Week 5 Discussion 2 Response

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Week 5 Discussion 2 Response

(Week 5 Discussion 2 Response)

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 12/31/17 at 3pm. Respond to my colleagues by using the following approaches:

· Select a colleague from Discussion A. Validate his or her perspective or suggest an alternative perspective of the identified influences. Support your response by citing your own authentic observations (from your own life or from working with clients) and the current literature.

· Select a colleague from Discussion B. Validate his or her perspective or suggest an alternative perspective of the identified influences. Support your response by citing your own authentic observations (from your own life or from working with clients) and the current literature.

1. (A. Wit-Discussion B)

Many factors influence the development of sexual orientation. In this post, I will examine the how biology, culture, socialization, and age are a part of the sexual orientation process.  There is debate amongst the scientific and general population of whether sexual orientation is inborn or a response to social influences and choice (Morandini, Blaszczynsk, Costa, Godwin, & Dar-Nimrod, 2017).

Role of biology in sexual orientation(Week 5 Discussion 2 Response)

The development of sexual attraction begins in the human body as a glandular response to sex hormones (Broderick & Blewitt, 2015).  A series of chemical reactions starting in the brain, stimulate the onset of puberty, including the development of sexual characteristics (Broderick & Blewitt, 2015).  Half of all adolescents have had sexual experiences with members of the same sex (Broderick & Blewitt, 2015). As sexuality develops, so too does sexual orientation.  Many researchers agree that sexual orientation may be related to genetics (Broderick & Blewitt, 2015).  Increased prenatal exposure to masculinizing hormones in girls, and delayed exposure to masculinizing hormones in boys is associated with higher rates of homosexual behavior and fantasies (Broderick & Blewitt, 2015). Some research points to traits such as handedness and digit ratio as predictors of homosexual or heterosexual orientation (Broderick & Blewitt, 2015).  In a study of adult lesbian women, individuals who believe their “gayness” is an inborn trait, as opposed to environmental, display higher levels of psychological well-being (Morandini, Blaszczynski, Costa, Godwin, & Dar-Nimrod, 2017).

Role of culture and socialization in sexual orientation

The role of culture and socialization have been identified as factors that contribute to sexual orientation.  Many cultures and religions frown upon relationships that are not heterosexual.  Unlike the research on biological factors influencing sexual orientation, the research on environmental factors is less conclusive (Broderick & Blewitt, 2015).  Children raised by homosexual partners show no increased likelihood of same-sex orientation (Broderick & Blewitt, 2015).  Differences in values and beliefs may be a social factor that influences sexual orientation.  Research has shown that highly valued partner traits in heterosexual men are prioritized by intelligence, good looks, humor, honesty, face attractiveness, and kindness (Lippa, 2007).  Partner traits valued by homosexual men were ranked in slightly different order: intelligence, humor, good looks, honesty, face attractiveness, and kindness (Lippa, 2007).  The same study suggests that family roles, marital roles, gender roles, and social roles of heterosexual and homosexual individuals can affect sexual orientation (Lippa, 2007).

Role of age in sexual orientation(Week 5 Discussion 2 Response)

Sexuality and sexual attraction are evident in children by around age 10 (Broderick & Blewitt, 2015).  Regardless of sexual orientation, most people agree that heterosexual or homosexual orientation is “natural” as opposed to chosen (Broderick & Blewitt, 2015).  Some studies suggest that for one in five adolescents, sexual orientation is fluid and subject to change (Broderick & Blewitt, 2015).

Summary

Whereby factors including biology, culture, and social influence contribute to sexual orientation, most people agree that homosexuality and heterosexuality are natural attractions and not categories of choice.  There is research supporting the importance of genetics and environment as on sexual orientation (Broderick & Blewitt, 2015).  Homosexuals that accept their sexual orientation as “inborn” are likely to have a greater sense of well-being than those who reject their sexuality (Morandini, Blaszczynski, Costa, Godwin, & Dar-Nimrod, 2017).

