Assignment: A Brooklyn Family Tale

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Assignment: A Brooklyn Family Tale

Assignment: A Brooklyn Family Tale

Please watch the film, A Brooklyn Family Tale

In an 8-10-page paper address the following questions, using readings from class and outside literature to support your responses. APA format and citations are required for this assignment.

Please use the following section headings in your paper and adhere to the page limits for each section.

1. Family Strengths

Using the literature, define the strengths perspective and its relevance to social work with families.What do you see as the strengths of the individuals in the Santiago-Castro-Cruz family, and in the family as a whole?Why is identifying strengths useful when working with working with families? Please refer to the literature in your response.

1-2 pages

2. Family Resilience

Using the literature, define resilience and describe its relevance to social work practice with families.Based on this definition, in what ways do you see the Santiago-Castro-Cruz family as resilient?

1-2 Pages

3. Assessing the Impact of the Environment on the Family

In what ways are the family’s struggles related to their environment and to socio-cultural factors?Why is it important to assess the impact of environmental factors on the family? Please use the literature to substantiate your response.

How might you go about assessing the impact of environmental factors on the family? Please use the literature to substantiate your response.

1-2 pages

4. Engaging and Working with Families

In the documentary, Sister Geraldine states:

“I go beyond the act. I try to find that person behind the act, then look for who is this person, what is it that they have, what’s brought them to this point in their life. That’s really social work – learning what brought them to where they are.”

What does this statement convey to you about engagement and assessment in social work practice?In her work with the Santiago-Castro-Cruz family, what are the results of Sister Geraldine’s attempts to find the person behind the act?

Based on the material covered in this class on engaging and working with families, briefly describe the skills and approaches you think would be important for engaging and working with this family. Please cite the literature in your response.

1-2 pages

5. Cultural Competence

Using the literature, define cultural competence.

In what ways did Sister Geraldine display cultural competence in her work with the Santiago-Castro-Cruz family? Are there areas in which you think she could have demonstrated greater cultural competence? Use the literature to support your responses.

Approximately 1 page

6. Potential Counter transference and Responses

Using the literature, provide a definition of the term counter transference.

Briefly discuss any counter transference issues you anticipate you might experience if you were working with this family.

What might you do to mitigate these reactions?

Approximately 1 page

Your paper should be well-written and thoughtfully respond to each question. Where stated, please cite the literature, and use appropriate citations.

 
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Peer Review and Video Review 3W homework help

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Peer Review and Video Review 3W homework help

Guadalupe Work

 

1. What factors would go into the decision to co-promote the products with a special display versus creating a new product?

There are a lot of factors that go with co-promoting and creating a new product. With co-promoting the customers are already familiar with the original branding.  It can also decrease cost in promotion if you co-promote. If a new product is created it might make customers second guess whether or not they should stick to the same product because it was altered. It might push them to go to different products. “When creating a new product you have to ensure that it meets customer needs. Not only must you meet your customers’ needs, you have to do so in a way that is better than the alternatives offered by the competition (Develop new).” As any new product that enters the market. You run the risk of the product failing. You have to know what the customers want and  market the products correctly in order to succeed.

2. If you created a new product by putting a small can of chicken into a box with the pasta, should the box carry the Moricci name? Or should it be a new product line altogether? Should the can still be labeled as Puritan?

If I were to create a new product by putting a small can of chicken into a box with the pasta. I believe it should not have the Moricci name because it was a big change to the product. It was changed from a small packet of pasta as a side dish to a main dish  so there should be a new product line.  The product shout  shouldn’t be labeled as Puritan because that is a completely different product line of Del Sol.

Reference:

Develop New Products and Services (n.d.). Retrieved from: https://www.infoentr (Links to an external site.)  neurs.org/en/guides/develop-new-products-and-services/

 

 

 

Andrew Work

1. What factors would go into the decision to co-promote the products with a special display versus creating a new product?

