o All other relevant reports specific to your concept or idea

Guidelines for Submission: Your draft must contain all of the elements listed above. It should be 5 to 8 pages in length (excluding the title page, references, and appendices) using 12-point Times New Roman font, with one-inch margins. You may include summary pictures, charts, graphs, or other explanatory diagrams as needed to successfully explain the concept and implementation, but should use appendices for detailed supporting documentation. Your paper should follow APA guidelines. You must include at least 5 scholarly sources. Cite your sources within the text of your paper and on the reference page.

(Level 1 heading) Critical Elements that need to be addressed in paper

Main Elements – Includes most of the main elements

Critical Thinking – Provides logical conclusions and defends with examples

Financial Analysis – Provides an analysis of projected costs, revenue streams, and net present value for the concept from launch until two years after the breakeven point

Analysis Parts – Provides a budget, an assessment of assets and liabilities, anticipated sources of funding, and the associated costs of attaining that capital as part of the analysis

Financial Reports – Provides proforma financial reports including sales forecasts, cash flow statements, income projections, and other relevant reports specific to concept or idea

 
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PROGRAM EVALUATION PLAN PART3

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PROGRAM EVALUATION PLAN PART3: COMMUNICATING RESULTS

(PROGRAM EVALUATION PLAN PART3)

Unit 10 Assignment 1

PROGRAM EVALUATION PLAN PART 3: COMMUNICATING RESULTS

For the course project, you have been assuming the role of a consultant who has been hired to develop a plan for an evaluation of a clinical mental health counseling program. Remember, you are creating a fictitious but plausible program with hypothetical stakeholders, clients, interventions, and measures. The purpose of the proposed evaluation is to guide program improvements and document progress toward the program’s mission and goals.

Your assignment in Unit 4 was to create an introduction, a description of the program to be evaluated, and the results of your hypothetical needs assessment.

Your assignment In Unit 8 was to establish your research base for the program evaluation by reviewing published evaluations and relevant research, and then to decide on a model of evaluation you plan to use in your program evaluation. The assignment also included a discussion of ethical standards and culturally sensitive strategies.

For this final assignment, complete your evaluation plan with recommendations for how the program could be improved and research in counseling could be advanced in the future. You should synthesize your recommendations and requirements for the program evaluation you are proposing and describe how you will present and disseminate the findings of your evaluation.

Requirements

To achieve a successful project experience and outcome, you must include the following sections for Part 3:

Title Page.

Communicating Results to Counselors and Colleagues (approximately one page).

Communicating Results to Stakeholders (approximately one page).

Ethical and Cultural Considerations When Communicating Results (approximately one page).

Using Results to Improve the Program (approximately one page).

Using Results to Advance the Counseling Field (approximately one page).

References.

Additionally, your paper must:

Be a total of 5–7 pages of text (excluding the title page and the references page).

Include scholarly references to support your ideas about research on the kind of program you are evaluating (population, clinical focus, counseling approach), and program evaluation procedures (program evaluation model, needs assessment, ethical and cultural considerations).

Be free from errors that detract from the message.

Be written in third person.

Use current APA style and formatting throughout.

Be in Times New Roman, 12-point font.

Make sure to use the template (link in Resources) for this assignment.

Unit 10 Discussion 1

WHERE DOES APPLIED RESEARCH FIT INTO YOUR FUTURE?

As you look ahead to your future as a professional counselor, consider how program evaluation promotes and sustains improvements in delivering mental health services. How do you see yourself implementing the research and evaluation skills you have learned in order to promote best practices? Consider the following possibilities:

Will you engage in action research in your community?

Will you will be asked to help write a grant or to administer one?

Will you assist with the collection and analysis of data at your site in order to demonstrate your agency’s effectiveness?

Will you adapt counseling programs described in published efficacy studies for use in your own community?

In this discussion, share your vision of how you see research fitting into your future as a professional mental health counselor. Use and cite the readings from this course that you find particularly helpful when envisioning your future possibilities.

Please! $60.00 for both: Assignment and Discussion by Friday (9/8/2017).

