case study homework help

/in , /by

case study homework help

Read through 1 of the 2 the case study options in the Gorenstein & Comer (2015) (2 Edition) textbook. Then, complete the provided answer sheet of questions, utilizing information from the Comer textbook to formulate appropriate answers. Submit the completed document as an attachment via the assignment submission link.

Grading will be based on the accuracy and quality of answers, the demonstration of higher-level critical thinking skills, and appropriate quantity/content of the answers. Your answers must do the following:

  • Be in complete sentences.
  • Demonstrate focus and clarity of thought.
  • Display grammar, spelling, and sentence structure appropriate for college-level work.

Use the Obsessive Compulsive Disorder Answer Sheet or the Panic Disorder Answer Sheet attached above based on your selection. Place the answers into the boxes provided on this document

PYSC 430

Module/Week 2 Case Study Assignment

Case 1: Panic Disorder

Case Studies in Abnormal Psychology

Gorenstein & Comer, 2015

 

DSM Application (10 points): List the DSM criteria for Autism. Next to each criterion, detail the specific symptoms that match.

 

 

Assessment Questions (6 @ 5 points each):

 

#1: In the case of “Joe,” what event precipitated his panic attack?

 

 

#2: Why is Joe’s case different from most panic attacks?

 

 

#4: Why do individuals first suspect a general medical condition?

 

 

#5: Why was Dr. Geller convinced that panic disorders are “best explained by a combination of biological and cognitive factors?”

 

 

#7: How did Joe’s avoidance of going outside alone contribute to his panic disorder?

 

 

#8: What was the outcome for Joe?

 

 

Bible Application Question (10 points, 50 word minimum): Discuss this case and disorder from a biblical perspective using at least 1 Scripture reference (direct quotes do not count towards length requirement).

 

PYSC 430

Module/Week 2 Case Study Assignment

Case 1: Panic Disorder

Case Studies in Abnormal Psychology

Gorenstein & Comer, 2015

 

DSM Application (10 points): List the DSM criteria for Panic Disorder. Next to each criterion, detail the specific symptoms that match.

 

Dx checklist:

Panic Disorder

1. Unforeseen panic attacks occur repeatedly.

2. One or more of the attacks precedes either of the following symptoms:

a. At least a month of continual concern about having additional attacks.

b. At least one month of dysfunctional behavior changes associated with the attacks (for example, avoiding new expiriences).

Matching Symptoms

1. Unforeseen panic attacks occur repeatedly.

a. Joe had an unforeseen attack while on a plane, while on a routine trip to the store, and also had an increasing amount of attacks in bed during the middle of the night.

2. One or more of the attacks precedes either of the following symptoms:

a. At least a month of continual concern about having additional attacks.

i. The case study describes Joe as having attacks over a course of a few weeks not to include the initial week. Joe first had an attack while on an airplane and then a few days later, suffered an attack in bed at 2 am. Over time, Joe had come to fear the possibility of new attacks and had described this apprehensiveness to his doctor who suggested a psychologist visit.

b. At least one month of dysfunctional behavior changes associated with the attacks (for example, avoiding new expiriences).

i. Joe began to remain in his home, avoiding trips to the store for fear of an another panic attack. At times, he did leave his home with the componay of his wife, however his symptoms only lessened rather than disappeared.

Assessment Questions (6 @ 5 points each):

 

#1: In the case of “Joe,” what event precipitated his panic attack?

 

“With a panic attack, there is no external triggering event” (Gorenstrin & Comer, 2015, p. 8). In Joe’s case, he was sitting on an airplane while he panicked, he awoke in the middle of the night and had then had an attack, and then finally had attacks if he left his home to go to the store or for a walk. But none of these things have anything in common and do not suggest causality.

 

#2: Why is Joe’s case different from most panic attacks?

 

Joe’s case is different in that panic disorder usually begins between late adolescence and the mid-30’s.

 

#4: Why do individuals first suspect a general medical condition?

 

People first suspect a medical condition when they have a panic attack because they experience many physical symptoms like a racing heartbeat, dizziness, becoming short of breath, choking sensations, perspiration, and trembling among other physical symptoms. In Joe’s case, his wife thought he was having a heart attack.

 

#5: Why was Dr. Geller convinced that panic disorders are “best explained by a combination of biological and cognitive factors?”

 

Dr. Geller believes that panic disorder is caused by biological factors as well as cognitive factors because a panic attack brings about responses in which a person reacts both physiologically and cognitively. They may experience physical symptoms like discomfort in the chest, dizziness, perspiration, and increased heart rate. Some of these symptoms are types of physiological arousal that mirror the fight or flight response however, a person suffering a panic attack is not reacting to real danger, yet the body continues to behave that way anyway. From the physiological aspects of panic attacks come the cognitive factors. The person who is having an attack percievces these physical symptoms to be of real danger and begins to interpret them as such, thus producing more physical symptoms and possibly even more dread or fear.

 

#7: How did Joe’s avoidance of going outside alone contribute to his panic disorder?

 

Joe had a panic attack while walking outside to go to the store one day. That panic attack drove him home. In order to prevent having another attack while on the street, Joe avoided leaving the home. Behaviorally speaking, Joe stopped doing X so that Y would not occur again. This concept is known as negative reinforment where a behavior is strengthened by avoiding a negitve outcome. Joe’s avoidance behavior was reinforced because he no longer panicked while walking to the store. But, in doing this anxiety about being outside can develop. This sort of anticipatory anxiety increases the likelihood of another panic attack whether outside or not.

 

#8: What was the outcome for Joe?

 

Joe receieved several thereapy sessions with a psychologist who administered CBT and psychoeducation. Other techniques such as exposure tretments and relaxation training were employed as well. For example, Joe practiced muscle relaxation and breathing control. Eventually he was asked to practice these techniques while engaging in activities that preceded previous panic attacks. Over time, his symptoms progressively lessened until he was not having any symptoms or attacks which led him to a state of body and mind control, once again.

Bible Application Question (10 points, 50 word minimum): Discuss this case and disorder from a biblical perspective using at least 1 Scripture reference (direct quotes do not count towards length requirement).

 

Which comes first? The thoughts or the behavior? According to the case study, Joe had a happy childhood, yet his family did suffer financial problems and Joe had unresolved issues regarding his resulting lack of education. Joe was also a Soldier and an infantryman at that, which implies that he may have saw some combat action and could very well have some lingering psychological issues there. All of these life factors could have contributed to maladaptive thinking which may have produced neuronal changes in the brain over time. This fits with the documented normal age range for the onset of panic disorder.

As cited in Comer (2016), research by Henn (2013) and Bremner and Charney (2010) state that the brain circuit and nuerotransmitters thought to be involved with panic attacks may not function appropriately. One thought toward causality is heredity. Personally, I wonder if maladaptive thoughts have a larger role than the text suggests. Biblically, thoughts and emotion play a huge role in determining health.

Thoughts govern behavior. What can be seen is the most salient component of behavior however, physiology (to include psychophysiology) is behavior as well. Thoughts are crucial to maintaining psychological health. For example, a panic attack leads to fear and other maladaptive thoughts. The Bible may not address panic attacks by name, but it does describe one in Psalm 55:4–8 (NIV) “my heart is in anguish within me; the terrors of death have fallen on me. Fear and trembling have beset me; horror has overwhelmed me. I said, ‘Oh, that I had the wings of a dove! I would fly away and be at rest. I would flee far away and stay in the desert’”.

Fear is the overruling emotion during a panic attack, but it can be the overruling emotion throughout a person’s daily life as well. All this negativity presents further complications in the mind and body. Matthew 6:33 reminds us to seek God and His kingdom first. Phillipians 4:19 says that God will meet all our needs. Matthew 10:28 pleads with us to be rid of fear of such temporal matters and to fear the Lord instead. God reminds us over and over that fear has no room in the heart of a child of God. When that child insists on focusing on these cognitive distortions, his spiritual and psychological health diminish and this is where we see problems like panic disorders. Thoughts should be focused on God, His promises (in this case), and who we are in Christ. 1 John 4:18 tells us that “there is no fear in love. But perfect love drives out fear”. With a focus on Christ, panic attacks have no place in the life of a believer.

 

References

Comer, R. J. (2016). Fundamentals of abnormal psychology. New York: Worth /Macmillan Learning.

Gorenstein, E. E., & Comer, R. J. (2015). Case studies in abnormal psychology. New York, NY: Worth , a Macmillan Higher EducationCompany.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Recognizing Fallacies

/in , /by

  Recognizing Fallacies

Recognizing Fallacies
Constructing sound arguments requires valid logic and reasoning. If your premises (reasoning) are incorrect they are considered to be “fallacies”. There are several different types of fallacies that exist. Once you recognize the fallacies you are more likely to avoid them in your reasoning.

(Hint: refer to textbook Chapter 11 for more information on fallacies.)

1. Match each fallacy with its definition in the chart below.

A. Begging the question                                 G. Appeal to fear       H. Questionable cause

B. Hasty generalization                                    

C. False dilemma

                                                                                  I. Two wrongs make a right

 D Slippery slope                                                       J. Misidentification of the cause

E. Appeal to authority                                                                                                                                                                                                                  

F. Bandwagon

___. Also known as circular reasoning because the reasoning assumes the conclusion is true.

___. Sometimes occurs due to “peer pressure” or groupthink phenomenon when you may be influenced to conform to the opinion of the group.

___. A causal situation where we are unsure of the actual root cause of the issue. It’s possible to ignore a possible cause or to incorrectly assume a common cause.

___. This argument states that the action (or conclusion) is a justified response to another wrong action (or conclusion).

___. This occurs when there is no real evidence for the argument. Superstitions are a good example of this.

___. The “either/or” fallacy – the argument presents only two extreme alternatives and does not allow for alternative options.

___. Indicates that one negative action will lead to another, and then another worse one, and so on and so forth all leading to a terrible end result

___. Basing a belief on a source or person who is not qualified to give an expert opinion on the subject.

___. The argument supports its conclusion not by evidence, but by demands or threats of punishment or misfortune.

___. A general conclusion is reached based on a very small sample, so the reasons provide weak support for the conclusion.

 

Deductive Argument
In a deductive argument, the premises (reasoning) provide such strong support for the conclusion that, if the premises are true, then it would be impossible for the conclusion to be false. Deductive arguments are VALID or INVALID.

EXAMPLE: 

Valid – All children are young. Johnny is a child. Therefore, Johnny is young.

Invalid – All children are young. Johnny is a child. Therefore, all children are Johnny.

Complete each deductive argument below with a valid conclusion.

2. Premise 1: All humans are mortal.

Premise 2: I am human.

Conclusion: Therefore, I am _______________

3. Premise 1: All birds have feathers.

Premise 2: Cardinals are birds.

Conclusion: Therefore, cardinals have _______________

4. Premise 1: There is a party at work today.
Premise 2: Jimmy is sick and not at work today.
Conclusion: Therefore, Jimmy will _______________

 

Inductive Argument
An inductive argument is an argument that is strong enough that, if the premises (reasoning) were to be true, then it would be unlikely that the conclusion is false. So inductive arguments are STRONG or WEAK depending on the strength and frequency of the premises (reasoning).

EXAMPLE:

Strong – 74% of 20-year-old have a job. 89% of 30-year-olds have a job. Most 20- to 30-year-olds are employed.

Weak: John, 20, has a job. Mary, 30, has a job. Most 20- to 30-year olds are employed.

**The first argument is much stronger due to the fact that the sample size is much larger.

Complete each inductive argument below with a conclusion. Your conclusion may be strong or weak depending upon the strength of your premises.