The key factors that go into co-promoting products are how well the products sell. Mary needs to compile some statistics on how well Moricci chicken marsala sells. What areas it does really and where it does poorly. Mary also needs to compile statistics for where Puritan chicken sells well and where it doesn’t sell so well. Mary could take that research and figure out where to launch her co-promotion of the Moricci chicken marsala and Puritan chicken. The factor that would go into co-promoting the two separate products together would be product recognition, and if these two products sell well individually. In order to create a new product, I would want a focus group with a good, cross sectional demographic of my intended market. I would survey them on packaging, pricing, taste, and overall quality. I would then adjust the product per their suggestions. I would then focus on launching commercials and an aggressive advertising campaign to ensure initial sales are satisfactory. The main factor that becomes an issue with creating and launching a new product is the overall cost of doing so. New marketing, packaging, and distribution will all cost Del Sol more money.

For me, I am stuck on brand recognition. I go with the brands I know, and it takes a miracle for me to try something new. Most of my friends also look for the products they know. Therefore, I feel that Mary should co-promote Moricci noodles with Puritan canned meats. The loyal customers will continue to support these products, and still be able to identify with the brands.

2. If you created a new product by putting a small can of chicken into a box with the pasta, should the box carry the Moricci name? Or should it be a new product line altogether? Should the can still be labeled as Puritan?

If I created a new product by placing a can of chicken into a container with the pasta, I would evaluate both brands on how well they sell. If Moricci outsells Puritan, then the product would carry the Moricci name. If Puritan outsold Moricci, the product would be labeled Puritan with the can labeled as Puritan as well. If neither sold well, I would create a new product line.

 

Works Cited:

McConnell, C. R., Brue, S. L., & Flynn, S. M. (2013). Microeconomics: brief edition. New York: McGraw-Hill/Irwin.

 

 

VIDEO

 

Directions

View the video in chapter 5 titled,  Target Market for Yogurt Sellers (Links to an external site.)  and provide a few brief comments with respect to its relevancy to this unit’s marketing concepts.

 

Describe the ways in which markets are segmented.

 

https://www.youtube.com/watch?v=qMRDLCR8vAE&feature=youtu.be&t=171

 

 

 

 
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Psychological Disorder Analysis PSY/270 homework help

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Psychological Disorder Analysis PSY/270

Psychological Disorder Analysis

·       Need four (4) references, cited & obtained from, put on reference page.

·       1400-1750 words

·       APA formatting

·       No plagiarism

·       DUE 7/18/2015 13:00 1 PM EST

·       If you cannot have this completed by this time or cannot handle the assignment, please do not contact me asking to do it.

 

 

ASSIGNMENT

 

Marla is a 42-year-old Hispanic female who comes to the mental health clinic complaining of having trouble sleeping, feeling “jumpy all of the time,” and experiencing an inability to concentrate. These symptoms are causing problems for her at work, where she is an accountant.   —— Dysthymia Disorder

 

 

·         Resources: Appendix A, Fundamentals of Abnormal Psychology, and the Faces of Abnormal Psychology Interactive application at the McGraw Hill Higher Education website

 

·         Write a 1,400- to 1,750-word paper analyzing Marla’s disorder. Address the following:

 

·         Decide which disorder Marla may have using the information in the Faces of Abnormal Psychology Interactive Application at http://www.mhhe.com/socscience/psychology/faces/#.

 

·         The profile introduction will match more than one of the disorders found in the application.

 

·         You must choose one of the disorders and complete the profile.

 

·         Include the 10 question from the week Four CheckPoint. (Questions are below)

 

Clinical Interview Questions

1)       What made you decide to come to therapy?

2)       What are you expectations and goal you would like to achieve from therapy?

3)       Can you tell me about yourself, your family (mother, father, siblings) and how is your relationship with them? Are you all a close nit family?

4)       Do you have any close friends or a significant other?

5)       How well do you get along with your friends, significant other and co-workers?

6)       Do you have any feelings of anxiety, depression, or suicidal thoughts?

7)       How is your overall physical health?

8)       Does mental illness or depression run in your family?

9)       Are you currently on any medication? Do you drink or use any illegal drugs?

10)   How would you describe yourself and your personality? Do you think you have good morals?

 

 

·         Summarize the disorder using the information provided in the interactive application.

 

·         Explain the origin of the disorder and any potential treatments by using one of the models of abnormality found in Ch. 2 of Fundamentals of Abnormal Psychology. (SEE ATTACHED PDF)

 

·         Format your paper consistent with APA guidelines.