 
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Week4 Discussion Response To Classmates

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Week4 Discussion Response To Classmates

(Week4 Discussion Response To Classmates)

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 Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with references for each response. I need this completed by 12/22/18 at 10am.

Read a selection of your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (A.Mor)

Angry Adolescent(Week4 Discussion Response To Classmates)

In the psychology world being aggressive can be a range of behaviors that can result in both physical and psychological harm to yourself, others, or objects in the environment (D’Acremont & Linden, 2007). The way that you respond to someone who is angry can either make the individual even madder or may be able to calm them down. The video that I decided to watch for this discussion was the Angry Adolescent. In the video instantly the client, Melissa, is showing aggression towards the counselor because she does not want to be there (Laureate Education, 2011).  She states that counseling is dumb, it’s worthless, and that there is nothing that the counselor can do to get her to tell her anything (Laureate Education, 2011). I would like to discuss my reactions to this video and also explain one way to transform a negative reaction into an appropriate therapeutic response.

Initial Reaction

While watching this video, I first thought about what I would do with my son if he were showing aggression as such and what I would do. When I thought about what I do, it made me think about different cultures, and how most cultures have a different way of disciplining their child. I know that in counseling I have to be aware of different cultures when responding to certain behaviors (Sommers-Flanagan & Sommers-Flanagan, 2007). My positive reaction would have been to of course take a deep breath and realize that Melissa is hurt and her anger is really not towards me. So, I would listen and respond with acknowledging her feelings. By acknowledging her feelings, it will make her feel as if she is heard because it seems like she doesn’t feel like it since she has been forced to come to counseling. My negative reaction would have been to respond by telling her that her she is being disrespectful and that coming to counseling would help her. This response is totally ignoring how she feels about counseling and would only make her angrier. She already does not feel that a counselor is for her so I would need to show her instead of just telling her.

Appropriate Therapeutic Response(Week4 Discussion Response To Classmates)

Since the video is fairly short, it does not give me a real idea of what to diagnose Melissa with. She is explosive with anger so I know that the appropriate response is the opposite of anger. The therapy that I would use is cognitive behavior therapy because it provides professional treatment such as relaxation training, cognitive restructuring, teaching coping skills, behavior rehearsals, and strategies to resist aggressive impulses (Flamez & Sheperis, 2015). A good example of how I would respond is how the counselor did in the video. When Melissa came into the session angry, upset of being there, feeling like this was worthless, and stating that there was nothing the counselor could do to get her to speak to him, the counselor did something that was so amazing. He was able to turn that negative energy around by telling Melissa the positive things that her parents and probation office said about her (Laureate Education, 2011). When she heard this, she was surprised and you can see it actually calmed her down a little bit. She became a little happy by the compliment and the counselor was even able to get her to speak about herself.

Conclusion

Finding and understanding the right approaches to helping your clients is one of the most important parts in counseling (Sommers-Flanagan & Sommers-Flanagan, 2007). Watching this video helps me to really put thought into my own reactions with others and with my child. Depending on our reaction with our client could really help them or tier them away from the growth that we were hoping they would gain. I know that this will be something that I would love to continue to work on because I know that I myself have a quick temper, and this can actually help my situation.

References

D’Acremont, M., & Linden, M. (2007). Memory for Angry faces, impulsivity, and problematic

behavior in adolescence.

Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide

for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

Laureate Education (Producer). (2011). Child and adolescent counseling [Video file]. Retrieved

from https://class.waldenu.edu

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-

friendly approaches with challenging youth (2nd ed.). Alexandria, VA: American Counseling Association.

2. Classmate (K.Rog)

Disruptive Behaviors(Week4 Discussion Response To Classmates)

Main Discussion Post

Once a child or adolescent admits that their life is not perfect, the counselor can begin developing and establishing goals from a counseling perspective (Sommers-Flanagan & Sommers-Flanagan, 2007). The challenge is getting the child or adolescent to the point where they willingly admit that life is not perfect (Sommers-Flanagan & Sommers-Flanagan, 2007). Most children and adolescents attend counseling with the notion that they have no plans of engaging with the therapist or participating in any way. They are just there to meet obligations that were initiated by parents, school, or even social services. Most clients who experience disruptive behavior will immediately acknowledge that those around them, such as parents, family and school, are the ones with the problems and not them (Sommers-Flanagan & Sommers-Flanagan, 2007).