5. Premise 1: Four-year-old Jeremiah likes to play with blocks.

Premise 2: Four-year-old Mary likes to play with blocks.

Conclusion: Four-year-old children at the daycare center probably _____________

6. Premise 1: Jill studies two hours a day.

Premise 2: Jill is on the honor roll.

Conclusion: Students who study two hours a day are most likely _____________

7. Premise 1: The houses on Washington Avenue are falling apart according to a real estate developer.
Premise 2: Christopher lives on Washington Avenue.

Conclusion: Christopher’s house is more than likely _____________

 

Evaluating Arguments

Evaluate the strength of each argument below based on the criteria for deductive and inductive arguments. Explain why you believe the argument and conclusion is valid or strong, OR invalid or weak.

8. Deductive argument: To graduate from UMA, Sally must pass all of her classes. Sally passed all of her classes at UMA. Therefore, Sally will graduate from UMA.

a. Is this argument valid or invalid?

Type answer here

b. Explain your answer

Type answer here

9. Inductive argument: I have a sore tooth. I also have a headache. Conclusion: I must have a cavity.

a. Is this argument strong or weak?

Type answer here

b. Explain your answer

Type answer here

10. Deductive argument: All dogs are dangerous. The golden retriever is a dog. Therefore, the golden retriever is dangerous.

a. Is this argument sound or unsound?

Type answer here

b. In your words, explain your answer for 10a.

Type answer here

11. Inductive argument: When I wore my blue socks, my team won. When I wore my white socks, they lost. I have to wear blue socks so my team wins.

a. Is this argument strong or weak?

Type answer here

b. Explain your answer for 11a.

Type answer here

 

Emotion Through Action
Read the short story, Emotion Through Action, and answer the questions below.

12. Explain the wife’s inductive reasoning for determining her husband’s level of safety at work.

Premise 1: The wife assumes that her husband works a desk job.

Premise 2: _______________.

Conclusion: The wife assumes that her husband has a safe job.

13. Explain how the husband knows that his wife is no longer comfortable with his job.

Type answer here

14. The husband says: “I know what I’m doing. It’s not my first time.” Why is his argument a generalization? Explain. (Hint: Refer to textbook pages 463-468 for more information about generalizations).

Type answer here

 

Reflection 
Reflect on what you have learned this week to help you respond to the question below. You may choose to respond in writing or by recording a video!

15. Why is it important to make decisions or draw conclusions based on true, valid, and sound reasons/arguments?
Type answer here

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Week 3 Discussion Response To Classmates

/in , /by

Psychology homework help

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. 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 separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 06/14/19 at 8pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read a 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 (C. Spi)

NCDA C.2.a – Professional Competence 

When reviewing the ethical standards of both the NCDA (2015) and ACA (2014), I realized that practicing within the boundaries of my professional competence is crucial. As a new counselor, especially one with limited counseling experience, working with certain populations may be outside of my professional wheelhouse. According to NCDA Standard C.2.a and the ACA Standard C.2.a, both state counselors must practice within the realms of their professional wheelhouse. For me, this means that working with some populations would require additional training. For example, my counseling specialty focuses on addiction. My client population will be geared towards working with adolescents and young adults; however, I recently learned that I need additional training when working with the LGBTQ community. If my client is part of the LGBT community, then I need to seek supervision regarding the best way to assist this client or if I need to transfer this client to another counselor that specializes working within the LGBTQ community. Following these ethical guidelines not only protects the professional but also protects the wellbeing of the client.

ACA B.1.a – Multicultural/Diversity Considerations

According to ACA (2014), counseling professionals must maintain awareness of multicultural and diversity differences. Counselors must remain self-aware of any bias that exists personally and professionally. Counselors must be sensitive to the differences and experiences between the professional and the client. For me, this might include clients that have different values than my own. I need to be sensitive to the needs of each client as they are all unique individuals with different experiences from my own. Young adults with different racial backgrounds may feel oppressed in their working environment and as their counselor, I need to be sensitive to their feelings. I also need to consider cultural appropriateness when making suggestions to aid the client (Harris & Engels, 2012). As a counselor, my goal is to empower and encourage my clients.

Ethical Challenges 

One potential challenge I found within the NCDA (2015) Standard A.2.d was sharing information. Since some of my clients will minors, it may be necessary to share information with the client’s parents. In many states, informed consent applies to adult clients only. When the client does not have the ability to give consent, I would work to obtain assent from the client and discuss the limitations of confidentiality in detail with both client and parent/guardian to that each has an understanding of what they are. I would work with the minor client to help them be able to share the information with their parent/guardian and give them the option of having me be present or telling them alone. In my opinion, this gives the minor client some power in making their own decisions by choosing how to include their parent/guardian.

A second challenge I may face is regarding the ACA (2014) Standard C.2.g – Impairment. The ACA states that counselor must remain vigilant of their own self-care needs as well as the needs of their colleagues. As a new counselor, I am not sure I would understand the signs of my own impairment or be comfortable confronting a colleague that is experiencing impairment. I may disagree if someone confronted me, or feel out of place. To counteract this, I would be mindful of my own needs and feelings regarding the work I am doing. If I thought someone was experiencing an impairment of some sort, I may seek consultation with my supervisor as to how to handle such a situation.

Summary of NCDA and ACA

After reviewing the NCDA (2015) and ACA (2014) ethical guidelines, I find that both are very similar. In fact, most of the guidelines are written using the same wording. In my opinion, this makes it extremely beneficial when maintaining ethical and legal practices. So long as the guidelines are followed, there is little room for error. I find comfort knowing that I do have resources to turn to if I have questions and can always seek guidance from consulting with a colleague or supervisor.

References

American Counseling Association (ACA). (2014). ACA Code of Ethics. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

Harris, H. L., & Engels, D. W. (2012). Ethical and legal issues in career counseling. In D. Capuzzi & M. D. Stauffer (Eds.), Career Counseling: Foundations, perspectives, and applications (2nd ed., pp. 127-149). Boston, MA: Pearson Education.

National Career Development Association (NCDA). (2015).  NCDA Code of Ethics. http://associationdatabase.com/aws/NCDA/asset_manager/get_file/3395

2. Classmate (J. Ru)

NCDA Ethical Standards

In this week’s reading we concentrate on ethics, one important aspect when it comes to entering the field of counseling or any field working with a diverse clientele we must adhere to our ethical codes. Being able to follow the ethics codes allows us to protect the dignity and well being of our clients.

When it comes to selecting a ACA I will have to go with A.2. Informed Consent in the Counseling Relationship (ACA, 2014), The reason I have selected A.2. is because currently as an Intake caseworker this is one important document that we must have signed in order to provide services and share information to those that are also working with our clients. If parents refuse to sign the informed Consent form, we are not allowed to communicate with the individual that made the referral until parents signed the consent form which sometimes makes it difficult to help the families reach the desire outcome of the referral made.

Now when it comes to the NCDA I would go with A.1.a. Primary Responsibility (NCDA, 2015), the reason I have selected this one is because it is my primary responsibility to respect and serve my client in a lawfully matter. I also think these two are very hard in my working setting because if I feel that a child is immediate or impending danger, I must call child protective services and break that relationship that I have built with my client. I always tell myself that my purpose is to make sure that I am meeting the child’s needs as well as the parent’s, but he/she must obey the rules that are put in place to protect these children from harm.

These codes are put in place to make sure as counselors we are aware of boundaries and what must be done to serve our clientele but also to protect them

References

National Career Development Association (NCDA) Ethical Standards

National Career Development 2015 Standards

http://associationdatabase.com/aws/NCDA/asset_manager/get_file/3395

American Counseling Association (ACA). (2014). ACA Code of Ethics. Retrieved from

http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

Highlights of the ACA Code of Ethics

3. Classmate (J. Sch)

Ethical Standards

As counselors there may be different ethical codes governing our disciplines, specialty areas, work setting and client populations.  It is advantageous for counselors to look at the code of ethics for counseling organizations like their own discipline’s code of ethics.  In this discussion I am going to be comparing the code of ethics of the American Counseling Association and the National Career Development Association.  I will identify two individual standards from each association’s code of ethics that I feel are important to adhere to and two which I feel may be most challenging to adhere to.

Important Codes: NCDA C.2.a. and ACA  B.1.a

Two individual standards that I think are most important to adhere to address competencies of counselors regarding boundaries and cultural competences.  The National Career Development Association (NCDA) Standard C.2.a. addresses Boundaries of Competence.  According to Standard C.2.a. of the 2015 NCDA Code of Ethics, career professionals should practice in their areas of competence according to their “education, training, supervised and professional experience, state and national professional credentials, and appropriate professional experience.”  (National Career Development Association, 2015)  I do not think it is ethical for counselors to present themselves as having experience they don’t have nor is it legal to give the appearance that you have licenses or training that you don’t.

In addition to making sure they are adhering to the boundaries set by the NCDA, being culturally competent is a requirement that covers all counseling fields.  The American Counseling Association requires that culturally competent career professionals possess knowledge, personal awareness, sensitivity, and skills of working with individuals from diverse backgrounds communicating “the parameters of confidentiality in a culturally competent manner.”  (American Psychological Association, 2014, p. 6)  Being bilingual in English and Spanish allows me to communicate with clients in the language they feel most comfortable with.  For counselors who do not speak the language their clients feel comfortable expressing themselves, or if I find a situation where I don’t speak the native language of my clients, it is best to refer them to another professional who does.  Because I am getting my MS in Clinical Mental Health Counseling with a specialization in Military Families and Culture it will be vital that I adhere to the ACA Code of Ethics and familiar with the NCDA Code of Ethics so I can help guide veterans in my program that may be looking for assistance in career development or training after discharge.  I believe having a working knowledge of the NCDA code gives me insight into explaining to veterans how career development counselors can help them identify jobs using their skills, abilities and strengths so they can find rewarding careers that fit their personalities and skills.  I also think that having cultural competence for military culture is important for me to provide the best services for veterans and their families.

Challenging Codes:  ACA A.4.a. and NCDA C.4.a.

As a counselor I believe we have decided to enter the profession of counseling due to our desire to help others.  According to the American Counseling Association 2014 Code of Ethics Standard A.4.a. “Counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm.” (American Counseling Association, 2014, p. 4)  I think being vigilant of my actions, thoughts, biases and prejudices are some of the best ways I can avoid causing harm to clients, trainees and research participants; but there are other areas which must be considered.  I also think being honest in explaining my credentials and experience to clients is another way I can avoid harm as I do not think it is ethical or legal to treat clients in areas that I lack training or experience in.  I also feel it is incumbent on me as a counselor to keep up to date on my licensure and new developments in my field.  One way to do this is to join professional organizations and avail myself to training to gain experience I need to improve my skills and knowledge.

The second code I will address is C.4.a. of the National Career Development Association Code of Ethics.  According to the 2015 NCDA Code of Ethics standard C.4.a. states career professionals claim/imply only the professional qualifications they have completed, use appropriate titles, correct misrepresentations of their qualifications by others and distinguish between paid and volunteer work, education, and training.  (National Career Development Association, 2015) I feel this is important because clients should be aware of our credentials, but they should also be aware of any limitations we may have to providing them appropriate treatment.