References

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

Lippa, R.A. (2007). The preferred traits of mates in a cross-national study of heterosexual and homosexual men and women: an examination of biological and cultural influences. Archive of Sexual Behavior, 36(2), 193-208

Morandini, J., Blaszczynski, A., Costa, D., Godwin, A., & Dar-Nimrod, I., (2017). Born this way: sexual orientation beliefs and their correlates in lesbian and bisexual women.Journal of Counseling Psychology, 64(5). 560-573

2. (H. Men-Discussion A)(Week 5 Discussion 2 Response)

Biology

Sexuality refers to people’s sexual interest in and attraction to others; it can also be view as social life of humans.  Sexuality also has to do with one’s gender identity that they choose. Faced with their increased sexual interest, most adolescents begin to explore their sexuality. (Broderick & Blewitt, 2015). Biology however, plays a role in influencing sexuality.   Sexuality begins during infancy, as young children discover their genitals through touch.  As their sense of self begins to develop, children also begin to form a sexual identity. It is also during this time that children develop an interest in the process of reproduction and formulate questions regarding sexuality.

Cultural and socialization

Unfortunately, the media has influenced how people look at themselves and others. People tend to teach what they want children to do instead of letting them learn difference experiences. Children must be allowed to go through their tween ages. The tween is one of the primary phases of development where we see lots of specks in gender identity, sexuality, sexual orientation; we’re discovering our bodies becoming more aware of our bodies, becoming more embarrass of our bodies and everything externally is really changing (Laureate Education, 2013).  While people are suppressed by their culture beliefs not be who they want to be, society also causes people to want to fit in. Clearly, there are differences across cultures in the specifics of gender-appropriate behavior, but most cultures do place restrictions on what the genders should and should not do (Broderick & Blewitt, 2015).  For instance, no one wants to be different due to the fear of being made fun of or rejected. Under normal circumstances, the society as a whole expect girls to be girly and weak, and boys to be strong and manly.

Age

By age 3, most children know something about gender-related preferences for toys and activities, and 4- to 6-year-olds have gendered expectations about people and their behaviors (Broderick & Blewitt, 2015). Freud also argued that at about age 3, children begin to have vague sexual needs. (Broderick & Blewitt, 2015). These needs create a family triangle that plays out somewhat differently for boys versus girls.

References:

Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu

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

3. (S. Mor-Discussion B)(Week 5 Discussion 2 Response)

Adolescents continuously experience changes to their bodies that do not occur overnight, but with this process of change there is a sexual maturity which occurs over a span of several years (Broderick & Blewitt, 2015). Involved with this sexual maturity the roles of biology, culture, socialization, and age will impact a person’s sexual orientation.

Biology in Sexual Orientation

Biology in sexual orientation is determined normally when a child is born differentiating between a baby being male or female, based on physicians visualization (Lev, 2004). However sexual orientation through a biological lens is not so cut and dry, but actually quite complex. The complexity involves contributing factors which involve “genetics, hormones, morphological, chromosomal, gonadal, biochemical, and anatomical” which affect our bodies and the way our brains signals us to act as a male or a female (Lev, 2004). I am reminded of how adults determine what their child plays with when it comes to their gender roles, cars and trucks for boys while dolls are only for girls. The sexual orientation of a child is determined during conception but what causes the differentiation is the presence of masculine hormones produce gonads allowing the genitalia to be external (Lev, 2004). The female will not have the presence of male hormones allowing female gonads to dominate and produce internal genitalia (Lev, 2004).  The debate regarding sexual orientation as either a choice or this is the way I was born plays a significant role in the biological sense of a person’s life. On one hand if someone says they were born heterosexual, but then say being a homosexual is a choice there is a major disconnect that is placing judgment instead of biological facts on a group of people because they are unlike the majority. Personally it does not have to so complex with trying to understand if someone is born straight or gay, but the simplicity should be we were born to love.