 

 

Final Project Overview

 

The final project for this course is comprehensive, designed to allow you to analyze a psychological disorder by reviewing a short profile of Marla, a 42-year-old accountant. This assignment provides you with a greater understanding of and ability to recognize abnormal behavior. Once you identify a possible disorder, probe deeper by asking questions and completing Marla’s profile. Once you have completed Marla’s profile, suggest possible treatments based on the models of abnormality in Ch. 2. This project reflects the culmination of your knowledge gathered through the readings, discussion questions, CheckPoints, and assignments.

 

•               Suggested in Week Two: Review the McGraw Hill Higher Education Web site, http://www.mhhe.com/socscience/psychology/faces/#, which will be used for your final project.

•               Due in Week Four: Review the requirements for your final project and pp. 69-70 of the text. Draft ten probing questions to learn more about the patient’s background.

•               Suggested in Week Eight: Familiarize yourself with the DSM-IV to make a decision regarding a possible disorder.

 

http://www.mhhe.com/socscience/psychology/faces/bigvid.swf

 

 

WEEK NINE GRADE EXPECTATIONS

 

Please review my grading expectations for the Psychological Disorder Analysis Final Project Assignment:

 

Presentation Grading Form for the Psychological Disorder Analysis Final Project, Due in Week Nine

 

 

Content and Development

175 Points             Points Earned

XX/175

Additional Comments:

All key elements of the assignment are covered in a substantive way.

•               Student identifies Marla’s disorder and completes the profile.

•               Student summarizes and includes the 10 questions from week four checkpoint.

•               Student summarizes the disorder using information provided in the interactive application.

•               Student explains the origin of the disorder and any potential treatments by using one of the models of abnormality.

•               The paper is 1,400 to 1,750 words in length.

The content is comprehensive, accurate, and persuasive.

The paper develops a central theme or idea, directed toward the appropriate audience.

The paper links theory to relevant examples and uses the vocabulary of the theory correctly.

Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.

The introduction provides sufficient background on the topic and previews major points.

The conclusion is logical, flows from the body of the paper, and reviews the major points.

 

Readability and Style

10 Points               Points Earned

XX/10

Additional Comments:

Paragraph transitions are present, logical, and maintain the flow throughout the paper.

The tone is appropriate to the content and assignment.

Sentences are complete, clear, and concise.

Sentences are well constructed, with consistently strong, varied sentences.

Sentence transitions are present and maintain the flow of thought.

 

Mechanics

15 Points               Points Earned

XX/15

Additional Comments:

The paper, including the title page, reference page, tables, and appendixes, follows APA formatting guidelines.

Citations of original works within the body of the paper follow APA guidelines.

The paper is laid out with effective use of headings, font styles, and white space.

Rules of grammar, usage, and punctuation are followed.

Spelling is correct.

 

Total

200 Points             Points Earned

XX/200

 

Overall Comments:

 
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Personality Theories in the Psychodynamic Tradition

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Personality Theories in the Psychodynamic Tradition

Celebrating the 120th Anniversary of Karen Horney’s Birth

KAREN HORNEY: A PORTRAIT1

Marianne Horney Eckardt

I am going to sketch for you a portrait of Karen Horney emphasizing two features: her remarkable strong sense of self-determination and the seeming happenstance of being in the right place at the right time. She collaborated with fate. She prescribed everything for it and fate facilitated opportunities.

Horney was a very private person. It is only due to our coming, after her death, upon her diaries written in her adolescence and early twenties that this remarkable young person made her appearance and shed much light on later happenings. We owe the real discovery of the diaries to my sister Renate. We had casually noted their existence. They then gathered dust on Renate’s bookshelves in Mexico, when by some magical spiritual happening she discovered them, transcribed them, had them translated, and published them. All of Karen’s early entries, beginning at age 13, be- guile with confident self-determination of her path, her actions, and her thinking. She writes, “Fate will have an easy time with me, I prescribe everything for it” (Horney, 1990, p. 19). She aims at being a doctor, even though as yet no German university is admitting women to medical school. She has no doubt that she will find a way. The word ambition does not convey her spirit. She just makes her decision and follows her mapped-out road. The diaries are never boring. She reflects on happen- ings, debates, asks big questions about religion, mores, love, morality, and truth, and declares her opinion.

1This address was given on October 23, 2005, at the American Institute for Psychoanalysis, New York, celebrating the 120th anniversary of Karen Horney’s birth.

