Language And Reading Acquisition

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Language And Reading Acquisition

(Language And Reading Acquisition)

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 Language and Reading Acquisition

Prior to beginning this discussion please read “Language and Literacy in Educational Settings” (pp. 169-178), “Neuroscience of Reading” (pp. 179-184), “Learning to Read” (pp. 185-191), and “Reading Comprehension: Reading for Learning” (pg. 192-197) in your required text.

Based on your resources this week, choose three areas of language and reading acquisition that you found most interesting and that were unknown to you prior to this week. Explain the theoretical perspectives of each of these chosen areas. Apply skeptical inquiry to a brief discussion about why language acquisition is an important area for scholars and educators to understand when developing learning opportunities. Apply the concept of language and reading acquisition to your own academic success. Has your own language development affected your success as a student? As an employee? How? Based on the resources and your current knowledge, do you believe you could develop areas personally that would be beneficial to you, your loved ones, or your friends? Your initial post should be 450 to 600 words in length and thoroughly discuss each of the elements in the prompt.

Guided Response: Review several of your colleague’s posts and respond to at least two of your peers 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 interactive discourse. Did your peer choose differing areas of interest? Does your peer’s explanation of the theoretical perspectives assist you in understanding the content more clearly? Share a personal experience that aligns with one of your peer’s perspectives or explanations about learning and reading acquisition.

Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post. Peer responses may vary in length but should be detailed and thought provoking. Your grade will reflect both the quality of your initial post and the depth of your responses.

 
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Assignment 3: Political Personalities

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Assignment 3: Political Personalities

(Assignment 3: Political Personalities)

As we have seen this week when looking at both psychoanalytic and neo-psychoanalytic theory, much of our mental health and success in adulthood is related to the events and relationships of our childhood. Much like Freud, Alfred Adler believed that childhood events are pivotal for the adult. For Adler, his pivotal childhood events were the development of rickets which kept him from walking until the age of four and contracting a near-fatal case of pneumonia at age five. These events served to inculcate a lifelong ambition which centered around his becoming a physician in order to focus on the curing of deadly diseases.

According to Alfred Adler, all people have moments when they feel inferior. For many, such moments will lead them to strive to compensate for that weakness. When this happens, it leads to what he calls “superiority striving,” in which the person is motivated by his or her feelings of inferiority to overcome and strive for betterment, achievement, and perfection.

It is important to note that superiority striving is different from simply striving for power. Adler considered this an unhealthy desire because the sole goal is power. The way that someone strives to meet his or her goals from an Adlerian point of view is referred to as a style of life.

Adler is also known for his study of birth order and its impact on personality.
Research Adler’s theory using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:

  • Choose a social or political leader (current or past) to examine through an Adlerian framework of superiority striving and style of life.
    • Superiority Striving
      • What might be the motivation behind this leader’s career choice, according to Adler’s theory? What was this person’s perceived inferiority or weakness? How did this person obtain his or her high level of superiority striving? For example, Franklin Roosevelt’s bout with polio may have been responsible for some of his motivation.
    • Style of Life
      • What was his/her goal and unique style of life that could be used to achieve this goal? What steps did this person take to overcome their perceived inferiority?
      • Did this leader act out of social interest or for personal gain? What was the long-term outcome of his/her striving?
    • Birth Order
      • How would you apply Adler’s theory of birth order to this personality?

Format your paper so it is double-spaced, in 12-point Times New Roman font, and with normal one-inch margins. Include a title page with a running head, an abstract, and a reference page. Do this for all the papers for this course.

Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.

By Wednesday, June 24, 2015, deliver your assignment to the M1: Assignment 3 Dropbox.

Assignment 3 Grading Criteria 
Maximum Points
Identified a socio-political leader and evaluated the leader’s motivation for superiority striving.
32
Analyzed the leader’s style of life by identifying his/her goals, achievements, actions, and goals and discussed the long-term outcomes of these.
32
Applied Alder’s theory of birth order to the leader’s personality development.
16
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:
100
 
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Statistical Hypothesis Testing Procedures

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Statistical Hypothesis Testing Procedures

(Statistical Hypothesis Testing Procedures)

Please Follow Instructions. Answer Every Question. Al Least 260 Worlds In APA Format. Research From (2013 -2018) Academic References Need.SUBTANTIVE POST Please. Thanks

Comment 1

T-test(Statistical Hypothesis Testing Procedures)

The T-Statistic is used in a T test running a hypothesis test.  You will use T-Statistic with a p value.  The p value tells us the odds are that the results could have happened by chance.  A big difference in the t-score is that the population standard deviation will need to be estimated (therefore the population standard deviation is unknown until estimated).