Culture and Socialization in Sexual Orientation

Culture and socialization engage parents and children in different ways, and I do not think many cultures realize the significant role it plays in sexual orientation. Cultures that promote sexual activity in their young people may be unheard of, but I think it is because adults understand the dynamics behind being sexually active. The relationships between boys and girls is allowed up to a certain age, and then adults begin to act weird by not allowing their child to continue playing with the friend they played with for years. Many cultures influence their children’s sexual orientation by showing examples teaching boys how to behave like men, and girls how to behave like ladies (Broderick & Blewitt, 2015). Times are changing and society has begun to accept people for who they are and not what everyone says they should be. The struggle is still present and we have a long way to go, but we are not where we used to be. I overheard a mother express herself to a friend about her son’s sexual orientation and what I heard made a lot of sense. The son let his mom know he was gay which she accepted and actually told him she already knew he was from a small age. The mom did not have a problem with her son’s sexual orientation, but her fear is the way society will treat her son who she loves dearly. Just like parents are aware of the responsibilities becoming sexually active entail, this mom knew the persecution and judgment her son will face because he is gay. Support him no matter what would have been my advice to this mom, but again I overheard a conversation, and I remained quiet. In many cultures girls are expected to babysit, cook, or clean; while boys play rough house with their father’s. Children normally are taught gender differences by their parents or the environment that they live in teaches them how boys act versus how girls should act (Broderick & Blewitt, 2015).

Age in Sexual Orientation

Adolescents’ progress at different rates where girl’s growth process normally begins two years earlier than boys, and the level of maturity begins earlier than boys (Broderick & Blewitt, 2015). In the state of Georgia the consensual age of sex is 16 years old, regardless if a parent feels their child is ready for sexual activity. The reality of today allows adolescents the freedom to be sexually free and to explore their own sexuality. It is no longer taboo to walk in a high school and see two females or two males holding hands. Age in sexual orientation has not changed over time, but it has allowed adolescents to be confident in embracing their sexual orientation.

References

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

Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

Readings(Week 5 Discussion 2 Response)

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

o Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)

o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)

Best, D. L. (2009). Another view of the gender-status relation. Sex Roles, 61(5/6),341–351.
Retrieved from the Walden Library databases.

Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum. Journal of Feminist Family Therapy, 21(2),77–97.
Retrieved from the Walden Library databases.

Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships. Sex Roles, 64(1/2),90–102.
Retrieved from the Walden Library databases.

Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men. Journal of Gay & Lesbian Social Services, 22(3), 287–315.
Retrieved from the Walden Library databases.

Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

o Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the Walden Library databases.

McCabe, J., Tanner, A. E., & Heiman, J. R. (2010). The impact of gender expectations on meanings of sex and sexuality: Results from a cognitive interview study. Sex Roles, 62(3/4), 252–263.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter discusses how individuals in the in between, or ‘tween’ age can feel uncomfortable about their gender, their bodies, and their sexuality. Strategies for working with tweens are also discussed. It is highly recommended that you view this presentation before posting to this week’s Discussion boards.

 
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COGNITION IN THE MEDIA

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COGNITION IN THE MEDIA

(COGNITION IN THE MEDIA)

Competencies Addressed in This Assignment

This assignment addresses the following competencies:

  • Competency 1: Apply research findings to topics in human learning and cognition.
  • Competency 2: Apply psychology theories and concepts to human learning and cognition.
  • Competency 5: Apply psychological principles and research in industrial and organizational psychology to inform personal and professional behavior.

Introduction

Cognitive psychology research is often featured in the mainstream media. For example, a few years ago Oprah Winfrey featured Dr. Strayer’s research on distractibility when talking on the cell phone while driving. She then used his research to start a movement that discouraged drivers from using their cell phones when behind the wheel.

Popular media features, such as those on Oprah, Dr. Oz, and in People magazine, exemplify how cognitive psychological research can inform the public about how our cognitive processes work.

Using the three examples of cognitive psychology research featured in the media that you have researched (newspapers, television, and magazines), write a two-page paper for each resource and explain how it fits with what we know about cognition. Each example must cover a different topic. Reference the original articles or videos. Include the following in each paper:

  • Analyze the concepts of cognitive psychology (attention, limits, inattention, automatic processing, and so on) that you observe in each of the selected articles or videos.
  • Describe how the concepts are applied in real-world situations.
  • Describe other examples of how the concepts you analyzed are present in everyday life, and how understanding them can be used to improve life (such as Oprah’s efforts to educate people about the dangers of distractibility while driving).

Note: You must support your claims with evidence from the text by including internal citations.

Strive to be as concise as possible and limit your completed assignment to no more than six double-spaced pages, excluding the title page and reference page. Support your statements and analyses with references and citations from at least three resources.