Selected Disruptive Behavior

The disruptive behavior that I have chosen is the blaming adolescent. Unfortunately I don’t think this behavior is unique to only young clients but older clients as well. When knowledge is paired with experience, adolescents’ risk-perceptions actually become more realistic (Chapin & Coleman, 2017). David not only blamed everyone else but he really felt that he did nothing wrong (Laureate Education, 2011). David was angry for several reasons that included attending therapy, his parents’ response to his behavior, the gym teacher, and even his friend who told on him (Laureate Education, 2011).

Development of Therapeutic Relationship

In order to ethically and professionally work with challenging clients general skill, personal in sight, and a good knowledge base that includes constructive or formulated responses is required (Sommers-Flanagan & Sommers-Flanagan, 2007). Therefore to build a therapeutic alliance with David, I would try to avoid allowing my body language and nonverbal cues to affect what is being said between us. The fact that David chooses to blame everyone but himself for stealing his teacher’s car would probably garner some type of visible reaction towards from me based on what he is saying. This would definitely not help with building the therapeutic alliance. I could see myself possibly grabbing some water to try to maintain positive body language. It is important for counselors to be aware of their emotional buttons and get help and support as needed to ensure they remain effective and ethical (Sommers-Flanagan & Sommers-Flanagan, 2007).

I realize that if David were to see my frustration in my nonverbal cues and my body language that these actions could easily encourage his behavior and he may begin to lash out at me directly. This would add another layer to the challenge of dealing with his anger. Counselors should prepare and plan for aggressive resistance from teenage clients (Sommers-Flanagan & Sommers-Flanagan, 2007). Therefore I cannot wear my heart on my sleeve nor can I pass judgment on his actions or lack thereof. To build the therapeutic alliance I must be able to connect with David based on the information that he does provide just as Dr. Sommers-Flanagan did in the media.

Transform Negative Reaction

The constant reminder for me when working with David would be passing judgment. I know personally what that feels like and would not want to do that to any of my clients regardless of their age. Therefore being able to listen to his narrative and build from what he says and not what I think or even what I may already know from other resources close to him is imperative to keep us on the right track. Instead of relying on what I know to be right as well as how others feel about what he did, I have to stay in the here and now with David to work through where and why he feels the way he does in the moment about what he did. In all honesty, the rest will hopefully come later. Older children have an increased awareness of social relationships and therefore an awareness of the importance of these concepts within a non-judgmental therapeutic relationship, creates the opportunity for feelings and emotions to be shared with unconditional acceptance (Gordon & Russo, 2009).

Conclusion(Week4 Discussion Response To Classmates)

Some teenagers have a gift for destroying their counselor’s confidence (Sommers-Flanagan & Sommers-Flanagan, 2007). If a counselor is able to somehow overlook the verbal attack that they receive from teenagers, they can gain important diagnostic and clinical information about their pain and defenses (Sommers-Flanagan & Sommers-Flanagan, 2007). Being prepared and knowledgeable of just some of the challenges and obstacles that may happen with children and adolescents, can help to strategically build a healthy therapeutic alliance a little at a time.

References

Chapin, J., & Coleman, G. (2017). Children and adolescent victim blaming. Peace and Conflict: Journal of Peace Psychology, 23(4), 438-440. doi:10.1037/pac0000282

Gordon, M., & Russo, K. (2009). Childrens Views Matter Too! A Pilot Project Assessing Childrens and Adolescents’ Experiences of Clinical Psychology Services. Child Care in Practice, 15(1), 39-48. doi:10.1080/13575270802504396

Laureate Education (Producer). (2011). Disruptive behaviors: Part two [Interactive media].
Retrieved from https://class.waldenu.edu

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-friendly approaches with challenging youth (2nd ed.). Alexandria, VA: American Counseling Association.