I placed both the ACA A.4.a. and NCDA C.4.a. standards under the challenging category not because I feel I will have trouble enforcing them, but because I see how they can present ethical and legal dilemmas for counselors.  As such, they may present dilemmas where I will need to seek guidance and/or input from others like supervisors, co-workers or legal and professional experts.  For instance, say I have a client who is a veteran in my program who is having trouble finding a job.  Though he has been improving in counseling through identifying his goals and working on expressing his thoughts and feelings, his wife doesn’t feel he is working hard enough at finding a job and wants me to do a career assessment on him.  This can present a legal dilemma concerning misrepresentation of my professional qualification in that she may not understand as a clinical mental health counselor I am not a licensed career development counselor and doing no harm as I do not feel it is ethical or legal for me to try to assess the veteran in career, but the issue presents a delicate scenario on how to inform the wife of this without the veteran thinking I am breaking confidence or feeling he is at fault for misleading his wife in some way about the limits of my abilities.

References

American Counseling Association. (2014). ACA Code of Ethics. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

National Career Development Association. (2015). 2015 NCDA Code of Ethics. Retrieved from http://associationdatabase.com/aws/NCDA/asset_manager/get_file/3395.

Bottom of Form

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

Pick one of the web sites below to review, depending on your specialty area, in addition to the NCDA Ethical Standards, which everyone is to review.

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

INTERGRATION PAPER

/in , /by

INTERGRATION PAPER

Running head: PERSPECTIVE ON INTEGRATION BETWEEN CHRISTIAN FAITH AND PSYCHOLOGY 1

Integration Between Christian Faith and Psychology 7

Integration Between Christian Faith and Psychology

Melina Costa

Liberty University

PSYC-420

Abstract

This paper will discuss psychology and Christianity: Two disciplines that seem to be difficult subjects when discussing an integrated approach. There are some people who believe that, psychology has become one completely different subject than Christianity and both at times have lost all connection with the other. In addition, there are integrative models of disciplinary that think psychology is strictly a science and Christianity is solely based on faith and religion and the two cannot be integrated together. After further review of evidence, it seems that the integration approach for both disciplines are given by God and that they both should be integrated to create a more understanding of humanity. The focus of this paper is to describe the Allies” model and how it relates to integrating two disciplines; psychology and Christian faith. In addition, the strengths and limitations of the Allies model will be discussed. Also included are definitions of both subjects and views on different approaches towards this matter. Scriptures will be added that correspond with this approach, as well as, several factors that lead to the integration process of both disciplines. After further studies of the evidence of various disciplines, it seems like the “Allies” model best fits the relationship between psychology method and Christianity.

Integration between Christian faith and Psychology

Webster dictionary states that psychology is, “The science of mind and behavior and the study of mind and behavior in relation to a particular field of knowledge or activity” (Merriam-Webster, 2017). Whereas, Christianity is defined, “A religion based on the person and teachings of Jesus of Nazareth, or its beliefs and practices” (Merriam-Webster, 2017). After the evidence from various disciplines of study, it seems that a person’s foundation is based on what we see and how we know. This leads a person to believe that it is crucial for Christian counseling to use both psychology and Christianity. There are several different methods that psychological theory and science use to gain knowledge. These are: “Logic,” “Empiricism,” “Revelation,” and “Hermeneutic” (Entwistle, 2015. P. 97). Whereas, experiments in psychology use deductive logic when testing a hypothesis. Inductive reasoning uses experiments that show a correlation by manipulating the variables. For instance, we use science to find out if a statement is true or false. An idea is a suggestion upon which an argument is based or from which a conclusion is drawn. For example, Since the Bible says, “All things are possible if we believe.” So, if a person believes. Therefore, “All things are possible.” This scientific logic is used to gain knowledge and can also be used in Theology as well. I believe God is a faith God and we must believe what he says is the truth.

Typically, two methods are used if a person wants to know about the nature of God. The “Revelation” and “Hermeneutics” methods are used when interpreting scriptures. Christian worldviews use “Revelations” that come from God himself (General) or from God’s divine word the Old and New Testament scriptures (Special revelations) (Entwistle, 2015, P. 110). Sometimes, people understand and interpret the scriptures the wrong way. Therefore, hermeneutics aids a person to understand what scripture says, and not what they want to make it say. Some limitations of these methods of knowing are that, every person experiences limitations that affect our reasoning capabilities, as well as, all human reasoning is imperfect and is flawed. Scholars believe that Christian faith is its own psychology and that Christianity is fundamentally psychological in nature (Magnuson, 2017). Also, many people believe that all truth is from God, whether it is from Christianity or science. The Bible says that, “all scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work” (2 Tim:3-16). Indeed, the Bible does speak the truth and has everything necessary to fulfill a person’s Christian walk, especially, Scriptures that direct us truthfully to him who is the source of all goodness and mercy. However, after everything it does has, it still does not mean that everything we want to know can be found in the Bible, including everything we want to know about human personality, sickness, disease and other psychological issues (Johnson, 2010). Followers of Christ are called to pursue knowledge in several areas, one of the most vital being relationship with each other. And, since psychology and Theology are both subject to God’s sovereignty and are both God’s subjects. It is important to believe that, both are significant and are a necessity of fellowship for growth in a person’s Christian walk. Also remembering that God is relational. And just like a marriage, instead of arguing and having division amongst each other, he probably prefers and enjoys seeing the two disciplines functioning harmonious together as one.

A family member became ill and they sought out a naturopathic doctor. He had a protocol that was staged in various levels. The stages were to cleanse, replenish, and restore the wound. However, he did use natural techniques but on the other hand, he used scientific findings to discover the cause. First, he drew blood and looked at it under a microscope. Then, he took information from that and developed a protocol to start the healing process. It was amazing at how he used scientific reasoning and the healing power of the body to address the whole person. His efforts of combining both disciplines not only amazed everyone but, it started that person on a journey of healthy positive attitudes towards their body, and they gained knowledge on how the body heals naturally (The way God intended). It also drew everyone closer to God, as it humbly brought them to a proper relationship with him.

The Allies model does just that, it is a mixture of psychology and Theology. They are two entities that work side by side to achieve a common goal for a shared benefit. This model believes that we are all subjects of one sovereign God and that all truth is from him. This approach seeks to integrate psychology and theology by discerning its underlying unity and by using the truth for a Godly end (Magnuson, 2017). “The Allies model is premised on the belief that God’s truths are revealed in the book of God’s word (Scripture) and the book of God’s works (creation)” (Entwistle, 2015, P. 247). It is like the “Neutral model” in that it excepts both Gods works and words as different domains but overall, they both give us knowledge about human beings. However, the “Allies model” is different than the “Neutral model,” because it believes they should be integrated and not parallel to one another. Another approach that the “Allies” model agrees with is the Rebuilders model. The “Allies” model agrees that secular assumptions often taint psychological theories and findings, but the they do not see the entire field as in need of complete renovation (Entwistle, 2015, P. 248). Jones describes Integrations as, “Our living out-in this particular area-of the Lordship of Christ over all of existence by our giving his special revelation-God’s true word-its appropriate place of authority in determining our fundamental beliefs about and practices toward all of reality and toward our academic subject matter in particular” (Magnuson, 2017). The “Allies” model has a few limitations and they are: Exactly what assumptions establish a uniquely Christian approach to psychology regarding faith, sin, creation and man? Another common question is: How can we leave room for a divergence of Christian opinion? Lastly, what are the nonnegotiable core convictions that should guide our understanding (Magnuson, 2017). The “Allies” model believes that, Theology and science both have a perspective on what it means to be human. Some questions asked are: What is the purpose of human kind and are humans the main reason for creation or just an afterthought? Assumptions about how a person views human nature, are shaped by our worldviews, epistemologies and by are perspective on cosmology (Magnuson, 2017). Therefore, the Allies model rejects the modernist view, and encourages Christian counselors to use their worldviews as a starting point.

The “Allies” position seems strongest when counseling others because, both disciplines are concerned for humanity. They both give us a more complete and precise picture than either could alone about the truths revealed by God’s work and his words (Entwistle, 2015). An “Allies” approach is sovereign over the contents of both disciplines as they discover the wonders of his creation and his character as they are left with a since of amazement and gratefulness.

Regarding Christian counseling, there are few guidelines to follow. When a client chooses to see a Christian counselor, they will have a choice whether they want the counselor to be explicit or implicit with their counseling techniques. For instance, the client will be given a questioneer regarding the approach he or she would like the counselor to use. If they choose an explicit approach they are open for prayer, scriptures, and any other spiritual guidance. If they choose implicit they are refusing prayer or opinions regarding religious affiliation. Although a client can refuse spiritual guidance, the counselor should be a mature Christian, realizing that spirituality is not the same for everyone, so we should not force our ideas on them. However, we can allow the Spirit to lead and guide the session, allowing God to do what he wants to do in the client’s life. Keep in mind that, there is not a check list for the client to do to be a good Christian. If God wishes to change the client, he will use the counselor, but in the end God will do the miracle. Something to always remember as a servant of the most-high God is that, we need to acknowledge Gods sovereignty over all of life, respect everyone and to be his faithful servant to the very end.

In conclusion, psychology has many various perspectives not only because theorists differ about their assumptions, but also because its subject matter is so complex. An appreciation of this complexity leads to the conclusion that psychology’s perspectives are more corresponding than incompatible (Entwistle, 2013, P 155). Entwistle says that, psychology and Theology complement each other and uses the instruments in an orchestra as an example. Every instrument has their place and together they make a beautiful melody. However, “Despite their differences in their method, psychological and theological perspectives on philosophical anthropology they have a considerable degree of harmony” (Entwistle, 2013, P163). The Bible explains that humans are the crowning achievement of God, it also says that, his creation is very good. It is important to believe this, but it is also worth knowing that nothing in life is perfect because perfection was lost in the Garden of Eden. However, the other side of this negative is to fully understand and accept that life will never be perfect and neither will any experience or relationship. This insinuation is that people will always be pulled in opposing directions whether it be toward sin by our culture, or toward righteousness by the Word of God. However, our job is to determine the path to life through both psychology and Theology. Which in the end, will bring peace and understanding in human’s behaviors and why they do the things they do.

References

Christianity. (n.d.). Retrieved May 6, 2017, from https://www.merriam- webster.com/dictionary/Christianity

Entwistle, D. N. (2015). Integrative approaches to Psychology and Christianity: An introduction

to worldview issues, Philosophical foundations, and models of integration (3rd). Eugene, Oregon: Cascade Books

Johnson, E. (2010). Psychology & Christianity: Five views. Downers Grove, IL: InterVarsity

Press

Magnuson, C. (2017). Foundations: What we see and how we know. Retreived from Liberty

University Presentation.

Psychology. (n.d.). Retrieved May 6, 2017, from https://www.merriam- webster.com/dictionary/psychology

Runni

ng head: PERSPECTIVE

ON INTEGR

ATION BETWEEN CHRISTIAN FAITH AND

PSYCHOLOGY

1

Integration

Between Christian Faith and Psychology

Melina Costa

Liberty University

PSYC

–

420

Running head: PERSPECTIVE ON INTEGRATION BETWEEN CHRISTIAN FAITH AND

PSYCHOLOGY 1

Integration Between Christian Faith and Psychology

Melina Costa

Liberty University

PSYC-420

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Short Discussion Question for Psychology homework help

/in , /by

Short Discussion Question for Psychology homework help

Choose 3 questions out of 6.

Write about 3 paragraphs each. (Total around 2~3 pages)

I’ve attached few powerpoint files which include career development theories. (please refer to it)

Depth answers. Add your own ideas, interpretations.

 

 

1.  Give examples of how different cultural work values and worldviews can be sources of conflict and misunderstanding in the workplace.