Additional Requirements

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to current edition APA style and format.
  • Number of resources: At least three citations.
  • Font and Font Size: Times New Roman, 12 points.
 
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Foundations Of Mental Health Counseling2

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Foundations Of Mental Health Counseling2 – First Session

(Foundations Of Mental Health Counseling2)
I need this back on Feb 2nd by 2pm.  2 referencesIn Module 4, you learned about the direct and indirect functions performed by clinical mental health counselors before, during, after, and outside the counseling relationship. You were taught that counseling is a process that occurs in stages. At each stage, clinical mental health counselors engage in a variety of activities that are purposeful and intentional. Some of the activities performed by counselors during those stages include building the relationship and establishing rapport, gathering information, conceptualizing the case, and performing assessment and diagnosis where appropriate, with the end goal and activity being the collaborative development of an appropriate treatment plan. As you think about the counseling process and the role of the clinical mental health counselor, consider the following scenario:
Scenario:Aalia is a 17-year-old Muslim female from Pakistan. Her family has been in the United States for 7 years. Aalia was referred to a counselor by her family doctor because she has experienced several behavioral changes over the past 2 months. She takes less interest in school and community activities and has started to isolate herself in her room at home. Her siblings describe her as irritable and moody. Aalia has had occasional crying spells over the past month and she reported unexplained weight loss over the past 2 months. She does not have a formal diagnosis. As you plan for your first session with Aalia, think about what you will do.

Tasks:In a minimum of 200 words, respond to the following:

  • Describe three objectives you hope to accomplish in the first session with Aalia and explain why these objectives are important to accomplish in the early stages of the counseling relationship.
  • Discuss any additional information you want to confirm or gather from the doctor, Aalia, and her parents and siblings and describe how you will go about gathering the additional information.
  • Discuss what kind of assessment you will want or need to conduct.
  • Explain how what you learned in Module 4 will contribute to your professional growth as a new counselor-in-training.
  • Your discussion should clearly reflect your thoughtful and logical analysis of the information.

Support your rationale and analysis by using at least two resources from professional literature in your response. Professional literature may include peer-reviewed journal articles you can access through the Argosy University online library resources; relevant textbooks; and websites created by professional organizations, agencies, or institutions (websites ending in .edu or .gov).

Be sure to read all of your classmates’ original posts and respond to more than two of your classmates’ posts. Your responses should be substantive, meaning they should encourage further dialogue and discussion, encourage your classmates to think about other aspects of the topic, compare your response to your classmates’ responses, or ask a relevant question, to better assist you with your understanding. Responses such as “I like/I agree” or “I don’t like/I don’t agree” are not complete enough.

Your discussion posts and all written assignments should reflect graduate-level writing skills and appropriate use of APA style, including in-text citations and references.

Submission Details:

  • By the due date assigned, post your responses to the Discussion Area.
  • Through the end of the module, respond to more than two of your classmates’ posts. While responding, describe how your objectives for the session are similar to and different from the objectives discussed by your classmates. Critique the additional information your classmates would like to obtain and how they would go about obtaining the information. Explain what you might do differently, or do in the same way, and why.

Grading CriteriaMaximum PointsQuality of initial posting, including fulfillment of assignment instructions8Quality of responses to classmates6Frequency of responses to classmates2Reference to supporting readings and other materials2Language and grammar2Total:20

 
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Developmental Scaffolding: Tech Teaching

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Developmental Scaffolding: Tech Teaching

(Developmental Scaffolding: Tech Teaching)

Developmental scaffolding in tech teaching involves providing structured support to learners as they acquire new skills and knowledge in technology-related fields. Similar to scaffolding in construction, where temporary structures support workers as they build, educational scaffolding provides learners with the assistance they need to accomplish tasks beyond their current abilities.

This approach acknowledges that learners may need different levels of support at different stages of their development. For instance, beginners might require more guidance and explicit instruction, while advanced learners may benefit from more independence and exploration.

In tech teaching, scaffolding techniques could include providing step-by-step instructions, offering examples and models, breaking down complex concepts into smaller, more manageable parts, and offering opportunities for practice and feedback. Additionally, mentors or instructors play a crucial role in scaffolding by offering guidance, encouragement, and constructive feedback.