3. Classmate (N.Jon)

Counseling with adolescents can present many challenges to a professional counselor. Not only can a teenager be resistant to counseling but they can manifest that resistance in different ways. Being able to quickly identify which form of resistance a client is exhibiting and having the knowledge and tools to be able to overcome that resistance is essential to being able to help the client (Sommers-Flanagan & Sommers-Flanagan, 2007). Looking first at the adolescent client displaying anger I will discuss why I would be most comfortable in counseling her. Then, I will discuss why I would be least comfortable counseling the adolescent who displays a blaming attitude. Next, I will explain one way that my reactions to the clients might positively and negatively influence the therapeutic relationship with each client. Lastly, I will explain one way I would transform a negative reaction in a more appropriate reaction.

The Angry Adolescent(Week4 Discussion Response To Classmates)

Of the four disruptive behaviors displayed in this week’s resource, the client I would feel most comfortable counseling with is the angry adolescent. Even though the girl is obviously angry, resistant to counseling, and has a low opinion of counseling, she presented defense is not as challenging for me as other behaviors. I personally do not feel threatened or intimidated by a client displaying anger and any anger directed towards me initially, I believe to be displaced. There are many reasons the client could be displaying anger. For instances, she may feel defensive with the thought that I am going to judge her. It may be a learned behavior (Sommers-Flanagan, Sommers- Flanagan, 2007). She may be mad at being forced to do something she does not wish to do. In any case, I believe she clearly needs to be heard and have someone listen and I believe I could provide her that, even in the face of her anger.

The Blaming Adolescent

The adolescent that displayed a blaming/denial attitude would be the most challenging for me to work with, at least initially. Having experience working with people struggling with addiction, the first hurdle I often encountered was the client’s sense of denial to an issue and blame towards others for their current life circumstances. I always found this obstacle particularly difficult to overcome. Working with adults I often used confrontation; however, when working with an adolescent I do not believe that would be as effective or beneficial to do. I’ve always told people, “you can’t help someone who doesn’t want help.” The adolescent child who displays a blaming mindset is challenging to me as I would initially be unsure of how to best reach him.

Positive and Negative Influences(Week4 Discussion Response To Classmates)

In choosing to work with the angry adolescents I believe my reaction of a calm, quiet demeanor would help offset her angry. Allowing her space and voice to vent without taking what she says about me personally is another step towards building a therapeutic alliance (Sommers-Flanagan, Sommers-Flanagan, 2007). As the client continues to display nonverbal behaviors that are meant to be disrespectful or hurtful (such as eye-rolling, hair flipping, or scoffing) I would first listen empathically and then apply what Sommers-Flanagan and Sommers-Flanagan (2007) describe as interpreting interpersonal relationship patterns. I would ask the client if he felt she was being treated fairly and I would explain to her how her behavior makes me feel. In applying these methods initially, I believe it would have a positive impact on the therapeutic alliance and lay the initial foundational bricks upon which we will build a strong bond. However, one potential negative influence could come from telling her how her behavior affects me. This could cause the client to become shut down, more hostile or aggressive, or switch her into a blaming mode (Sommer-Flanagan, Sommers-Flanagan, 2007).

Transforming Reactions

Following the hypothetical initial session with the angry adolescent, it is possible that my semi-confrontational comment regarding how her nonverbal behavior makes me feel could backfire. Should the client become more aggressive to my response I could respectfully address the client’s behavior again by explaining further how her behavior is affecting me and specifically asking if she has any control over it. According to Sommers-Flanagan, Sommers-Flanagan (2007) the concept of maintaining control and power is important to teenagers, and when faced with an experiment, one might be likely to take up the offer. In doing so, I could take a negative reaction from the client and use it to further serve the therapeutic alliance and build a sense of honesty and trust with the client.

Conclusion(Week4 Discussion Response To Classmates)

According to Eliana Gil, children display disruptive behaviors as a way of communicating that there is a problem or that they are in need or some sort of assistance of help (Laureate Education, 2011). While there are some behaviors I find more challenging than others, such as a blaming or denial mindset, other behaviors, such as angry or aggressive, are easy for me to interpret and work with. In working with adolescents who display disruptive behaviors it is important to maintain professionalism by not taking anything personally and to be knowledgeable in how to address and work through such behaviors (Sommers-Flanagan, Sommers-Flanagan, 2007).