T-test is used when:   the sample size is below 30 and it has an unknown population standard deviation

Z-test

The Z-score (also known as standard score) lets us calculate the probability of a score occurring within a normal frequency distribution.  Also, the Z-score lets us compare two scores from other different normal distributions.  This is done by changing scores in a normal distribution to z-scores resulting in a standard normal distribution.  In a normal frequency distribution by standardizing the score we can find out the probability of the score.  In a normal frequency distribution (bell curve) a z-score is the number of standard deviation from the mean.  This is a measure of how many standard deviations above or below the population mean.  Z-score results are used to compare results from a test to a normal population (Statistics How to, 2018).  For example if you want to compare a student test average to the rest of the class.

Z-test– lets us to decide if the sample is different from the population mean. Four things must be known when using z-score:  1. the population mean  2. The population standard deviation 3. The sample mean and  4. The sample size.

z-test is used when:  the sample size is above 30 and the standard deviation of the population is known or if the standard deviation of the population is known but the sample size is small then a t-test is used.

Comment 2(Statistical Hypothesis Testing Procedures)

Good morning Instructor and classmates; The statistical procedure for testing whether or not a chance s credible for the explanation of an experimental finding is called hypothesis testing. One of the key concepts in hypothesis testing is that of significance  level or, the alpha level, which specifies the probability level for the evidencee to be an unreasonable estimate. (Banerjee, 2009).

An alpha level of 0.05 is the recommended pattern for a two-tailed test. The alpha level is considered based on the individual’s personal conditions of how strong the individual wants the evidence to be. The alpha level is also the probability or p-value that researchers accept as being significant, and can also be interpreted as the opportunity of making a Type I or Type II error. When you set a more stringent (smaller) alpha like such as  .01 or .001 it decreases the probability of making   Type 1 error, the likelihood of making a  Type II error, suggesting that an alpha level .05 is a satisfying compromise between the making of Type I and Type II errors.

For some experiments, if the consequence of the applying of null hypothesis is extremely serious, for example, if null hypothesis applies,  there may be death, injury or serious disease happening, then you want to try your best to avoid the type I error, that is, avoid the situation that null hypothesis is true but you reject it. As the significance level is the probability you will make the type 1 error. So for such experiments with serious results, we want to make the level smaller than standard situation. So  or such experiments, if you can’t tolerate a 5% (0.05) chance of being wrong, use a lower significance level, 0.01 or 0.001 for example. 0.001 is common if there’s a possibility of death or serious disease.

The first kind of error that involves the rejection of a null hypothesis where it is actually true is called Type I error.  Type I errors are equivalent to false positives.  For example,  A drug like Cyclophosphamide (Cytoxan) that is being used to treat various types of cancer can have dangerous results if the Null hypothesis is rejected because this would claim that this drug does not have any effects on the cancer. However, if the Null hypothesis is true, when the drug ( Cytoxan) does not combat cancer. As a result, the drug (Cytoxan) has falsely claimed to have a positive effect on treating the cancer.

Type II error is equivalent to false negatives. A Type II error occurs if it showed that the drug Cyclophosphamide ( Cytoxan) has no effect on treating the cancer, but in actuality it does. In conclusion, even though Type and Type II errors are part of the process of hypothesis testing and errors can’t be completely eliminated, one type of error may be minimize by decreasing the probability of the type of error in order for the probability of the other type of error to increase.

 
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Desirable In-Law Traits Analysis

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Desirable In-Law Traits Analysis

(Desirable In-Law Traits Analysis)

CLASSMATE #-1—K.P.The research question for this study is what traits do parents desire in daughter-in-laws and son-in-laws (Apostolou, 2010).