By scaffolding learning experiences effectively, educators can help learners build their skills incrementally, leading to greater mastery and confidence in navigating the complexities of technology. This approach fosters a supportive learning environment where learners feel empowered to take risks, make mistakes, and ultimately grow into proficient and self-reliant technologists.

Developmental Scaffolding: Tech Teaching

For this Discussion, you will examine the zone of proximal development (ZPD), scaffolding in learning situations, and the internalization of social speech.

To prepare

  • Review Chapter 9 of the Newman and Newman course text and consider the zone of proximal development (ZPD) in relation to teaching a new skill.
  • Select an individual you would like to teach a new technology and consider the age of the individual so it matches a particular developmental period: childhood, adolescence, adulthood, or late adulthood.

By Day 4

Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.

Articles to read;

 

Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312–320.
Retrieved from the Walden Library databases.

Kavanaugh, A., Puckett, A., & Tatar, D. (2013). Scaffolding technology for low literacy groups: From mobile phone to desktop PC? International Journal of Human-Computer Interaction, 29(4), 274–288.
Retrieved from the Walden Library databases.

Optional Resources

Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24(1), 113–131.

 
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Comprehensive Cancer Care

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Comprehensive Cancer Care: Diagnosis, Complications, and Management

(Comprehensive Cancer Care)

Comprehensive cancer care encompasses various facets crucial for effective management. Diagnosis involves a multidisciplinary approach, utilizing imaging techniques, biopsies, and molecular tests to accurately characterize the cancer’s type, stage, and genetic profile. Complications, ranging from treatment side effects to disease progression, necessitate tailored interventions. Chemotherapy, radiation therapy, surgery, immunotherapy, and targeted therapies are employed, often in combination, to combat cancer while minimizing adverse effects.

However, complications can arise, such as treatment-related toxicities, infections, and psychological distress, requiring vigilant monitoring and supportive care measures. Solutions encompass advances in precision medicine, personalized treatment plans, and supportive care strategies. Precision oncology utilizes genetic and molecular profiling to match patients with targeted therapies, enhancing treatment efficacy and minimizing toxicity.

Additionally, supportive care interventions address symptom management, psychosocial support, and quality of life enhancement throughout the cancer journey. Integration of palliative care and survivorship programs ensures holistic care from diagnosis through treatment and beyond. Collaboration among healthcare professionals, patients, and caregivers is paramount in delivering comprehensive cancer care, emphasizing individualized approaches that consider medical, emotional, and social needs.

 

Write a paper (1,250-1,750 words) describing the approach to care of cancer. In addition, include the following in your paper:

  1. Describe the diagnosis and staging of cancer.
  2. Describe at least three complications of cancer, the side effects of treatment, and methods to lessen physical and psychological effects.
  3. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the
rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

RUBRIC

30.0 %Explanation of the Diagnosis and Staging of Cancers is Provided.

20.0 %At Least Three Complications of Cancer are Identified With Comprehensive Discussion of Available Treatments.

30.0 %Provides Recommendations to Address Physiological and Psychological Side Effects of Care.

 
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Capstone Entire class online Nursing

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Capstone Entire class online Nursing

(Capstone Entire class online Nursing)

Question description

1 topic each week 3 post first post before Wednesday and must reply to two class mates with the total of 3 the class is 8weeks. and also include 3 project. See below. * All projects must be turned into turn it i

Course Outcomes

This project enables the student to meet the course outcomes below.

  1. Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1)
  2. Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)
  3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO #3)
  4. Develops and outlines a scientific, systematic decision-making process to integrate critical thinking with clinical judgment to assure safe and effective outcomes. (PO #4)
  5. Develops a plan for continued personal and professional development through enrollment in graduate education, continuing education programs, professional reading, participation in professional organizations, and service to the community. (PO #5)
  6. Plans clinical practice activities that integrate professional nursing standards in accordance with the nursing code of ethics and American Nurses’ Association (ANA) standards of practice. (PO #6)
  7. Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO #7)
  8. Selects evidence for best practice when planning professional nursing care for individuals, families, aggregates, and communities. (PO #8)

Due Dates

Submit to the appropriate Dropbox as follows.