References

Laureate Education (Producer). (2011). Child and adolescent counseling [Video file]. Retrieved

from https://class.waldenu.edu

Laureate Education (Producer). (2011). Disruptive behaviors: Part two [Interactive media].

Retrieved from https://class.waldenu.edu

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-

friendly approaches with challenging youth(2nd ed.). Alexandria, VA: American

Counseling Association.

Bottom of Form

Required Resources

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments. This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.

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

Readings(Week4 Discussion Response To Classmates)

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

o Chapter 6 “Attention-Deficit/Hyperactivity Disorder”

o Chapter 16 “Disruptive, Impulse-Control, and Conduct Disorders”

· Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-friendly approaches with challenging youth(2nd ed.). Alexandria, VA: American Counseling Association.

·

o Chapter 3, “Resistance Busters: Quick Solutions and Long-Term Strategies”

o Chapter 7, “Ecological Theory and Parent Education Strategies”

· DSM-5 BridgeDocument:Disruptive Behaviors Click for more options

Media

· Laureate Education (Producer). (2011). Child and adolescent counseling [Video file].
Retrieved from https://class.waldenu.edu

·

o “Disruptive Behaviors: A Discussion With John Sommers-Flanagan and Eliana Gil” (approximately 19 minutes)

· Laureate Education (Producer). (2011). Disruptive behaviors: Part one [Interactive media].
Retrieved from https://class.waldenu.edu

·

o Disruptive Behaviors: Part One Transcript Click for more options

· Laureate Education (Producer). (2011). Disruptive behaviors: Part two [Interactive media].
Retrieved from https://class.waldenu.edu

·

o Angry Adolescent Transcript Click for more options

o Withdrawn Child Transcript Click for more options

o Blaming Adolescent Transcript Click for more options

o Hyperactive Child Transcript Click for more options

Optional Resources(Week4 Discussion Response To Classmates)

· Cochran, J. L., Cochran, N. H, Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior. International Journal of Play Therapy, 19(3), 130–143.
Retrieved from the Walden Library databases.

· Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology, 37(1), 215–237.
Retrieved from the Walden Library databases.

· Powers, C. J.. & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behaviour in early elementary school. Developmental Psychology, 49(6), 1174–1186.
Retrieved from the Walden Library databases.

· Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section. Journal of Abnormal Psychology, 119(4), 683–688.
Retrieved from the Walden Library databases.

 
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End Of Life Decision

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End Of Life Decision

(End Of Life Decision)

Prior to completing this discussion, please read the American Psychological Association’sEthical Principles of Psychologists and Code of Conduct (2010) and Fact Sheet on End-of-Life Care (2014), as well as the Block, et al. (2006), Kwak, & Haley (2005), and Torbic (2011) articles required for this week.

You are working at an area hospital dealing primarily with end-of-life decisions and palliative care. For this discussion, you will be reviewing the PSY605 End-of-Life Case Scenarios document and making recommendations based on the information provided in the scenarios.

All end-of-life choices and medical decisions have complex psychosocial components, ramifications, and consequences that have a significant impact on suffering and the quality of living and dying. The issues involved in this process of decision making are based on issues of developmental stage, gender, race, ethnicity, culture, health, family, and physical, cognitive, and psychosocial states. For your initial post, you will apply concepts from developmental psychology to create your recommended courses of action for either Roger or Geri.

To begin, carefully review the PSY605 End-of-Life Case Scenarios document, select one of the cases, then create a recommended course of action for the scenario selected by addressing the following questions:

  • What is the best recommended course of action for the client at this time, and why?
  • What potential effects would themes such as the client’s culture, ethnicity, family, education, and gender have on the situation and recommendation(s)?
  • How does the client’s developmental stage factor into your recommendation?
  • How do the client’s physical, cognitive, and psychosocial states affect your recommendation(s)?
  • How might the developmental stage(s) of the client’s family member(s) affect your recommendation?
  • How will you present your recommendation(s) to both the patient and family member(s)?
    • What consideration(s) would affect your manner of presentation?
  • Are there considerations that cannot be processed at this time because of lack of information in the written scenario?