The research question for this study is what traits do parents desire in daughter-in-laws and son-in-laws (Apostolou, 2010). This is an interesting topic to study because there is not much research regarding this topic. For this article, there are a couple hypothesizes. The first is that parents prefer an in law that will benefit them and their family (Apostolou, 2010). The second hypothesis is that the desired qualities are different depending on the sex of the in law (Apostolou, 2010). Thirdly, a parent’s preference towards and in law depends on the society that they live in (Apostolou, 2010). Societal norms can play a key role in any social decisions. The methods used were collecting data from 186 pre-industrial societies and researchers observed various data about marriage (Apostolou, 2010). Overall, the results found that there were key characteristics or traits differ in son-in-laws versus daughter-in-laws (Apostolou, 2010). Some examples of top characteristics for a son-in-law are having good character, good worker, favorable social status, and being wealthy (Apostolou, 2010). The results for a daughter-in-law’s traits are good family background, good character, good worker and good health (Apostolou, 2010). It is interesting that wealth is far more important in a son-in-law than a daughter-in-law (Apostolou, 2010). I think this is due to more traditional view of a man and woman’s roles within a relationship. In many countries, women still do not have as many rights and freedom as we do here in the United States. Both categories value good character in future in laws as a top three characteristic (Apostolou, 2010). I think it would be interesting to just focus on the United States instead of such a wide variety of countries. I would be interested to learn if the overall results would be different from our society and others.

Apostolou, M. (2010). Parental choice: What parents want in a son-in-law and a daughter-in-law across 67 pre-industrial societies. British Journal of Psychology, 101, 695-704.

Reply Reply to Comment

———————————————————————————————–

CLASSMATE #-2  J. P.(Desirable In-Law Traits Analysis)

This study offered three hypotheses: parents desire traits in an in-law that will be beneficial to them and their family, these traits are predicated by the gender of the in-law, and the desired traits are also incumbent upon the subsistence type of culture (hunting/gathering or agro-pastoral societies) (Apostolou, 2010).

The population of interest was all parents in 186 pre-industrial societies with children for whom marriage to a future in-law was considered or to be considered in the future. The sample used was collected from the 67 societies within that population that had information on marriage type available and in which courtship (children select their spouse, rather than the parents) was not the typical pattern of marriage (Apostolou, 2010).

To determine the frequencies of preferred traits in in-laws as reported by parents, the authors used the ratio chi-squared test. Since this is nominal data and there were so few observations for each trait in each category, this was the optimum test. Priority was assumed based on the frequency of use for the traits in question. For this study, the dependent variable was the frequency of responses per particular trait. The traits include character, family background, work ethic, industriousness, social status, health, looks, economic prospects, and chastity (Apostolou, 2010). Since these traits are categorical, but ranked by frequency, I believe they fit into the ordinal data type. The independent variables were gender of the prospective in-law (daughter or son) and they type of society (agro-pastoral or hunter-gatherer). This data is nominal categorical. Statistical analyses revealed that gender does yield several statistically significant differences in traits: resource acquisition, working ability, amount of resources/wealth, social status, and good economic prospects were more frequently reported for sons-in-law than for daughters-in-laws. Conversely, parents seek daughters-in-law who are chaste at a frequency that is statistically significant. For the subsistence differences, agro-pastoral societies value wealth and family background at frequencies statistically significant from the hunter-gatherer communities. The authors concluded that the traits parents reported as important do in fact serve a purpose in being beneficial for themselves and their kin, failing to reject the null hypothesis.

Critique:(Desirable In-Law Traits Analysis)

The authors should have explicitly listed their test as a chi-square test of independence because they are looking for two variables- desired traits and gender or desired traits and type of societal subsistence, making this a more complex test than what a chi-square would be able to discern since it was designed to measure only one independent variable (Sukal, 2013). The null hypothesis (1) would have been written out as “there is no significant relationship between the traits reported as important to parents and the potential beneficence of those traits to the parents and kin” with alternate as there is a significant relationship between the traits reported as important to parents and the potential beneficence of those traits to the parents and kin”. For the second, the null hypothesis (2) would be written out as “there is no significant relationship between sex of the in-law and preferred traits”, and the alternate “there is a significant relationship between sex of the in-law and preferred traits”. Finally, the last null hypothesis (3) would have been “there is no significant difference in societal type of subsistence and preferred traits” compared to the alternate “there is a significant difference in societal type of subsistence and preferred traits”.