  • Week 3: Capstone Project Milestone #1: Practice Issue and Evidence Summary Worksheet
  • Week 4: Capstone Project Milestone #2: Design Proposal
  • Week 6: Capstone Project Milestone #3: Educating Staff: Implementing Change

Submit the assignment to the Dropbox located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions.

See the Syllabus section Course Schedule for due date information.

Requirements and Guidelines

The project has been divided into three milestones, due over Weeks 2 through 6, with each milestone building off another. Each milestone has its own grading rubric and enables you to focus on the content specific to the particular milestone without being overwhelmed.

  • Milestone #1, due in Week 3, consists of you identify a nursing practice issue, and completing a Practice Issue and Evidence Summary Worksheet.
  • Milestone #2, due in Week 4, consists of you writing a Design Proposal for your change project.
  • Milestone #3, due in Week 6 consists of an approach to educate the staff about your change project.

NOTE: Specific, detailed guidelines for each milestone are linked on the Course Resources page under Course Home.

 
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Patient Portfolio Development Assignment

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Patient Portfolio Development Assignment

(Patient Portfolio Development Assignment)

PS440 Unit 8 Assignment Instructions….

Assistance is needed in completing the following Assignment.  I have also attached the instructions as a word document in the dropbox below.  I have also added the Case Study “SHONDA” which will be needed to complete the paper.

 

For this Assignment, start by selecting one of the case studies (accessible from the Course Resources) and develop a patient portfolio. The goal of the portfolio is to identify a disorder and recommend a plan of action to help the patient manage his or her symptoms and change behavior for therapeutic outcomes.

To begin your Assignment, do a search of the Library and the internet. You are also to use course material, but your project should include at least four additional references from the library and/or the internet (your final Assignment must include one library resource). The internet sources you use for the Assignment should be credible. You should not use internet sites such as Wikipedia where anyone can post information or About.com. Your information should be from acceptable psychological or medical societies, such as the National Institute of Health, Web MD, etc.

You will address the following areas that are outlined in the patient portfolio document. Part 2 through Part 4 of the patient portfolio should be a minimum of 675 words. All work should be in the student’s own words with quotes used very sparingly. No more than 10% of the work should be direct quotations. Be sure to address each of the issues with the use of several sources in the form of in-text citations to support your answers, and use proper APA format, including Times New Roman 12-point font. For help with APA writing style, please refer to the APA Quick Reference on Course Resources and the Kaplan Writing Center (accessible from your student home page).

Using the provided template, as-is, develop the patient’s portfolio by addressing the following:

Part 1: Background information about the patient

Provide background information that includes (a) the patient’s disorder, and (b) a list of the diagnostic criteria that the patient meets listed in the DSM-5 under the diagnostic criteria for the disorder.

Part 2: Psychological Approach

Select a psychological theory from the course textbook (chose either a cognitive or behavioral theory). Refer directly to the textbook or an academic source to explain the theory. After explaining the theory, apply it by discussing how it may explain the development of the case study’s mental illness. (Approximately 225 words)

Part 3: Biological Approach

Select a theory from the biological approach from the course textbook (choose either the genetic or neurological influence). Refer directly to the textbook or an academic source to explain the theory. After explaining the theory, apply it by discussing how it may explain the development of the case study’s mental illness. (Approximately 225 words)

Part 4: Sociocultural Approach

Select a theory from the social and cultural or interpersonal relationship approach from the course textbook. Refer to the textbook or an academic source to explain the theory. After explaining the theory, apply it by discussing how it may explain the development of the case study’s mental illness. (Approximately 225 words)

Part 5: Treatment(Patient Portfolio Development Assignment)

  1. Discuss what types of medical approaches (ECT, prescription medications, psychosurgery, or current medical devises) you would recommend for the patient by referring to studies showing its effectiveness in treating the disorder. (Approximately 75 words)
  2. Compare and contrast the side effects the patient may experience from the selected type of medical approach and support what benefit the treatment has on the brain chemistry or neurotransmitter activity. (Approximately 75 words)
  3. Discuss psychotherapy options (e.g., cognitive behavioral therapy, group therapy, exposure therapy). Explain the chosen therapy and specifically how the patient would benefit from it. (Approximately 100 words)
  4. Provide both short and long-term goals for the patient’s treatment plan. Include accomplishments or behavioral changes you want to see in the patient. (Approximately 75 words)

Part 6: Conclusion

Defend which of the approaches can best explain the development (or cause) of the case study’s mental disorder and why your chosen treatment plan would be the most beneficial plan for the patient (biological approach, psychological approach, or sociocultural approach). (Approximately 150 words)

Submitting Your Assignment

Referring to the textbook and five additional credible sources, complete the Unit 8 Patient Profile Assignment Template. Complete the document in 4–5 pages (approximately 1200 words), using APA writing style, and save it in a location with your first and last name in the title. When you are ready to submit it, go to the Dropbox.