Next, analyze and comment on the ethical considerations related to the scenario. Note how the APA’s Ethical Principles of Psychologists and Code of Conduct might provide guidance.

Remember to evaluate the unique scholarly perspectives presented in your reading to support your recommended course of action and analysis of ethical considerations.

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers who selected a different scenario than you by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion.

In your responses, compare and contrast your own recommendations and the information leading to those recommendations with those of your classmates.  For each response, critically evaluate the information your classmate has provided by considering different points of view. What specific information presented in your classmate’s post requires clarification and elaboration? What assumption(s) has your classmate made about the scenarios and/or information provided? Are there specific issues with the recommendations provided that could potentially be challenged? Explain. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7 of the week and respond to anyone who replies to your initial post.

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

 
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Individual Programmatic Assessment

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*KIM WOODS** Individual Programmatic Assessment:
Exploring A Classic Study In Social Psychology

Individual Programmatic Assessment

*KIM WOODS** Individual Programmatic Assessment:Exploring A Classic Study In Social Psychology

Select one of the following classic studies in social psychology. While many of these studies are referenced in Social Beings, you may need to do additional research using the University Library or other resources.

  1. Solomon Asch’s (1940, 1956) classic work on normative influence and conformity; sometimes referred to as the Asch effect
  2. Stanley Milgram’s (1965, 1974) research on obedience and the situational variables that make obedience to authority more likely
  3. Leon Festinger’s (1957) study of cognitive dissonance or Festinger and Carlsmith’s (1959) work on cognitive dissonance
  4. Henri Tajfel and his colleague’s (1971) work on the impact of minimal groups and ingroup bias
  5. Muzafer Sherif and colleague’s (1961) classic Robbers Cave study, including the concept of shared goals and the contact hypothesis
  6. Darley and Latane’s (1968) study of the bystander effect, including the concept of diffusion of responsibility and the conditions under which people are more or less likely to help
  7. A different classic social psychology study approved by your course instructor

Individual Programmatic Assessment.

Write a 1,050- to 1,400-word paper about a classic study in social psychology that includes the following information:

  • A summary of the study and how it was conducted
  • An explanation of the study results: What happened? Were there any unexpected findings? What did the authors conclude? What did the results mean, and what are their implications?
  • An explanation of how the concept situationism applies to the study results
  • Answers to the following questions:
    • Do you think the study results might have been different if the participants were from a different cultural, ethnic, or gender group? How so?
    • Do you think the results of the study are important and relevant to contemporary society? Explain.

Format your paper according to APA guidelines.

 
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Psychological Constructs Related to Espionage

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Psychological Constructs Related to Espionage

(Psychological Constructs Related to Espionage)

Espionage involves a complex interplay of psychological constructs that drive individuals to engage in clandestine activities for the acquisition of sensitive information. One pivotal construct is motivation, which may stem from various sources such as ideological beliefs, financial gain, or personal vendettas. Risk tolerance is another crucial factor, as spies must navigate hazardous situations with composure and resilience. Deception skills are paramount, requiring the adept manipulation of truth to maintain cover identities and extract information covertly. Adaptability is vital in espionage, enabling operatives to swiftly adjust to changing circumstances and evade detection. Emotional intelligence plays a significant role, allowing spies to gauge and manipulate the emotions of others to their advantage. Ethical ambiguity is often present, as individuals grapple with moral dilemmas while justifying their actions in service of a greater cause. Finally, loyalty to one’s nation or cause can serve as a powerful motivator, driving individuals to endure the psychological toll of espionage for the perceived greater good. Understanding these psychological constructs is essential for comprehending the motivations and behaviors of individuals involved in espionage.

Psychological Constructs Related to Espionage

Often, the manifestations of psychopathology are related to the motivation behind and behavior involved in acts of espionage. In this assignment, you will have the opportunity to explore what specific psychopathologies may be common to these acts. Keep in mind that the presence of a certain psychopathology in one spy is not indicative of its presence in all spies.