2.  Discuss some of the specific gender-related career issues and career counseling implications.

3.  How have your gender and your cultural background influenced your career?

4.  Describe some of the ways families are changing and the potential impact on career development.

5.  Discuss the special needs of individuals with disabilities.

 

6.  Describe some examples of discrimination gay/lesbian/bisexual persons might experience at work.

 

1

Career Counseling: A Holistic Approach

 

 

 

Theories of Career Development

Part II

2

Social Learning & Cognitive Theories

These theories focus on wide range of variables that affect career choice and maintenance over the life span.

Key elements are problem-solving and decision-making skills.

Career choice also involves the interaction of cognitive and affective processes.

3

Krumboltz’s Learning Theory of Career Counseling

A social-learning theory approach to career decision making was first proposed by Krumboltz, Mitchell, and Gelatt (1975) and then several years later by Mitchell and Krumboltz (1990).

More recently, Mitchell and Krumboltz (1996) have extended the earlier social-learning theory approach to include Krumboltz’s learning theory of career counseling.

Now called the learning theory of career counseling (LTCC).

4

Krumboltz’s Learning Theory of Career Counseling

In LTCC, the process of career development involves four factors:

Genetic endowments and special abilities

Environmental conditions and events

Learning experiences

Task approach skills

5

Krumboltz’s Learning Theory of Career Counseling

Genetic endowments and special abilities include inherited qualities that may set limits on the individual’s career opportunities.

Environmental conditions and events are factors of influence that are often beyond the individual’s control.

6

Krumboltz’s Learning Theory of Career Counseling

Learning experiences include:

Instrumental learning

Associative learning experiences

Task approach skills include the sets of skills the individual has developed.

These sets of skills largely determine the outcome of problems and tasks the individual faces.

7

Krumboltz’s Learning Theory of Career Counseling

Emphasizes the importance of learning experiences and their effect on occupational selection.

Factors that influence preferences in the social-learning model:

Cognitive processes

Interactions in the environment

Inherited personal characteristics

8

Krumboltz’s Learning Theory of Career Counseling

Genetic and environmental factors are also involved.

Other factors influencing preferences are valued role models.

Finally, positive words and images will lead to positive reactions to that occupation.

9

Krumboltz’s Learning Theory of Career Counseling

Learning takes place through observations as well as through direct experiences.

Counselor’s role is to probe assumptions and to explore alternative beliefs and courses of action.

Assisting individuals to understand fully the validity of their beliefs is a major component.

10

Krumboltz’s Learning Theory of Career Counseling

Counselors should address the following problems.

Failure to recognize that a problem exists.

Failure to exert the effort needed to make a decision or solve a problem.

Eliminating a potentially satisfying alternative for inappropriate reasons.

Choosing poor alternatives.

Suffering anxiety over perceived inability to achieve goals.

11

Happenstance Approach Theory

Mitchell, Levin, and Krumboltz (1999) developed happenstance approach theory for career counseling.

Happenstance approach suggests that counselors are to assist clients respond to conditions and events in a positive manner.

Clients are to learn to deal with unplanned events, especially in the give-and-take of life in the 21st century workforce.

12

Happenstance Approach Theory

Five critical clients skills

Curiosity

Persistence

Flexibility

Optimism

Risk taking

13

Happenstance Approach Theory

Happenstance theory suggests that client learn to approach the future with a positive attitude and the curiosity and optimism that produces positive results.

Foster an attitude that takes advantage of unplanned events.

14

Happenstance Approach Theory

According to Mitchell and Krumboltz (1996), when people in modern society make career choices, they must cope with four fundamental trends.

Career counselors must recognize these trends:

Clients need to expand their capabilities and interests.

Clients need to prepare for changing work tasks.

Clients need to be empowered to take action.

Career counselors need to play a major role in dealing with all career problems.

15

Happenstance Approach Theory

Many have suggested that career and personal counseling should be integrated.

Many issues call for interventions by the career/personal counselor.

Burnout

Career change

Peer affiliate relationships

Obstacles to career development

The work role and its effect on other life roles are examples

And many others.

16

Career Development from a Cognitive Information Processing Perspective

Based on the cognitive information processing (CIP) theory developed by Peterson, Sampson, and Reardon (1991).

17

CIP is based on the following ten assumptions:

Career choice results from an interaction of cognitive and affective processes.

Making career choices is a problem solving activity.

The capabilities of career problem solvers depend on the availability of cognitive operations as well as knowledge.

18

CIP is based on the following ten assumptions:

Career problem solving is a high-memory-load task.

Motivation.

Career development involves continual growth and change in knowledge structures.

Career identity depends on self-knowledge.

19

CIP is based on the following ten assumptions:

Career maturity depends on one’s ability to solve career problems.

The ultimate goal is achieved by facilitating growth of information-processing skills.

Ultimate aim of career counseling is to enhance client’s capabilities as a career problem solver and decision-maker.

20

CIP

The major strategy of career intervention is to provide learning events that will develop the individual’s processing abilities.

21

CIP

The stages of processing information include:

Screening, translating, and encoding input in short-term memory

Then, storing it in long-term memory

Later activating, retrieving, and transforming the input into working memory to arrive at a solution.

22

CIP

Peterson, Sampson, and Reardon stress that career problem solving is primarily a cognitive process that can be improved through a sequential procedure known as CASVE.

CASVE includes the following processing skills:

Communication

Analysis

Synthesis

Valuing

Execution

23

24

Pyramid of information-processing domains

25

CIP

Major difference between CIP and others is the role of cognition as a mediating force that leads individuals to greater power and control in determining their own destinies.

Authors have proposed a seven-step sequence for career delivery. See text for example of “Individual Learning Plan.”

26

A career counseling sequence for individuals

27

Career Development from a Social Cognitive Perspective

According to Lent, Brown, and Hackett (1996), there are three ways to translate and share knowledge with existing theories and emerging ones.

28

Career Development from a Social Cognitive Perspective

The first is to agree on a common meaning for conceptually related concepts, such as self-concept and self-efficacy.

Betz (1992) defines career self-efficacy as “the possibility that low expectations of efficacy with respect to some aspect of career behavior may serve as a detriment to optimal career choice and the development of the individual,” (p. 24).

29

Self-Efficacy Theory

One of the most promising theories that may lend itself to addressing gender is Hackett and Betz’s (1981) self-efficacy theory (based primarily on Bandura’s social learning theory).

Hackett and Betz (1981) suggest that women who believe they are incapable of performing certain tasks (low self-efficacy) limit their career mobility and restrict their career options.

30

Career Development from a Social Cognitive Perspective

The second way to translate and share knowledge about existing theories and emerging ones is to fully describe and define common outcomes such as satisfaction and stability, found in a number of theories.

Finally, a third way is to fully explain the relationships among such diverse constructs as interests, self-efficacy, abilities, and needs.

31

Social Cognitive Career Theory (SCCT)

The aim is to explain how variables such as interests, abilities, and values interrelate and how all variables influence individual growth.

Also to delineate the contextual factors (environmental influences) that lead to career outcomes.

Also emphasized is the term personal agency.

32

SCCT

Key Theoretical Constructs

The personal determinants of career development have been conceptualized as self-efficacy, outcome expectations, and personal goals.

The “big three” are considered to be building blocks that determine the course of career development and its outcome.

33

SCCT

Self-efficacy is a set of beliefs about a specific performance domain.

Outcome expectations are regarded as personal beliefs about expectations or consequences of behavioral activities.

Personal goals are considered to be guides that sustain behavior.

34

SCCT

Interest Developmental Model

Individuals develop interests through activities in which they view themselves as competent and generally expect valued outcomes.

Attitudes and Values

Values are preferences for particular reinforcers such as money, status, or autonomy.

Gender and Race/Ethnicity

The individual’s socially constructed world, not the inherited biological traits, is the focus of gender and race in the SCCT.

35

SCCT

Choice Model

The choice process is divided into three components:

Establishing a goal

Taking action to implement a choice

Attaining a level of performance that determines the direction of future career behavior

36

SCCT

Choice Model

The pathways to career choice in SCCT are:

Self-efficacy and outcome expectations promote career-related interests

Interests in turn influence goals

Goal-related actions lead to performance experiences

The outcome determines future paths (determined by whether self-efficacy is strengthened or weakened)

Finally, one establishes a career decision or redirects goals.

37

SCCT

Performance Model

A summary description of SCCT theory.

It points out the interplay of ability, self-efficacy, outcome expectations, and the establishment of goals for judging performance.

38

SCCT – Practical Applications

Suggestions include educational programs in schools that concentrate on developing interests, values, and talents.

Individuals who are experiencing great difficulty with career choice or change should be presented with array of occupations that correspond with their abilities and values, but not necessarily with their interests.

39

SCCT – Practical Applications

Strategy used to combat perceived weaknesses includes using occupational card sorts.

Overcoming barriers to choice and success is a significant goal.

School-to-work initiatives include designing skills programs that provide for self-efficacy enhancement, realistic outcome expectations, and goal-setting skills.

 

40

Summary of Social Learning and Cognitive Theories

Emphasis on self-knowledge.

Information-processing skills of major importance.

Stress importance of human traits such as ability, personality, and values, and suggest research be directed to how these variables interrelate to influence growth and development.

41

Summary of Social Learning and Cognitive Theories

Other important factors are social, cultural, and economic conditions.

Counselors are urged to unearth contextual interactions and relationship between events and experiences of each client.

42

Summary of Social Learning and Cognitive Theories

Self-efficacy is thought to be the result of several factors.

Career beliefs are a core element.

Faulty beliefs are aggressively addressed.

Learning programs are important for increasing range of career choices.

Learning takes place in many ways.

43

Summary of Social Learning and Cognitive Theories

Have clients observe work activities and attempt to learn certain tasks.

Standardized tests used to determine educational and cognitive deficits.

Individual learning program goals and activities designed to debunk faulty thinking.

44

Summary of Social Learning and Cognitive Theories

Learning to process information effectively is a major goal of these theories.

Skills learned in an initial career choice process can be used in the future.

Clients can prepare for future changes in work.

Learning to adapt and adjust is a lifelong endeavor.

Career Information and the CASVE Cycle

Phase of the CASVE Cycle Example of Career Information and Media

Communication (identifying a

need)

A description of the personal and family issues

that women typically face in returning to work

(information) in a video-taped interview of

currently employed women (medium)

Analysis (interrelating

problem components)

Explanations of the basic education requirements

for degree programs (information) in community

college catalogues (medium)

Synthesis (creating likely

alternatives)

A presentation of emerging nontraditional career

options for women (information) at a seminar on

career development for women (medium)

Valuing (prioritizing

alternatives)

An exploration of how the roles of parent, spouse,

citizen, “leisurite,” and homemaker would be

affected by the assumption of the worker role

(information) in an adult version of a computer –

assisted career guidance system (medium)

Execution (forming means –

ends strategies)

A description of a function resume emphasizing

transferable skills, followed by the creation of a

resume (information) presented on a computer –

assisted employability skills system (medium)

 

Career Information and the CASVE Cycle
Phase of the CASVE Cycle Example of Career Information and Media
Communication (identifying a need) A description of the personal and family issues that women typically face in returning to work (information) in a video-taped interview of currently employed women (medium)
Analysis (interrelating problem components) Explanations of the basic education requirements for degree programs (information) in community college catalogues (medium)
Synthesis (creating likely alternatives) A presentation of emerging nontraditional career options for women (information) at a seminar on career development for women (medium)
Valuing (prioritizing alternatives) An exploration of how the roles of parent, spouse, citizen, “leisurite,” and homemaker would be affected by the assumption of the worker role (information) in an adult version of a computer-assisted career guidance system (medium)
Execution (forming means-ends strategies) A description of a function resume emphasizing transferable skills, followed by the creation of a resume (information) presented on a computer-assisted employability skills system (medium)

 

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Career Counseling Across The Lifespan

/in , /by

Career Counseling Across The Lifespan

For this discussion, synthesize your understanding of career counseling as an integral part of human development. From the perspective of your specialization, how does the developmental lifespan perspective influence career and educational planning, placement, and evaluation? Discuss the influence of career counseling when working with children (elementary school), adolescents (secondary), and older adults. Identify models that would be appropriate for children and adolescents in the school setting, including identity models such as Erik Erickson.