According to Coughlan, Cronan, and Ryan (2007), there are multiple components to examine when critiquing a journal article. The authors stated the purpose of the study poignantly and titled the article appropriately. The content flowed well enough, and the discussion presented the correlations discovered as correlations vice causation and offered well-thought out speculations as to why the result panned out as it did. For example, the authors pointed out that in some of these societies, the marriage prospects of daughters is much more closely controlled by parents, therefore potentially providing more responses of desired traits in sons-in-law than for prospective daughters-in-law (Apostolou, 2010). With more responses and therefore a larger sample of desired traits in males, the data for preferred traits in sons-in-law will potentially be skewed. The parameters in the results were not formatted like the rest of the font (maybe a problem with my computer?) which made the results and discussion a little tricky to decipher. I am a little speculative about the information gathering technique- analyzing data from the SPCC and having two coders formulate algorithms to find the correlation between samples. The authors did not get into the specifics, but they did mention how both coders independently created their code sheets with small subsamples to test for biases before using the full sample of societies. The resources were correctly

Summary(Desirable In-Law Traits Analysis)

This study was conducted in an attempt to find what parents in pre-industrial societies find as the most desirable traits in prospective son/daughters-in-law and if the type of society or gender are driving forces behind those preferences. After utilizing a chi-square test, researchers found that only one statistically significant differences did in fact exist in the parents’ preferred traits for prospective in-laws between sex and subsistence types. Certain traits appeared to be valued more for the males, while other traits more so for females. The subsistence type of the society also yielded statistically significant differences for preferred traits. All of the preferred traits, for both variables tested, were the type that would prove beneficial for the parents and families.

References

Apostolou, M. (2010). Parental choice: What parents want in a son-in-law and a daughter-in-law across 67 pre-industrial societies. British Journal of Psychology, 695-704.

Coughlan, M., Cronan, P., & Ryan, F. (2007). Step-by-step guide to critiquing research. Part 1: Quantitative research. British Journal of Nursing, 16(11), 658-663.

Sukal, M. (2013). Research Methods: Applying Statistics in Research. Bridgepoint Education.

 
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Peer Response

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Peer Response

(Peer Response)

The peer response has to be from a peer-reviewed NURSING journal less than 5 y/o.

New technologies have significantly changed the way nurses practice, conduct research, manage and administrate, and advance their education (Blais & Hayes, 2016). In today’s health environment technology and education are the most essential parts in innovate nursing practice within the healthcare system. Nursing Informatics has become the cornerstone in nursing, in which it has influences the day-to-day operations in the practice of nursing in several areas such as data recovery, patient care, electronic patient records and imaging informatics. The competency of nursing informatics can simply be determined through computer skills, informatics knowledge and informatics skills. Informatics has the potential to assist in identifying the key competency of a beginning nurse, experienced nurse, informatics specialist, and informatics innovator.  According to Blais and Hayes (2016) informatics nurses are challenged to continue to research and apply the appropriate codes and laws to protect patients and to use information tools to improve the quality of patient care.

However, the success of students’ learning and their perception of a ‘good’ placement however are influenced by a number of factors extending beyond the current standards of competency (Barry & Martin, 2018). Ultimately, it’s the resposibitly of the nurse educator to ensure that student’s are begin properly assess for competency and supporting the students technical and clinical learning abilities. Nursing education made the transition from hospital-based training to the tertiary sector over 20 years ago (Algoso, 2015). However, grave concerns about the quality and quantity of undergraduate nurses‘ clinical experiences prior to graduation remains (Algoso, 2015). According to Lyons, Brunero and Lamont (2015) nursing today involves critical thinking, reflection and problem solving; partnering with patients to promote shared decision- making. Moreover, evidence base suggest that nursing practice changes patient care improvements relying on multifaceted, innovation and patient centered focus. Education has revolutionized nursing by improving the future of nursing through communication and forming partnerships between education, regulation, as well as in nursing practice in order to prevent any and all adverse outcome in the healthcare industry.