 
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Psychology605 Week 6 Final

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Psychology605 Week 6 Final

(Psychology605 Week 6 Final)

Week 6 – Final Paper

Integrating the Field of Developmental Psychology: A Review of the Literature

Prior to beginning work on this assignment, review the age group / developmental stage you selected in Week Two of the course. Remember, you must use this age group / developmental stage.

You will then review the Developmental Psychology literature examining findings for that age group / developmental stage in terms of the physical, emotional, cognitive, social dimensions, and how they impact development and can best be used to meet developmental needs.  Additionally, create a summary of the developmental stage as viewed through the lens of one developmental theory we have studied across the course (Piaget’s Theory of Cognitive Development, Freud’s Psychosexual Theory, Erickson’s Psychosocial Theory, etc.).

In your paper,

Examine the physical changes associated with the selected developmental stage.

Examine the cognitive changes associated with the selected developmental stage.

Examine the emotional changes associated with the selected developmental stage.

Examine the social changes associated with the selected developmental stage.

Evaluate the developmental changes and appraise the effects of the physical, cognitive, emotional, and social environments.

Integrate developmental and environmental factors into an assessment of developmental needs.

Create a summary of the developmental stage as viewed through the lens of a selected developmental theory.

Propose solutions for areas not addressed by the theory.

Analyze the ethical considerations for research and practice with the selected developmental stage.

The Integrating the Field of Developmental Psychology: A Review of the Literature

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.

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 scholarly sources in addition to the course text.

The Scholarly, Peer Reviewed, and Other Credible Sourcestable offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

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.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment

 
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Assessment & Intervention; Early Childhood

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ECE 354 Assessment & Intervention During Early Childhood
Discussion 1 And Discussion 2

(Assessment & Intervention; Early Childhood)

Discussion 1

The Assessment-Learning Process

As you read in Chapter 1 of your course text, the assessment-learning process consists of a continuous cycle of assessment, planning, and teaching. It is important to consider that the cycle both begins and ends with assessment. “In between assessment there is continuous planning, teaching, and learning” (Howard, V. F., & Aiken, E., 2015, p. 16). In order to be effective caregivers and educators, we must first understand the purpose of assessment. Once we understand the “why,” we can then focus on the “how.” For this discussion you will reflect on the why, and begin to plan how to move forward in the assessment-learning process.

To prepare for your first discussion, view the Early Childhood Assessment Purposes video. For a transcript of the video, please click HERE. Include the following in your discussion post:

  • According to Pretti-Frontczak (2015), there are six main purposes of assessment: Developmental and Behavioral Screening, Eligibility under IDEA, Planning Instruction, Revising Instruction, Program Evaluation, and Accountability. For this discussion you will choose one of these six purposes of assessment and locate a scholarly resource that provides a rationale for this purpose of assessment.
  • Discuss why your chosen assessment purpose is important for young children and what some of the detriments or problems are, if any. Support this portion of your post with the scholarly resource you located in the step above.
  • Identify how you know where to begin when using assessments with children. Provide specific examples.
  • Analyze the importance of goal setting. What are the implications for improper goal-setting?
  • Explain what the next steps are if an assessment does  not yield comprehensive results.
  • Defend why using multiple measures of assessment is considered a best practice. Include at least two reasons and support your rationale with the text and at least one scholarly resource.

Guided Response: Review several of your peers’ responses. Respond to at least two of your peers who chose a different assessment purpose than you did for the first bullet point. Respectfully comment on their points regarding this purpose, stating what you agree with and why, or by adding further relevant information or examples to support their point.

Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Remember, continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

discussion 2

Assessment & Intervention; Early Childhood

Assessment in Early Childhood

When using assessments with young children, it is important to make sure that they are being used appropriately and with a specific purpose in mind.  The National Association for the Education of Young Children (NAEYC) is an important resource to use as you are making decisions about assessment in early childhood. According to Howard, V. F., & Aiken, E. ( 2015), “NAEYC takes the position that assessment in ECE is not only unique and valuable but also vital to implementing  developmentally appropriate practices and the success of individual children, their families, ECE professionals, and ECE programs” (p. 60). Developmentally, young children have distinct needs when it comes to assessment, as the traditional paper/pencil assessment is not appropriate. Therefore, it is important that assessment in early childhood is approached in a developmentally responsive manner, always considering the individual needs of this age group. For this discussion you will reflect on the similarities and differences between assessment with older children and assessment in early childhood, and explore the unique ways in which assessment in early childhood is conducted.

Include the following in your discussion post:

  • Explain why it is necessary to approach assessment in early childhood differently than assessment with older children.
    • In what ways are assessments similar, regardless of the age of the children?
    • In what ways are assessments in early childhood different?
  • Identify how play-based, project-based, and child-directed learning support the implementation of developmentally appropriate practice in early childhood.
  • Compare and contrast your personal stance on assessment with that of either NAEYCor the Division for Early Childhood (DEC). In what ways do they align? In what ways do they differ? Use Chapter 2 of the course textbook to support your response.
  • Determine what, in your opinion, the role of families is in the assessment-learning process. Thinking about the age of children you desire to work with and the unique needs of that age group, how do you envision working with families during the assessment process? Provide specific examples.

Guided Response: Review several of your peers’ responses. Respond to at least two of your peers by further enhancing their discussion regarding family involvement. Explain why family involvement in early intervention is important. In addition, visit the website Parent Participation in Early Intervention, and recommend at least one of the resources from the Resources for Parents section of the site. Explain the benefits of the resource and how it supports families being included in the assessment and early intervention processes.

Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Remember, continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

 
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Ethical Dilemmas in Case Study

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Ethical Dilemmas in Case Study
What do you see as the ethical issue or issues involved in the case study you reviewed?

(Ethical Dilemmas in Case Study)

Roughly 300 words in APA format

For this discussion, respond to the following questions:

What do you see as the ethical issue or issues involved in the case study you reviewed? Cite the relevant elements within the APA Ethical Principles of Psychologists and Code of Conduct to support your analysis.

What steps would you take to attempt to resolve the issue?

How can you apply the principles from the readings from Becoming an Ethical Helping Professional coursepack to the case study you chose?

How does this issue as well as the other standards in the APA code relate to your future career in psychology?

What is the difference between conducting research in the field of psychology and the informational interview you will conduct for this course?

What ethical principles are most applicable to your professional interview?

What will you do to ensure you adhere to ethical principles while conducting your interview?

If you have any trouble understanding ethical principles for information gathering or locating a person to interview, use this discussion to receive support from your peers and instructor to work through your challenges.

Ethics standards and practices found here:

http://www.nasponline.org/

Case study

School Psychology or ABA Situation

A 15-year-old high-school student has been seeing the school psychologist for social skills training sessions to help her develop better relationships with her peers. She shares that she has befriended a group of girls who have some things in common. She admits to the school psychologist that she engages in cutting behavior, as do her friends. She asks the school psychologist not to tell anyone because her parents do not know and it is helping her make friends at the school. She said that she is cutting her thighs so no one sees the marks. She said the cuts are not deep and that she is just doing it to be part of the group. The school psychologist has never discussed confidentiality issues with the student and feels that the student is not suicidal. The student shares that she and her friends go on the Web and post about their experiences, so that she has a group of friends from all over the world. She is so happy to have friends and begs the school psychologist not to report the behavior. She shared that she is sure her parents and teachers do not know about the cutting behavior. She states that she will stop cutting if the school psychologist promises not to tell anyone. She noted that she really did not mean to tell the psychologist, but did so only because she was so happy to have made some friends and she wanted to share that with the psychologist.

What are the responsibilities of the psychologist? What should he or she do?

If you need any other information to complete this discussion please notify me ASAP.

 
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