Response Guidelines

Respond to at least two of your peers, commenting on the effectiveness with which your peer addressed each developmental stage, identifying the needs of elementary, secondary, and older adults. The response needs to include at least one reference

 

First peer posting

Career Counseling as an Integral Part of Human Development

Career development is not a one-time event, rather it is a process that occurs across the lifespan and is an integral part of human development.  Further, the counseling that may be offered to support career development must also be offered from a lifespan perspective, with counselors supporting a client’s unique needs at the various stages of their life and career.  Zunker (2016) also points out that changing cultural and environmental systems can effect human development, and best practice involves case conceptualization from a holistic perspective.  Humans are actively growing and changing throughout their lives, and their vocational interests, goals, and preferences are no exception.  Career counseling is a dynamic and lifelong process that evolves with each client throughout the course of their life.

The Developmental Lifespan Model Influence on Career and Educational Planning, Placement, and Evaluation

From a mental health counseling perspective, the developmental lifespan model of career planning is highly influential.  Mental health counselors will need to be prepared to address all phases of career counseling in all phases or stages of a client’s life.  Career and education planning begin in early childhood and continue throughout the course of life.  Mental health counselors will need to be aware of the foundational career needs of the children they serve, and be prepared to focus on improved social skills, industry, and communication skills.  When working with adolescents, mental health counselors also need to be aware of the importance of developing quality relationships outside of their family, and how these interpersonal skills will benefit them later in the workforce.  Also, mental health counselors will need to understand life stages when selecting assessment tools, conducting evaluations, and placing individuals in jobs.

The Influence of Career Counseling When Working With Children, Adolescents, and Older Adults

Career counseling can easily be integrated into work with children by focusing on the foundational skills necessary for successful education, vocational, and social experiences.  Some of the foundational skills that counselors can focus on with children include prosocial skills, positive work habits, diversity skills, pleasing personality traits, and entrepreneurship (Gysbers, 2013).  Counseling work with adolescents can begin to focus on planning, goal setting, and decision making skills, along with a focus on curricula that supports a possible career direction.  Interestingly, Newman and Newman (2012) highlight the concept of career maturity, which suggests postponing career decisions until an adolescent or young adult matures and gains valuable life experience.  Career counseling with adults in the new workforce places more emphasis on career development than remaining at a particular company (Zunker, 2016).  Retirement counseling should also be highlighted as individuals move to transition from the world of work to increased volunteer and leisure opportunities.  Finally, more retired individuals are going back to work on a part time basis in order to supplement their retirement income, and may require counseling to make this change.

Appropriate Career Counseling Models for Children and Adolescents, Including Erik Erickson’s Model

Stage theorists such as Erik Erickson conceptualize career counseling from the developmental life stage that a particular client is navigating.  Between the ages of 6 to 11, for example, children are actively learning a variety of social, academic, and work related skills that will create a foundation for later more complex career development.  This stage of development is also associated with achievement of self-efficacy and an understanding of the importance of productivity.  Adolescents are actively working on the developmental task of achieving a group and individual identity and avoiding isolation.  Adolescents work hard to expand their social circles and distance themselves from their parents in an effort to achieve independence (Newman & Newman, 2012).  An overarching principal associated with Erickson’s stage model is that children or adolescents who fail to successfully achieve their developmental tasks may require special supports later in life (Zunker, 2016).  Career counseling from this stage model would consider this developmental information as the foundation from which to create a comprehensive career plan.

Other career counseling models appropriate for children and adolescents include Super’s self-concept theory, Krumboltz’s learning theory, and cognitive development theory.  Because elementary school students are busy forming their identity or self-concept through their childhood relationships, Super’s self-concept theory may be applied (Zunker, 2016).  Krumboltz’s learning theory looks at the way that children and adolescents utilize observation in learning new things, and are able to adapt their behavior based on this observational learning (Zunker, 2016).  Piaget’s cognitive development theory is also a stage theory in that it views children’s knowledge acquisition as developing in specific steps or levels through their environmental engagement.

References

Gysbers, N. C. (2013). Career-ready students: A goal of comprehensive school counseling programs. Career Development Quarterly, 61(3), 283-288. doi:10.1002/j.2161-0045.2013.00057.x

Newman, B. M., & Newman, P. R. (2012). Development through life: A psychosocial approach. Belmont, CA: Wadsworth Cengage Learning.

Zunker, V. G. (2016). Career counseling: A holistic approach (9th ed.). Boston, MA: Cengage Learning. ISBN 9781305087286.

 

Second peer posting

Newman & Newman (2012) stated that career identities are “a well-integrated part of [people’s] personal identities rather than as activities from which they are alienated or by which they are dominated” (p. 412). Career counseling across the lifespan has implications in all fields of counseling practices. As it pertains to mental health counseling, career counseling becomes an integrated conversation about the wants, needs, & desires a person has to have a satisfied existence.

Developmental Lifespan from a MH Perspective

Zunker (2016) stated that early life experiences tend to influence later life decisions. As it applies to career counseling, this is the core and foundation for how young children begin to view the world and all it has to offer. For example, children who have parental figures who exhibit hard work ethic are likely to influence their young children especially if it is reinforced with at-home activities (e.g., chores). These experiences, along with other life experiences, are likely to shape what a child decides to do. From a MH perspective, because the child’s feelings about these practices greatly challenge or confirm their beliefs, it will affect their behaviors.

Erikson’s Psychosocial Developmental Model illustrates the challenges that people face at different stages of their life development. What made Erikson’s model much more appealing (versus Freud’s Psychosexual Theory) is that it included polarities that challenged each individual’s relationship to his/her culture, family, and life environment (Syed and McLean, 2015). So as it is applied to career counseling in the cases of young children and adolescents, Erikson’s developmental model provides a theoretical explanation for the decisions and choices one makes at certain times of his/her life.

Branje, Lieshout, & Gerris (2007) studied personality development across adolescence and adulthood to see if the Big Five personality factors (extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience) changed as individuals aged and gained experience. Their research suggested that males have fewer changes than females, but both sexes showed increasing signs of maturity and adaptation as they aged. The importance of their study was that it showed that personality continued to develop during the middle adulthood potentially because of the delegation of new responsibilities (i.e., parenthood). As it is applied to career counseling, the changing course of one’s career can have profound impact on their livelihood and decisions that (in)directly affect how one views his/her future.

Thoughts from the “Other Side”

Based upon Maslow’s (1943) Hierarchy of Needs, there exist several, innate physiological needs during infancy: food, water, shelter, sleep, air (breathing), excretion, and sensory satisfaction (e.g., touch, taste, hear, feel, and smell; Daniels, 1992; Maslow, 1943; and Seeley, 1992). The early, formative years allow the child to experience the world through their parent’s permission. Fast forward to adulthood, and these same basic needs are still required; however, they have evolved into something much more complex. When integrated with the work life, it is not surprising that these same needs are still needed in the workplace environment; however, they are ascribed new titles or new entitlements. For example, infants have the need for food; employees have the need for a clean environment to enjoy said food. Another example: infants have a need for sleep; employees need an hour per day for a break to do with it whatever they would like. These needs have never left; they have just evolved. The career demands that one has available to him/her that are most desirable are the attributes the (s)he will seek. In these instances, it will be necessary to determine if a client is okay with where (s)he is at this junction of his/her life. If they are not, it will be important to determine how career counseling and lifespan developmental theory can be influential in assisting with producing changes.

Wm D. Stinchcomb

References

Branje, S.J.T., Van Lieshout, C.F.M., & Gerris, J.R.M. (2007). Big Five Personality Development in Adolescence and Adulthood. European Journal of Personality, 21, 45-67.

Daniels, J. (1992). Empowering homeless children through school counseling. Elementary School Guidance & Counseling, 27(2), 104-113.

Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396.

Newman, B. M., & Newman, P. R. (2012).Development through life: a psychosocial approach (11th ed.). Belmont, CA: Wadsworth Cengage Learning.

Seeley, E. (1992). Human needs and consumer economics: The implications of Maslow’s theory of motivation for consumer expenditure patterns. Journal Of Socio-Economics, 21(4), 303.

Syed, M., & McLean, K. C. (2015). Understanding identity integration: Theoretical, methodological, and applied issues. Journal of Adolescence, 47, 109-118. doi: 10.1016/j.adolescence.2015.09.005

Zunker, V. G. (2016). Career counseling: A holistic approach, 9th Edition. [VitalSource Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781305729759/

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

homework help for Unit 3 Assignment: TED Talk Reflection Paper

/in , /by

TED Talk Reflection Paper

As you delve further into Psychology, there are so many topics that can be of interest to you! A great place to explore and learn about different topics is through TED talks, as many TED talks are created by prominent researchers in their fields. For this assignment, you will choose a TED talk from the list provided below, and write a 3-page reflection paper on it.

Instructions:

In your reflection paper, you will address the following six (6) content components:

1. Summarize the main ideas presented in the TED talk.

2. Discuss something new that you learned.

3. State whether you agree or disagree with the main ideas presented in the talk, and explain why you agree or disagree.

4. Discuss how you might apply what you’ve learned to your own life.

5. Research additional information related to this topic, and include a discussion of what you found most interesting. Include the link to the source you have chosen.

6. Discuss at least one idea/question for follow-up research on this topic.

Requirements:

• This reflection paper should be a minimum of three (3) full pages in length. The page requirement does not include the title and reference pages.

• Writing should be in paragraph form, double-spaced, with one-inch margins on all sides.