Reference

Algoso, M. (2015, August). Undergraduate Assistant in Nursing (AIN) employment in aged care: does this

prepare new graduates for the clinical work environment? Australian Nursing & Midwifery Journal, 23(2), 35. Retrieved from http://edb.pbclibrary.org:2084/apps/doc/A426902407/ITOF?u=d0_mlpbcls&sid=ITOF&xid=021292ae

Barry, S., & Martin, C. (2018, June). FACTORS IMPACTING ON THE SUCCESS OF CLINICAL

LEARNING–A STUDENT AND NURSE EDUCATOR PERSPECTIVE: Clinical placement provides an opportunity for student nurses to consolidate their clinical skills and apply their theoretical knowledge into practice (Siggins Miller Consultants 2012). Australian Nursing & Midwifery Journal, 25(11), 42. Retrieved from http://edb.pbclibrary.org:2084/apps/doc/A545479292/ITOF?u=d0_mlpbcls&sid=ITOF&xid=a63d1d0a

Blais K. K., & Hayes, J. (2016). Professional Nursing Practice; Concepts and Perspective (7thed).  Upper

Saddle River, NJ: Pearson.

Lyons, S., Brunero, S., & Lamont, S. (2015, April). A return to nursing rounds–person centered or a task too far?

Australian Nursing & Midwifery Journal, 22(9), 30+. Retrieved from http://edb.pbclibrary.org:2084/apps/doc/A410141003/ITOF?u=d0_mlpbcls&sid=ITOF&xid=57c6244c

 
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Nursing Initiatives: PostEarthquake Haiti

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Nursing Initiatives: PostEarthquake Haiti

(Nursing Initiatives: PostEarthquake Haiti)

Question description

Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in alphabetical order in case of another source.

In her Diary Journal 3, the GCU student nurse reports “amputation, stump revision, horrible infections and dressing changes like can’t be explained” following the Haiti earthquake in 2010. To prevent the spread of infections and improve the situation, one primary prevention initiative done by nurses could be to educate the population and local medical staff in hospital about safe and proper sanitation practices, including hand washing and personal hygiene, sterilizing of medical instruments… Nurses could also give the basic immunizations to Haitians in order to avoid the spread of epidemics such as measles, hepatitis, rubella etc. These prevention action can be started as soon as the nurses arrive to Haiti.

Starting in phases 3 or 4, nurses can start assist the local doctors and surgeons in providing care to Haitian patients, in hospitals, clinic or even in the streets. As the GCU student remarks in her 4th video, the task is enormous, but Haitians are always grateful for the help: “As the care providers we felt tremendous appreciation and thankfulness from the throngs of people we have treated. Despite their amputations, broken limbs, massively infected wounds, filthy dressings…”

Tertiary prevention initiatives take more importance towards the end of the intervention, when the immediate emergency has declined and when more time and resources are available to plan for the future. At this point in times nurses can start implementing initiatives to help people manage their long-term health problems and injuries (chronic diseases, permanent impairments), to improve as much as possible their ability to function, their quality of life and their life expectancy. Support groups could be created so as to share strategies for living well. The GCU nursing student also remarked that many people had to be amputated after the earthquake. In partnership with the Haitian government and local authority, vocational rehabilitation programs could be developed to retrain amputated workers for new jobs fitting their disability.

One crucial need is for instance to provide teaching and educational support for the Haitian national staff, so that they can continue to cure patients and victims appropriately in the future (when international volunteers and NGOs retreat), and that they be better prepared in the event of other catastrophes. In particular, it is important that the Haitian staff follows up with treatment adherence for victims of the earthquake, and continues immunization campaigns in vulnerable populations.

For all nursing interventions, collaborations with the other medical NGOs present in Haiti would be useful, so as to best deploy available resources, make sure to treat as many people in need as possible, avoid duplication of initiatives and avoid the concentration of resources in a few areas. NGOs present in Haiti in 2010 included Doctors Without Borders, Relief International, International Medical Corps, Medshare. Collaboration with local authorities and the Haitian government is also crucial to ensure the maximal impact of initiatives taken, and coordination of relief efforts.