Tasks:

Using at least two scholarly resources from the professional literature, research psychopathology related to acts of espionage. The literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

Create a 2- to 4-page paper responding to the following:

  • Identify at least two psychopathologies that have been correlated to acts of espionage, treason, or disloyalty.
  • Describe the psychopathologies you researched related to acts of espionage and explain how these psychopathologies can motivate one to spy, in your own words.

Give reasons in support of your responses.

Submission Details:

Assignment 2 Grading Criteria
Maximum Points
Described in detail two psychopathologies that have been correlated to acts of espionage, treason, or disloyalty.
40
Explained the psychopathologies identified and how these psychopathologies can motivate one to spy.
40
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
 
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Pros & Cons of Diagnosing Children3

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Discussion: Pros & Cons of Diagnosing Children3

(Pros & Cons of Diagnosing Children3)

One of the great controversies in the field of psychology relates to how we define normal and abnormal behavior. There is general agreement with the official definitions of abnormal behavior; that is, abnormal behavior is severe or maladaptive enough to need diagnosis and psychological or psychiatric treatment. These official definitions are contained in the Diagnostic and Statistical Manual of Mental Disorders (DSM). There have been many revisions of this manual over the years. Currently, we are using the fifth edition, or the DSM-5 (APA, 2013).

Children and adolescents who display certain behaviors that cause them to have significant difficulty in their everyday functioning are likely to be diagnosed with one of the disorders in the DSM. Some of those diagnoses are temporary, whereas others are life-long.

Review the following case:

  • Anna, a four-year-old Mexican-American girl, lives with her mother and father. Anna’s parents immigrated to the United States years before her birth. Her mother speaks only Spanish with her, while her father speaks only English. Anna’s parents are migrant workers who must move regularly. Anna and her parents have moved over ten times since her birth. They hope to provide Anna with more stability, now that she is approaching school age. Therefore, they are seeking other forms of employment.
  • Anna recently completed kindergarten orientation. The school psychologist recommended that her parents have her evaluated further, as her speech development is significantly delayed. She speaks very little; her vocabulary was screened at the kindergarten orientation and was found to be at least two years behind typical speech development. During the kindergarten screening, Anna was hyperactive, unable to sit still, distracted, and unable to complete the tasks. She was unable to complete them partially due to their difficulty level, but also due to her inability to focus sufficiently.
  • After a thorough evaluation at the local mental health center, Anna was diagnosed with attention-deficit/hyperactivity disorder (ADHD). She began participating in a behavioral modification program with a bilingual therapist, who speaks both English and Spanish. She will be evaluated in a few weeks by the psychiatrist, who will decide whether to prescribe stimulant medication for the ADHD.

Based on your analysis of the case, respond to the following:

  • Analyze the pros and cons of diagnosing Anna with a mental health disorder. Identify at least three benefits and at least three costs Anna and her family may experience as a result of her diagnosis. When deciding which pros and cons to identify, consider benefits and costs related to at least four of the following categories:
    • Stigma
    • Prescription of psychiatric medication to children
    • Selection of a psychotherapy approach
    • Multicultural factors
    • Labeling or mislabeling of children
    • Early intervention

Write your initial response in 300­­–500 words. Apply APA standards to citation of sources, including in-text citations and full references. Incorporate information from at least two academic sources to support your statements or ideas. Academic sources could include your textbook, required readings for this week, or academic journal articles found in the AU online library.

 
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Qualitative Approaches to Research

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Qualitative Approaches to Research

(Qualitative Approaches to Research)

Qualitative research approaches delve into the depth and nuances of human experiences, behaviors, and phenomena, seeking to understand them within their natural context. Unlike quantitative methods that focus on numerical data and statistical analysis, qualitative research emphasizes subjective interpretation and meaning-making. This approach employs various techniques such as interviews, observations, focus groups, and content analysis to gather rich, detailed data.

One hallmark of qualitative research is its flexibility, allowing researchers to adapt their methods and questions in response to emerging insights. This iterative process often leads to unexpected findings and a deeper understanding of the research topic. Additionally, qualitative research values the voices and perspectives of participants, aiming to capture their lived experiences authentically.