 

• Reference the TED Talk you viewed using the following format:

Presenter Surname, First Initial, Second Initial. (Year of publication, Month Day). Title of the TED talk [Video file]. Retrieved from http://www.ted.com/restofaddress

List of TED Talks to choose from:

Alter, A. (2017, April). Why our screens make us less happy [Video file]. Retrieved from https://www.ted.com/talks/adam_alter_why_our_screens_make_us_less_happy

Dunn, E. (2019, April). Helping others makes us happier — but it matters how we do it [Video file]. Retrieved from https://www.ted.com/talks/elizabeth_dunn_helping_others_makes_us_happier_but_it_matters_ how_we_do_it

Feldman Barret, L. (2017, December). You aren’t at the mercy of your emotions your brain creates them [Video file]. Retrieved from https://www.ted.com/talks/lisa_feldman_barrett_you_aren_t_at_the_mercy_of_your_emotions_ your_brain_creates_them?language=en

Genova, L. (2017, April). What can you do to prevent Alzheimer’s? [Video file]. Retrieved from https://www.ted.com/talks/lisa_genova_what_you_can_do_to_prevent_alzheimer_s?language =en

Gopnik, A. (2011, July). What do babies think? [Video file]. Retrieved from https://www.ted.com/talks/alison_gopnik_what_do_babies_think

Gorgens, K. (2018, June). The surprising connection between brain injuries and crime [Video file]. Retrieved from https://www.ted.com/talks/kim_gorgens_the_surprising_connection_between_brain_injuries_a nd_crime

Little, B. (2016, February). Who are you, really? The puzzle of personality [Video file]. Retrieved from https://www.ted.com/talks/brian_little_who_are_you_really_the_puzzle_of_personality

Longden, E. (2013, February). The voices in my head [Video file]. Retrieved from https://www.ted.com/talks/eleanor_longden_the_voices_in_my_head?language=en

Martin, R. (2018, August). Why we get mad — and why it’s healthy [Video file]. Retrieved from https://www.ted.com/talks/ryan_martin_why_we_get_mad_and_why_it_s_healthy

TEDx Talks. (2011, December 8). TEDxTerryTalks – Laura Bain – Living with bipolar type II [Video file]. Retrieved from https://www.youtube.com/watch?v=8Ki9dgG3P5M

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Test Review(URICA SCALE) homework help

/in , /by

Test Review(URICA SCALE) homework help

This assignment is 1/4 done, attach is the research on URICA but its missing some additional info….

you need to include the following specific information in order to receive full credit for the assignment:

1)The Test- cost, time to take the test, theory behind the test, number of items, age appropriateness, and any other information relevant to teaching me about the test ( Approximately one page double spaced)

2)Reviewer #1- norm sample, practicality and cultural fairness, validity, reliability, final comments ( At a Minimum, one page double spaced)

3)Reviewer #2- norm sample, practicality and cultural fairness, validity, reliability, final comments ( At a Minimum, one page double spaced)

4) Your thoughts on norm sample, practicality and cultural fairness validity, reliability, final comments about using the test. Why or why not. (At a Minimum, one page double spaced). I want your thoughts based on specific information and not just opinions such as “I don’t like the GRE’s” or “I don’t think it’s fair to subject students to standardize testing.” I want to know what you think about the norm sample, practicality and cultural fairness validity, reliability based specifically on what you learned from both reviewers and any other source.

Running head: ASSESSMENT INSTRUMENTS REVIEW 1

ASSESSMENT INSTRUMENT REVIEW 6

Assessment Instruments Review

Name

Institution

Introduction

Instrument assessment is common practice in the field of psychology to aid in understanding the significance of each instrument. The name of the instrument to be assessed in this document is URICA (University of Rhode Island Change Assessment Scale.

Brief Description

URICA (University of Rhode Island Change Assessment Scale) is a test used to assess readiness for change when one needs to start an addiction treatment. The test is designed to be a self-report measure of motivation for change. It reveals information that can be used to guide the whole treatment process for a person. URICA has 32 items that have four subscales, which measure them major stages of change namely: Precontemplation, Contemplation, Action and Maintenance (Callaghan, Moore, Jungerman, Vilela, & Budney, 2008). Another version of the test with 24 questions has also been developed.

URICA responses are measured using Likert Scale that has 5 points. The score scale ranges from 1 to 5 and 1 means a strong disagreement and 5 means a strong agreement. Furthermore, the four scales can be combined arithmetically. C + A + M – PC produces a score that is used to check if an individual is ready upon entering a treatment program (O’Neal, 2007). The result produced by the arithmetic combination of the four subscales has been termed a second order Readiness for Change Score. The use of URICA is highly dependent on the client’s feeling at the time of the test. It is upon the therapist to interpret all the answers the answers give in the questionnaire. The answers are used to evaluate and determine the most appropriate level of treatment based on the stage of the addiction.

Target Population

The primary target population of the URICA assessment tool is adults. URICA can be a significant tool in the treatment and research on the general assessment of the clinical process and the motivation of an individual in respect to behavior modification.

URICA Test Administration

URICA test has a number of administrative issues that are used to make the test relevant effective. The following presents essential components of the URICA test. It is necessary to note that the test is self-administered. It does not need one to complete any training prior to administration of the test.

Number of Items: 24 or 32

Subscales: 32 version has four subscales with each subscale having eight items.

Format: The test is self-administered. It requires the use of a pencil and paper.

Time: It ranges between 5 and 10 minutes.

Scoring Information

This section reviews the rules of scoring in a URICA test. The test should be taken for five to ten minutes in order to get a conclusive score. The staff members achieve scoring. It does not have any form of computer scoring or interpretation. The therapist who is in charge interprets all the answers. URICA has norms, which can also be normed on the subgroups (Donovan, n.d.). It applies to adults who are being treated for alcohol addiction. It is specific to outpatients.

Normative Group

It can be applied to many groups to test motivation for behavior change. The normative group is adults, who are outpatients, being treated for alcohol addiction.

Psychometric Properties

Research has been done to measure the different psychometric properties of the URICA. The research measured internal reliability, factorial, concurrent and convergent reliability. It has proven useful in measuring the different stages of offence in male prisoners. The reliability tests that have been performed revealed reliability in terms of consistency. The principal measures of validity that have been produced by studies are based on content, construct and criterion applied. The criterion for URICA is concurrent, predictive and postdictive in nature (Callaghan, Moore, Jungerman, Vilela, & Budney, 2008).

URICA has been used in many clinical settings to assess the readiness of patients prior to the commencement of addiction treatment. The validity of this assessment stems from the point that it has been used in very many treatments and research to measure the four stages of change.

Clinical Recommendations

URICA has been a significant assessment tool in clinical settings. It has been used to assess the motivation of an individual to modify behavior based on the four stages of changes. Cluster analyses performed on adults, entering an alcohol addiction treatment, produced profiles with five stages. The five stages in alcohol addiction treatment are precontemplation, Ambivalent, Participation, Uninvolved and Contemplation. URICA provides a second factor that gives a readiness score that can be important at pretreatment (O’Neal, 2007).

Clinicians can employ the URICA assessment tool to evaluation motivational levels of an individual and use the resulting information to decide on the appropriate treatment program. It helps increase the chances of success in treatment of addiction problems that require behavior change. The subscales provided in the URICA are necessary for checking for change in attitudes at the different stages of change. In effect, appropriate action can be taken to ensure the treatment remains effective.

Caution

Researchers have cautioned that the reliability of URICA is only significant in educational programs. It seems URICA has not been very adequate in the assessment of treatment programs for offenders at intake. The test is useful in individuals who can be found within the four stages of change.

Clinicians should be cautious when using the URICA index to check motivation for behavior change and the recovery process (Taylor, 2004). URICA should be complemented by other methods to measure the recovery process in situations involving recovery from substances abuse.

Personal Opinion

Personally, I think the URICA is an adequate measure of motivation in clinical settings. Research has shown that URICA test is effective in measuring motivation for change in clinical situations. It has proven effective in the treatment of addiction problems related to alcohol and marijuana. At the same time, I believe the test is not consistent in all situations. It can be erratic in the assessment of behavior change in some people. In general, it an effective tool that has proven useful in determining the level of motivation for behavior change.

References
Callaghan, R., Moore, L. T., Jungerman, F., Vilela, F., & Budney, A. (2008). Recovery and URICA stage-of-change scores in three marijuana treatment studies. Journal of Substance of Abuse, 35(4), 419-26.

Donovan, D. M. (n.d.). Assessment to Aid in the Treatment Planning Process. Retrieved from National Institute on Alcohol Abuse and Alcoholism: http://pubs.niaaa.nih.gov/publications/AssessingAlcohol/planning.htm

O’Neal, P. W. (2007). Motivation of health behavior. New York: Nova Science Publishers.

Polaschek, D. L., Anstiss, B., & Wilson, M. (2010). The assessment of offending-related stage of change in offenders: psychometric validation of the URICA with male prisoners. Psychology, Crime & Law, 16(4), 305-325.

Taylor, S. (2004). Advances in the treatment of posttraumatic stress disorder: cognitive-behavioral perspectives. New York: Springer Pub.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Week 5 -For MathematicsExpert

/in , /by

Name:

Chapter 7 Instructions

Practice Problem 14

Due Week 5 Day 6 (Sunday)

Follow the instructions below to submit your answers for Chapter 7 Practice Problem 14.

1. Save Chapter 7 Instructions to your computer.

2. Type your answers into the shaded boxes below. The boxes will expand as you type your answers.

3. Resave this form to your computer with your answers filled-in.

4. Attach the saved form to your reply when you turn-in your work in the Assignments section of the Classroom tab. Note: Each question in the assignments section will be listed separately; however, you only need to submit this form one time to turn-in your answers.

Below is an explanation of the symbols in Chapter 7, Practice Problem 14.

M = Mean

S2 = Population Variance

SM = Standard Deviation of the Distribution of Means

t = score for your sample

t needed = cut-off score that establishes the region of rejection (also known as the critical value)

Decision: Reject the Null or Fail to Reject the Null (select only one)

Read Chapter 7 Practice Problem 14 in your text book and then type your answers beside into the shaded boxes below. Note: Please provide only those answers indicated below, nothing more. You do not need to show your work. Round your answers to 2 decimal places.

M =

S2 =

SM =

t =

t needed = +

Decision:

Name:

Chapter 8 Instructions

Practice Problem 18

Due Week 5 Day 6 (Sunday)

Follow the instructions below to submit your answers for Chapter 8 Practice Problem 18.

1. Save Chapter 8 Instructions to your computer.

2. Type your answers into the shaded boxes below. The boxes will expand as you type your answers.

3. Resave this form to your computer with your answers filled-in.

4. Attach the saved form to your reply when you turn-in your work in the Assignments section of the Classroom tab. Note: Each question in the assignments section will be listed separately; however, you only need to submit this form one time to turn-in your answers.

Below is an explanation of the symbols in Chapter 8, Practice Problem 18.

N1 = number of participants in the experimental group

N2 = number of participants in the control group

df1 = degrees of freedom for the experimental group

df2 = degrees of freedom for the control group

dfTotal = degrees of freedom for both groups

M1 = mean of the experimental group

M2 = mean of the control group

S21 = estimated population variance of the experimental group

S22 = estimated population variance of the control group

S2Pooled = pooled estimate of the population variance

S2M1 = variance of the distribution of means for the experimental group

S2M2 = variance of the distribution of means for the control group

S2Difference = variance of the distribution of differences between means

SDifference = standard deviation of the distribution of differences between means

t = score for your sample

t needed = cut-off score that establishes the region of rejection (also known as the critical value)

Decision: Reject the Null or Fail to Reject the Null (select only one)

Read Chapter 8 Practice Problem 18 in your text book and then type your answers into the shaded boxes below. Note: Please provide only those answers indicated below, nothing more. You do not need to show your work. Round your answers to 2 decimal places.

N1 =

N2 =

df1 =

df2 =

dfTotal =

M1 =

M2 =

S21 =

S22 =

S2Pooled =

S2M1 =

S2M2 =

S2Difference =

SDifference =

t =

t needed = +

Decision:

Name:

Chapter 9 Instructions

Practice Problem 17

Due Week 5 Day 6 (Sunday)

Follow the instructions below to submit your answers for Chapter 9 Practice Problem 17.

1. Save Chapter 9 Instructions to your computer.

2. Type your answers into the shaded boxes below. The boxes will expand as you type your answers.

3. Resave this form to your computer with your answers filled-in.

4. Attach the saved form to your reply when you turn-in your work in the Assignments section of the Classroom tab. Note: Each question in the assignments section will be listed separately; however, you only need to submit this form one time to turn-in your answers.

Below is an explanation of the symbols in Chapter 9, Practice Problem 17.