References:

“Diary of Medical Mission Trip” (2018). Grand Canyon University. Retrieved from: http://lc.gcumedia.com/zwebassets/courseMaterialPa…

 
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The Psychiatric Diagnosis

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Outline For The Psychiatric Diagnosis

(The Psychiatric Diagnosis)

Outline for the Psychiatric Diagnosis Review the instructions for the Psychiatric Diagnosis assignment in Week Six. This week’s assignment will build upon the work you have completed on your chosen case study in Weeks One and Two. For this assignment, you will construct an outline of your Psychiatric Diagnosis paper. This outline is meant to provide structure for your final assignment, jump-start your thought process on your case study, and ensure you are on the correct path toward the successful completion of your diagnosis. Your outline should be one to two pages of content and include a brief two- to three-sentence description of each of the required areas listed in the Psychiatric Diagnosis prompt, except for the following two areas:
• Justify the use of the chosen diagnostic manual (i.e., Why was this manual chosen over others?). • Evaluate symptoms within the context of an appropriate theoretical orientation for this diagnosis.
For these two areas, provide a complete draft of your justification and evaluation based on the case study. You must include explicit information on the theoretical orientation chosen for the case and justification of the use of the diagnostic manual chosen. Research a minimum of five peer-reviewed sources published within the last 10 years to support your choice of theoretical orientation and diagnostic manual. These sources will also be used for the Psychiatric Diagnosis paper. The outline should specify which sources will apply to the justification and evaluation areas. The Outline for the Psychiatric Diagnosis:
• Must be one to two single-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

• Must include a separate title page with the following: o Title of paper o Student’s name o Course name and number o Instructor’s name o Date submitted

• Must use at least five peer-reviewed sources published within the last 10 years.

• 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 (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

 
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Neurological Disorders/Case Studies

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Neurological Disorders/Case Studies

(Neurological Disorders/Case Studies)

One intriguing neurological disorder is prosopagnosia, often called “face blindness.” This condition impairs the ability to recognize faces, even those of close friends and family members. Case studies reveal individuals who can distinguish objects and scenes normally but struggle with facial recognition. For instance, “Patient X” might mistake acquaintances for strangers or rely on non-facial cues like hairstyle or voice to identify people. Researchers attribute prosopagnosia to abnormalities in the fusiform gyrus, a brain region crucial for facial processing. Another notable disorder is synesthesia, where sensory perceptions intertwine, leading individuals to experience, for example, colors when hearing sounds or tasting flavors when seeing certain shapes. Case studies illustrate unique synesthetic experiences, like “Person Y” perceiving numbers as having specific colors or tastes. Neuroscientists propose that synesthesia arises from atypical neural connections, causing sensory stimuli to trigger unintended responses in the brain. These case studies shed light on the intricacies of brain function and highlight the diverse ways neurological disorders manifest. Understanding such conditions not only aids in diagnosis and treatment but also provides insights into the fundamental workings of the human brain.

For this discussion you will  take on the role of the clinician for the case study below. Review the patient’s symptoms and the available demographic and historical data.  Discuss your differential diagnosis and provide a thorough basis for any diagnoses you have included. Also discuss what (if any) additional testing you would order and how this would be helpful in clarifying the diagnosis. Finally, discuss recommendations for the patient/family for ongoing functioning (social, occupational and academic, if applicable). You must use a minimum of two peer-reviewed articles in your discussion to support your diagnostic conclusions.

 

This case is a 16-year-old female with no previous history of any psychiatric conditions, learning difficulties, or a diagnosis of attention deficit hyperactivity disorder.  She is a high school sophomore and her parents have noticed that her mood seems to be “up and down.”  She often falls asleep if not involved in a stimulating activity.  Teachers at school note good performance on tests, but homework is frequently turned in late and she appears distractible and fidgety during class.  She works part-time as a waitress on the weekends but is in danger of losing her job due to frequent tardiness over the past 6 months

 
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Ethical Boundaries in Psychotherapy

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Ethical Boundaries in Psychotherapy

(Ethical Boundaries in Psychotherapy)

What should be in an informed consent for psychotherapy?

Read Fisher; Chapter 6 Standards on Human Relations pp 113-169.

 

Bersoff; Chapter 5; Multiple Relationships; pp 215-270.