Interpretation is central to qualitative research, as researchers analyze data to identify patterns, themes, and underlying meanings. Through this interpretive lens, researchers construct narratives that illuminate the complexity of human behavior and social phenomena.

Ultimately, qualitative research contributes to our understanding of the social world by providing insights into the subjective experiences, meanings, and contexts that quantitative data alone cannot capture.

Qualitative Approaches to Research

For the qualitative article you selected in this unit’s studies, in the Library Search section, address the following:

  • Identify whether a generic qualitative approach or a phenomenological approach was used, and describe the characteristics of the research that provide evidence to support the identification.
  • Identify the key phenomena under investigation.
  • Describe the data collection process, including the role of the researcher.
  • Describe the qualitative approach to analyzing the data in this study.
  • Evaluate the scientific merit of the selected approach. How did the approach used, either phenomenology or generic qualitative, help the researcher answer the research question? How might you have designed this study differently?
  • Post the persistent link for the article in your response. Refer to the Persistent Links and DOIs guide, linked in Resources, to learn how to locate this information in the library databases.
  • Cite all sources in APA style and provide an APA-formatted reference list at the end of your post.

Response Guidelines

After reviewing the discussion postings, choose one peer to respond to. For your response:

  • Follow the persistent link to the article being discussed.
  • Using the language of research, explain how you agree or disagree with your peer’s evaluation, offering your own suggestions for improving the research design.

Resources

 
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Theoretical Frameworks

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MN502-2: Explain how theoretical frameworks influence advance,
business and finance homework help

(Theoretical Frameworks)

Question description

MN502-2: Explain how theoretical frameworks influence advance.

Purpose

The purpose of this Assignment is to explore how a theorist explicates his or her philosophy and thoughts behind a theoretical field. As in other fields of study, nursing has a plethora of theorists and theories. These theorists have developed their paradigm over time enriching it with research and dialogue with other theorists.

Directions

You are going to explore how a theorist of your choice created his or her theory. Did it develop as an acorn becoming a mighty oak over the decades? Did it arrive as a burst of light like the big bang as some believe created our universe? Was it developed from a blueprint like a spaceship where thousands of scholars worked together to create a rocket to the moon? In point of fact, how is a theory developed? This is what we are exploring.

You will pick a theorist who interests you, it does not have to be a nurse theorist. You may also choose from other disciplines such as: behavioral, leadership, business, education, technology.

You will become the theorist immersing yourself in the writings from the earliest mentioned to the most current.

As you read, look at how you (taking on the persona of the theorist) developed the theory.

In the first stage, theorizing occurs. This is where you, as the theorist, identify the concepts of what nursing is and is not. Perhaps you questioned what concepts were guiding those in nursing practice and then started to question your role. You started asking yourself, “Where am I in nursing, and where the profession is going? Is there some overarching concept that guides the professional in his or her practice?” This is where you recognize that a theory is needed.

In the second stage, syntax is developed. This is where you will define the terms. Look for changing definitions of terms. Consider, for example, Jean Watson. She starts by defining the word “caring.” Within the last ten years she has refined her terminology changing the term caring to caritas. This demonstrates a growth and maturation from decades of research she and other scholars did to produce the theory of caring.

The third stage is theory testing. Defined as the phenomena behind the theory that are exposed through research. The definitions of terms are refined. The theorists and other researchers consider whether this theory helps answer questions that arise in practice. This is where your theory is used in by a widening group of researchers. For example, graduate nursing students request the tool you developed while testing your theory.

The fourth and last stage is evaluation. This is where philosophical debate occurs as the concepts are applied through evidenced based practice in the act of providing nursing care.

Assignment Details

For this Assignment, you are going to write an article for a nursing journal explaining how you developed your theory through the four stages (theorizing, syntax, theory testing, and evaluation). Your paper must be 3 to 5 pages, not including the title and reference pages.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.

Assignment Requirements

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; and
  • utilize spelling and grammar check to minimize errors.

Your writing Assignment should:

  • follow the conventions of Standard American English (correct grammar, punctuation, etc.);
  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA 6th Edition format.
 
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