S2Between = between groups population variance estimate

S2Within = within groups population variance estimate

F = statistical score that represents the ratio of the between groups to the within groups population variance estimate

F needed = cut-off score that establishes the region of rejection (also known as the critical value)

both groups

Decision: Reject the Null or Fail to Reject the Null (select only one)

Read Chapter 9 Practice Problem 17 in your text book and then type your answers into the shaded boxes below. Note: Please provide only those answers indicated below, nothing more. You do not need to show your work. Round your answers to 2 decimal places.

S2Between =

S2Within =

F =

F needed = +

Decision:

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Psychological First Aid Test homework help

/in , /by

Psychological First Aid Test homework help

Question 1 Not changed since

last attempt

Points out of

100.00

Flag question

Question 2 Not changed since

last attempt

Points out of 5.00

Flag question

Question 3 Not changed since

last attempt

Points out of 5.00

Flag question

Question 4 Not changed since

last attempt

Points out of 5.00

Flag question

Question 5 Not changed since

last attempt

Points out of 5.00

Flag question

Question 6 Not changed since

last attempt

Points out of 5.00

Flag question

Psychological First Aid Online

I have completed all of the required PFA Online course materials on my own to obtain this Certificate of Completion.

Select one:

True

False

Which of the following describes Psychological First Aid?

Select one or more:

 a. An evidence-informed, flexible, modular intervention

b. Typically provided at the end of the recovery period

c. Designed to reduce the initial distress caused by traumatic events

d. Foster short – and long-term adaptive functioning and coping

e. Applies only to adults

What are the basic objectives of Psychological First Aid?

Select one:

a. Keep people from needing social support after a disaster

b. Establish a human connection with people even if it means forcing yourself into their environment

c. Provide survivors with tools and assistance they need to manage their immediate situation

d. Make people share their stories so that they will not have long-term mental health problems

Choose the answer that fits the description:

An individual of any age or gender, with different cultural, religious, or ethnic background who has been affected by a disaster, including disaster responders.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

Choose the answer that fits the description:

Any disaster response worker who provides early assistance to affected children, families, and adults as part of an organized disaster response effort.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

Choose the answer that fits the description:

Eight strategies PFA providers can use flexibly to address the needs of survivors in the immediate aftermath of a disaster.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

QUIZ NAVIGATION

Finish attempt …

Psychological First Aid

Continuing Education

Military Families

Service Systems

Special Populations

Clinical Training

Help

Home / Courses / Psychological First … / Psychological First … / PFA Online Post-test…

1 2 3 4 5 6 7 8 9

10 i 11 12 13 14 15 16 17

18 19 20 21 22 23 24 25 26

27 28 29 30 31 32 33 34 35

36 37 38 39 40 41 42 43 44

45 46 47 48 49 50 51 52 53

54 55 56 57 58 59 60 61

 

 

Question 7 Not changed since

last attempt

Points out of 5.00

Flag question

Question 8 Not changed since

last attempt

Points out of 5.00

Flag question

Question 9 Not changed since

last attempt

Points out of 5.00

Flag question

Question 10 Not changed since

last attempt

Points out of 5.00

Flag question

Information

Flag question

Question 11 Not changed since

last attempt

Points out of 5.00

Flag question

Question 12 Not changed since

last attempt

Points out of 5.00

Flag question

Choose the answer that fits the description:

Any emergency event, including natural disasters (earthquakes, tornadoes, hurricanes), accidents, terrorist’s attacks, pandemic, school shooting, and arson.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

Choose the answer that fits the description:

General population shelters, schools, special needs shelters, field hospitals and medical triage areas, acute care facilities, hotlines, or public health emergency settings.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

Which of the following are early-intervention principles of Psychological First Aid?

Select one or more:

 a. Safety and calmness

b. Persistence and stabilization

c. Hope and connectedness

d. Self and community efficacy

e. Resistance and Resilience

As a Psychological First Aid provider, it is important to ensure that all survivors receive the same type and level of care.

Select one:

True

False

Read the Scenario and Answer the following two questions:

You arrive at the shelter – a coliseum a few miles from where the hurricane directly hit. It’s late morning and survivors are just starting to arrive at the shelter. They are confused, frightened, and overwhelmed. Members of your PFA response team are giving survivor’s water, food, and blankets.

You observe a number of survivors who need assistance. As a provider, what is the best way to make initial contact with them?

Select one:

a. Explain that others are in need of help too

b. Explain the importance of maintaining faith and hope

c. Observe first and make connections in a non-intrusive, kind, and helpful way

d. Reassure survivors that everything happens for the best

e. Provide them with information on coping

You observe an elderly man that is looking confused and overwhelmed. You want to provide support to him. Which of the following ways would NOT be best to make initial contact with him?

Select one:

a. Speak calmly

b. Give a hug to comfort him

c. Use language that is easy to understand

d. Give the man your full attention

 

 

Question 13 Not changed since

last attempt

Points out of 5.00

Flag question

Question 14 Not changed since

last attempt

Points out of 5.00

Flag question

Question 15 Not changed since

last attempt

Points out of 5.00

Flag question

Question 16 Not changed since

last attempt

Points out of 5.00

Flag question

Question 17 Not changed since

last attempt

Points out of 5.00

Flag question

Question 18 Not changed since

last attempt

Points out of 5.00

Flag question

e. Refrain from looking around or being distracted

You observe a man who is shivering and appears famished. What type of support should you provide to make his environment more comfortable?

Select one:

a. Observe him for a while to see if he stops shivering

b. Tell him where the blankets are located

c. Give him a blanket and show him where the eating area is located

d. Suggest to him that he should find some food

e. Encourage him to walk around to warm himself up

You observe a young man who is visibly upset. You ask if you can help him and he accepts your offer. The man tells you that he has been separated from his wife during the tornado and is really worried about her.

Which of the following types of support can you provide?

Select one or more:

a. Tell him he is not the only person who is missing a loved one

b. Ask him if he and his wife identified a way to touch base if separated

 c. Inform him of current response efforts to locate missing survivors

d. Assure him that his wife is safe

e. Ask him if he would like to go outside to find his wife

A single mother and her male child are sitting alone watching a news report that is showing the damage from the storm. You observe the child getting more nervous and upset.

What steps can you take to protect the child from additional distress?

Select one or more:

a. Encourage the mom to check in with her son to make sure he understands what is happening

b. Force him away from the TV

c. Inform the mom that watching too much TV news coverage may be upsetting her son

d. Tell the mom that routines are helpful to children’s recovery

 e. All of the above are correct

Which of the following is NOT a sign that a survivor may need stabilization?

Select one:

a. Excessive talking

b. Glassy and vacant eyes

c. Strong emotional responses

d. Uncontrollable physical reactions

e. Frantic searching behavior

What stabilizing technique is used to help orient and calm overwhelmed survivors when the initial techniques are unsuccessful?

Select one:

a. Socializing

b. Grounding

c. Yoga

d. Interviewing

e. Prescription medications

When gathering information from survivors, what should the provider do?

Select one:

a. Take a detailed medical history

b. Focus on the immediate needs and concerns

c. Seek detailed information from the survivor about her traumatic experiences to ensure appropriate referral

d. Gather all information at the time of initial contact so interventions can be planned and implemented immediately

e. Ask the survivor to retell what happened during the disaster

 

 

Question 19 Not changed since

last attempt

Points out of 5.00

Flag question

Question 20 Not changed since

last attempt

Points out of 5.00

Flag question

Question 21 Not changed since

last attempt

Points out of 5.00

Flag question

Question 22 Not changed since

last attempt

Points out of 5.00

Flag question

Question 23 Not changed since

last attempt

Points out of 5.00

Flag question

Question 24 Not changed since

last attempt

Points out of 5.00

Flag question

Question 25 Not changed since

last attempt

Points out of 5.00

Flag question

There has been a terrorist attack at a state government building. You arrive at the family assistance center and observe a young couple who are looking distressed.

For this type of situation, what is NOT the best method for identifying their immediate needs and concerns?

Select one:

a. Conduct a standardized assessment interview

b. Use the Survivor Current Needs Form if it is available to help direct you in gathering information about their needs and concerns

c. Gather information about their needs and concerns through natural conversation

d. Ask the couple if they would like to talk with you and ask how you can help

Survivors who are optimistic, confident, and have resources are more likely to have favorable outcomes after a disaster?

Select one:

True

False

Which of the following steps should you NOT follow when providing practical assistance?

Select one:

a. Clarify the needs

b. Identify most immediate needs

c. Discuss personal financial matters

d. Discuss an action plan

e. Act to address the needs

What type of support would NOT be most helpful to a survivor who has become socially isolated?

Select one:

a. Encourage the survivor to take small steps towards interacting with others in a way that is comfortable

b. Help the survivor make a plan for approaching another person

c. Help the survivor consider who might be friendly, approachable, or helpful

d. Remind the survivor that they are not the only ones feeling isolated

e. Reinforce any efforts the survivor has made to gain social support

Choose the answer that fits the supportive response:

“It sounds like you’re saying…..” or “From what you are saying, I can see how you would be….”

Select one:

a. Reflective

b. Clarifying

c. Supportive

d. Empowering

Choose the answer that fits the supportive response:

“Am I right when I say…..?” or “Tell me if I’m wrong, but it sounds like you are saying….”

Select one:

a. Reflective

b. Clarifying

c. Supportive

d. Empowering

Choose the answer that fits the supportive response:

“No wonder you feel…..” or “I’m really sorry this is such a tough time for you.”

Select one:

a. Reflective

b. Clarifying

c. Supportive

d. Empowering

 

 

Question 26 Not changed since

last attempt

Points out of 5.00

Flag question

Question 27 Not changed since

last attempt

Points out of 5.00

Flag question

Question 28 Not changed since

last attempt

Points out of 5.00

Flag question

Question 29 Not changed since

last attempt

Points out of 5.00

Flag question

Question 30 Not changed since

last attempt

Points out of 5.00

Flag question

Question 31 Not changed since

last attempt

Points out of 5.00

Flag question

Question 32 Not changed since

last attempt

Points out of 5.00

Choose the answer that fits the supportive response:

“What have you done in the past to make yourself feel better when things get difficult?”

Select one:

a. Reflective

b. Clarifying

c. Supportive

d. Empowering

You identify the needs and concerns of an elderly couple. They are celebrating their 50 wedding anniversary in a couple of days. They are having a party and expecting out-of-town guests to join them. They are feeling anxious and sad about the possibility of the disaster interrupting their celebration.

What can you do to help them feel better?

Select one or more:

 a. Try to increase their appreciation of the years they have spent

b. Try to help them forget about it

 c. Help them develop an alternative plan for the celebration

d. Help them contact their out of town guests

e. Tell the couple your real job is as a party planner and you’ll help them for a fee

You are in a shelter set up for survivors of an earthquake. You are assigned to speak to a family who lost their home. After explaining that individuals react to and cope with stress differently, you explain adaptive coping actions.

Which of the following is NOT true of adaptive coping strategies?

Select one:

a. Help reduce anxiety

b. Lessen distressing reactions

c. Avoid addressing problems

d. Create a sense of empowerment

e. Help family members support one another

When making a referral, summarize your discussion with the survivor for accuracy.

Select one:

True

False

What information should you know when you are ready to connect survivors to available ancillary services?

Select one:

a. Location

b. Office hours

c. Type of services provided and availability

d. Individuals that survivors can talk to

e. All the above

What consideration is particularly important for you to think about before deciding to participate in this disaster response?

Select one:

a. Your Comfort Level

b. Your Health

c. Your Family

d. Your Religion

e. Your Work

You have been working 6 hours straight and are feeling mentally and emotionally exhausted. Which of the following actions is NOT a good choice for taking care of yourself?