The establishment and maintenance of proper boundaries between psychologists and their clients have received much attention by the field. While all theoretical perspectives address professional boundary issues, the contributions of psychoanalysis and other psychodynamic schools of therapy highlight how important an awareness of transference and countertransference reactions are in professional relationships. Psychologists need to recognize that adverse emotional reactions can occur in their professional relationships due to a variety of psychodynamic factors. Thus, maintaining professional boundaries is a way of minimizing or avoiding the repercussions that can occur when adverse emotional reactions (i.e., transference) arise.
The power and influence held by the psychologist in relation to people who are clients, trainees, etc., underscores the importance of setting and maintaining clear boundaries. The potential for inappropriately influencing “subordinates” is high, as is the possibility of adverse reactions leading to ethical complaints. The goals of serving the client’s best interests and avoiding conflict and harm are predominant in observing professional boundaries.
The challenges of multiple role management are especially keen for psychologists working in small communities or with special sub-groups within a community. Because of overlapping social networks and “everybody knowing everybody else” in such contexts, the psychologist may find himself or herself in multiple roles such as that of “ordinary” citizen, professional psychologist, parent, and so forth. The ethics code makes it clear that we are not to avoid such multiple roles at all costs, but instead, to manage them in a way that we and others are aware of the “awkward” moments that we may face as we interact in these multiple roles.

Relationships

Purpose

The psychologist must be careful to avoid and/or actively manage a variety of potential role conflicts involving clients, colleagues, students, supervisees, etc. This session covers material that heightens awareness of various multiple role conflicts.

Objectives

1. Define various types of multiple role relationships.
2. Examine the issues involved in providing professional services to close friends, relatives, and employees.
3. Discuss pertinent ethical concerns regarding socializing with clients, students, and others.
4. Analyze the intricacies of accepting and/or giving gifts to and from clients and others.

 
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Professional Psychology: CareerPath Analysis

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Professional Psychology: CareerPath Analysis

(Professional Psychology: CareerPath Analysis)

PS501 Foundations Of Professional Psychology 5-6 Pages MINIMUM Excluding Title Page And Reference Page, (Graduate Level) Serious Inquires Only!!!!!!!

My ind

  • Degree Plan
    • Identify your intended concentration area (which is behavior analysis), and briefly provide an overview of the field as you understand it.
    • Review the following degree plans, 2016 Graduate Psychology Degree Plans, You will have to reproduce your selected degree plan in your Assignment. >>> Masters of science in Applied behavior Analysis (https://www.kaplanuniversity.edu/degree-programs/social-behavioral-sciences/master-degree-psychology/)
  • Licensure/Credentialing Plan
    • Provide an overview of your understanding of the licensure and/or credentialing required for your chosen profession.
    • Discuss what specific licensure and/or credentialing is required. If no licensure and/or credentialing is required for your chosen profession, provide information that substantiates this finding. Also, if no licensure and/or credentialing is required at the Master’s level, research and discuss what licensure and/or credentialing is required at the doctoral level.
    • Identify the governing body(ies) who oversees licensure and/or credentialing for your chosen profession. Provide a direct weblink to this governing bodies.
    • Discuss the specific steps and requirements that will lead to licensure and/or credentialing in your specific state. It is important to be very specific. Be sure to include education and degree, accreditation, exams, and internships, as well as state licensing and certification requirements
    • Discuss any areas required for licensure and/or credentialing that are not addressed through your specific Master’s or Psychology degree plan.
  • Career Plan
    • Discuss specific career goals. Where do you see yourself professionally in 3 years, 5 years, and 10 years? (in 3years being a board certified behavior anaylst, 5 years working towards or having a ph.d in Forensic Psychology, 10 years being a Forensic Psychologist in the FBI)
    • What licensure and/or credentialing, or further education will you need to be able to meet your career goals?
    • After reviewing the Career Center resources, share an overview of your findings and how you will utilize these resources throughout your program.
    • Throughout the course, we have discussed other resources that will support you throughout your Master’s degree experience and beyond. Share what resources you will use. Discuss how you will utilize these resources.
    • Provide an overview of other resources that you have explored to support you as work toward your career goals? Discuss how how you will utilize these resources throughout your program.

Your paper should:

  • Follow Assignment directions (review grading rubric for best results).
  • Use correct APA formatting per the APA Publication Manual, 6th Edition.
  • Demonstrate college-level communication through the composition of original materials in Standard American English.
  • Be written in Standard American English and be clear, specific, and error-free. If needed, be sure to use the Writing Center for help.
  • Be five to six pages (5-6 pages) in length, not including title page and reference page.
 
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