Select one:

th

 

 

Flag question

Question 33 Not changed since

last attempt

Points out of 5.00

Flag question

Question 34 Not changed since

last attempt

Points out of 5.00

Flag question

Question 35 Not changed since

last attempt

Points out of 5.00

Flag question

Question 36 Not changed since

last attempt

Points out of 5.00

Flag question

Question 37 Not changed since

last attempt

Points out of 5.00

Flag question

Question 38 Not changed since

last attempt

Points out of 5.00

Flag question

a. Recognize your limitations and needs

b. Take a break to remove yourself from the commotion

c. Check in with your supervisor or colleague to let them know you need a break

d. Practice a brief relaxation technique

e. Drink caffeine to keep you alert

What can you do to help yourself readjust to life after your relief work?

Select one or more:

 a. Increase experiences that have spiritual or philosophical meaning to you

 b. Be patient with yourself

 c. Let go of what you cannot control

d. Make big life changing decision

 e. Increase leisure activities and exercise

Which of the following is a guideline for delivering Psychological First Aid:

Select one:

a. focus solely on providing psychological care and let others provide practical assistance (for example, food, water, blankets)

b. ask survivors how you can help even if you think you know what they need

c. answer all survivors’ questions even if you are not sure of the answers

d. when communicating with a survivor through a translator, speak slowly and look at the translator so you are sure he/she understands what you are saying

e. quickly get as many details as possible from survivors about their traumatic experiences and losses so that you can help address their PTSD

When delivering Psychological First Aid to a group of survivors, you should:

Select one:

a. focus on the shared needs and concerns of survivors

b. allow the most distressed individual to talk as long as he/she needs to as a way of demonstrating that you care

c. allow people to complain as long as they feel a need to do so

d. discourage questions even if they address issues of concern to most of the survivors

e. avoid telling the group that you do not know the answer to a question so they will not lose confidence in your ability to assist

When preparing to deliver Psychological First Aid, you should be concerned with which of the following:

Select one:

a. the setting in which you will be delivering Psychological First Aid since delivery may change with setting

b. learning about cultural, socioeconomic, and spiritual differences in survivors

c. the needs of your own family even if the needs of survivors seem to be greater

d. your own needs even if the needs of survivors seem to be greater

e. all of the above

When providing information about disaster response activities and services, it is generally appropriate to tell adult survivors:

Select one:

a. what is being done to assist them

b. what is currently known about the unfolding event

c. what to expect next if known

d. what services are available

e. all of the above

In assisting survivors with missing family members, the Psychological First Aid provider should:

Select one:

a. explain the importance of maintaining faith and hope

b. encourage survivors to pray for missing loved ones

c. reassure survivors that everything happens for the best

 

 

Question 39 Not changed since

last attempt

Points out of 5.00

Flag question

Question 40 Not changed since

last attempt

Points out of 5.00

Flag question

Question 41 Not changed since

last attempt

Points out of 5.00

Flag question

Question 42 Not changed since

last attempt

Points out of 5.00

Flag question

Question 43 Not changed since

last attempt

Points out of 5.00

Flag question

Question 44 Not changed since

last attempt

Points out of 5.00

Flag question

Question 45 Not changed since

last attempt

d. recognize cultural differences in the grieving process

e. do all of the above

In stabilizing a distressed survivor, the Psychological First Aid provider should generally:

Select one:

a. intervene quickly and let the survivor know the gravity of the situation

b. insist on talking directly to the survivor

c. be calm, quiet, and available

d. tell the survivor to calm down

e. provide detailed information about the disaster so the survivor can put his/her reactions in perspective

Psychological First Aid interventions should be:

Select one:

a. adapted to the specific needs of survivors

b. delivered in a uniform fashion to avoid discrimination

c. designed to meet immediate and long term needs of survivors

d. enacted only after all physical health needs are addressed

e. both a and d above

Social engagement in the aftermath of a disaster should generally be:

Select one:

a. discouraged

b. discouraged among individuals who are obsessing about the disaster

c. discouraged among children but encouraged among adults

d. encouraged among children only if their parents are missing

e. encouraged when individuals are coping adequately

In gathering information from disaster survivors, the Psychological First Aid provider should:

Select one:

a. take a formal medical history

b. focus on immediate needs and concerns

c. seek detailed information from the survivor about traumatic experiences to ensure appropriate referral

d. gather all information upon initial contact so interventions can be planned and implemented immediately

e. do all of the above

Survivors with pre-existing medical conditions:

Select one:

a. are unlikely to benefit from Psychological First Aid

b. are likely to do well in disaster situations because they know how to deal with adversity

c. may experience a worsening of their symptoms as a result of a disaster

d. are likely to recover fairly quickly from disaster-related distress because they know how to deal with adversity

e. should be referred immediately to a physician

In assisting an individual who has lost a pet in a tornado in which there were many physical injuries and deaths, the Psychological First Aid provider should:

Select one:

a. avoid making contact with the individual

b. explain that others are in greater need of help

c. recognize that the lost pet may be of great importance to the individual

d. hand the individual information on coping with loss and move directly to those with physical injuries

e. do b, c, and d above

Youth are most likely to benefit from practical assistance that helps them to:

Select one:

 

 

Points out of 5.00

Flag question

Question 46 Not changed since

last attempt

Points out of 5.00

Flag question

Question 47 Not changed since

last attempt

Points out of 5.00

Flag question

Question 48 Not changed since

last attempt

Points out of 5.00

Flag question

Question 49 Not changed since

last attempt

Points out of 5.00

Flag question

Question 50 Not changed since

last attempt

Points out of 5.00

Flag question

Question 51 Not changed since

last attempt

Points out of 5.00

Flag question

a. forget their disaster experiences

b. relive their disaster experiences

c. clarify their needs and concerns

d. consider only one course of action

e. avoid problem solving

Social support in the aftermath of a disaster can come in many forms including:

Select one:

a. emotional support

b. information about services

c. physical assistance

d. material assistance

e. all of the above

Connecting adolescents with social supports may appropriately involve helping them to do all of the following EXCEPT:

Select one:

a. share with others

b. engage in enjoyable activities with other youth

c. spend time with younger siblings

d. help with chores to support family and community

e. avoid thinking about how they have handled problems in the past

Which of the following is likely to be most beneficial to withdrawn or socially isolated survivors in the immediate aftermath of a disaster:

Select one:

a. insisting they talk to others as a way of dealing with their own disaster experiences

b. encouraging them to help others so they take the focus off of themselves and their problems

c. discouraging interaction with others until their own concerns are fully addressed

d. helping them to think about the type of support that would be helpful to them

e. reminding them to avoid contact with other survivors if they are not ready to engage in conversation

Positive reactions to disaster:

Select one:

a. are rarely observed in survivors

b. are rarely observed in loved ones of survivors

c. may include an increased appreciation of life

d. generally include a decrease in spiritual beliefs

e. are characterized by all of the above

Intrusive reactions, avoidance and withdrawal, and physical arousal in disaster survivors:

Select one:

a. indicate severe psychological disturbance

b. indicate severe physical injury

c. are common indicators of distress in the immediate aftermath of a disaster

d. require the immediate assistance of a mental health professional

e. can be dismissed because they are not associated with severe psychological problems

You are delivering Psychological First Aid in a shelter that is filled to capacity. A mother shows up at the door with a toddler and is refused admission by the supervisor in charge. The mother is frantic and asks that her child be allowed to stay in the shelter.

Which of the following should you NOT do?

Select one:

a. See if the mother and child need food or water and explain where the nearest open shelter is

b. Ask if she needs transportation to the nearest open shelter

c. Tell the supervisor that this mother and child should be allowed admission to this shelter because she is tired

 

 

Question 52 Not changed since

last attempt

Points out of 5.00

Flag question

Question 53 Not changed since

last attempt

Points out of 5.00

Flag question

Question 54 Not changed since

last attempt

Points out of 5.00

Flag question

Question 55 Not changed since

last attempt

Points out of 5.00

Flag question

Question 56 Not changed since

last attempt

Points out of 5.00

Flag question

Question 57 Not changed since

last attempt

Points out of 5.00

Flag question

Question 58 Not changed since

last attempt

Points out of 5.00

Flag question

d. Explain to the mother that she and her child should stay together, and discuss options to solve the problem

Post-disaster reminders:

Select one:

a. may include situations in which positive things remind survivors of how life has changed

b. are generally unrelated to the specific type of disaster

c. are generally unrelated to the hardships faced by survivors

d. are rare in most disasters

e. are generally indicators of psychological health because they indicate that survivors are reviewing their experiences

Maladaptive coping actions used by disaster survivors include:

Select one:

a. keeping a journal

b. maintaining a normal schedule to the extent possible

c. participating in a support group

d. working longer hours than normal

e. avoiding risky behavior

When a parent expresses concern that his child cries when left for even brief periods of time, the Psychological First Aid provider could appropriately tell the parent all of the following EXCEPT:

Select one:

a. separations may remind children of separations experienced during the disaster

b. children who cannot yet say how they feel may show fear by clinging or crying

c. children may experience bodily reactions to separations

d. it is likely that children use crying to manipulate parents

e. parents can help children by limiting separations in the immediate aftermath of a disaster

Post-disaster distress in adolescents may be expressed by which of the following:

Select one:

a. abrupt shifts in interpersonal relationships

b. radical changes in attitude

c. detachment, shame, and guilt

d. self-consciousness about their fears

e. all of the above

Points of Dispensing (POD) centers are generally established to:

Select one:

a. distribute medications or vaccinations

b. provide information via phone banks and hotlines

c. coordinate the activities of community outreach teams

d. provide a variety of community services and referrals in a central location

e. do all of the above

Most survivors who have been in a terrorist attack will need stabilization?

Select one:

True

False

Reassuring survivors that they will have community members available to them in case they need help is what type of support?

Select one:

a. Emotional

b. Physical

c. Reliable

 

 

Question 59 Not changed since

last attempt

Points out of 5.00

Flag question

Question 60 Not changed since

last attempt

Points out of 5.00

Flag question

Question 61 Not changed since

last attempt

Points out of 5.00

Flag question

d. Reassurance of self worth

e. Advice and information

What should a PFA provider do with the survivor before making a referral?

Select one:

a. Refer the survivor to services he/she used before the disaster

b. Give the survivor written information about services but not make an appointment

c. Encourage the survivor to postpone seeking help for at least two weeks after the disaster

d. Summarize discussion you had with the survivor about his/her needs and concerns

You are manning a telephone hotline in a city experiencing an outbreak of pandemic flu. You have been given a set of questions to ask callers (for example, do you have a fever?) and information to provide depending on the expressed concerns of callers.

A woman calls in a panic and can’t calm down. What do you do?

Select one:

a. Yell until the caller is listening to you

b. Tell her to call back when she has calm down and then hang up

c. Remain calm yourself, give her a few minutes to calm down, and ask her what her current concerns are

d. Read off the list of questions and try to get the answers to all the questions

All of the following are appropriate when making referrals for children and adolescents EXCEPT:

Select one:

a. insisting that adolescents participate in private, rather than family, counseling

b. obtaining parental consent for services other than immediate emergency care

c. making interactions with children and adolescents positive to help them to develop a positive attitude toward future care providers

d. recommending that follow-up services for the family include at least a brief evaluation of child and adolescent adjustment

e. helping to minimize the number of times that children and adolescents will have to retell the story of their experiences

Next

The NCTSN is funded by the Center for Mental Health Services (CMHS), Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health

and Human Services and jointly coordinated by UCLA and Duke University. Disclaimer | Privacy

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!