Address correspondence to: Marianne Horney Eckardt, 3066 Via Serena South Unit A, La- guna Woods, CA 92637, USA; e-mail: meck@fea.net.

The American Journal of Psychoanalysis, Vol. 66, No. 2, June 2006 (� 2006) DOI: 10.1007/s11231-006-9008-4

105

0002-9548/06/0600-0105/1 � 2006 Association for the Advancement of Psychoanalysis

At age 17 she is debating the ethics of free love. The turn of that cen- tury is still steeped in Victorian morals, ready to disintegrate. As yet she has had no love experience of her own. She muses and declares that deep love is always moral greatness, because it elevates us inwardly. “It is altogether too absurd,” she writes, “to judge a person’s character exclu- sively from his or her attitude toward sex. How much more important is his or her attitude toward the truth. A woman who decides to give herself freely to a man, stands much higher on the moral scale than a woman who marries the first man just to be married” (Horney, 1990, p. 81). Her environment is full of what she recognizes or perceives as prejudices and false morals. She comes to the conclusion that one should free oneself of common conventional morality and think through the large issues for oneself and act accordingly.

At age 18 she is very impressed by the Swedish avant-garde writer Ellen Key, who also sounds the tune of true morality, rather than the false morality of convention. Karen reflects: “I took up Ellen Key again. It is like a bath in the sea in autumn, when the cold is cutting and you have to battle with wind and waves, but once out, you are refreshed and a new person” (Horney, 1990, p. 90). In her book, The Century of the Child, Key rebels against the definition of the human being as man par excellence, writing that women have to take their rightful place as wo- men because society is entitled to receive the best women have to give. She seeks a morality of love; she questions the morality of monogamy and marriage. Key’s message profoundly influenced Karen’s outlook on life.

On New Year’s Eve, age 18, she is full of New Year’s resolutions, namely, to cultivate strength of will, self-discipline, hard work. She writes: ‘‘Yes, I long for one more thing, to learn how to listen to the delicate vibrations of my soul, to be incorruptibly true to myself and fair to others, to find in this way the right measure of my own worth” (Horney, 1990, p. 102). She is her own teacher, guide, and critic.

Two personal themes emerge, which become characteristics of her way of being. One theme is not complaining to others: “Only not sympathy, she remarks, “sympathy hurts, humiliates. But if I show my suffering, it calls forth sympathy. Nobody is to know when I am suffering” (Horney, 1990, p. 62). The other theme refers to a lack of group spirit. People ac- cuse her of this lack. She ponders: Why should she be expected in dis- puted cases to join the majority? Is that a lack of esprit de corps, a real lack on her part, or is it justified? She believes that it is justified. She never developed this esprit de corps, never was a good team player, never a family person.

106 HORNEY ECKARDT

Her strength of character was certainly the major factor in shaping her great career, but fate also facilitated her development. She repeatedly seemed to be in the right place at the right time. High schools and uni- versities opened their doors for women just when she was at the right age. She came to Berlin in 1910, just when Abraham started his first psy- choanalytic seminars. She became a psychoanalyst in Berlin, not in Vien- na. The atmosphere in Berlin was very different from Vienna. In spite of economic and political turmoil, the period between 1920 and 1930 was a cultural phenomenon. One cannot appreciate the spirit or the soul of the early Berlin psychoanalytic pioneers detached from this unique exu- berant atmosphere of the Weimar Republic, when cultural energy ex- ploded, sparkled, vibrated, and, for 10 years, nourished the arts and lives of people and made Berlin the Mecca of attraction. What happened in Berlin influenced art and cultural happenings in the Western world for the rest of that century. It was this spirit that gave the Berlin psychoana- lytic community its very special flavor, very distinct from the atmosphere in Freud’s Vienna, where the psychoanalytic community was much di- rectly influenced by the giant shadow of Freud. The enthusiastic Berlin community embraced psychoanalysis as a young science challenging its members toward further creative contributions. The spirit of the time em- braced breaking traditions and conventions, and the Berlin analysts, too, viewed psychoanalysis as a force that would free the human potential and allow it to unfold. The soil did not favor orthodoxy. Karen Horney would never have flourished as well in Vienna.

She had the good fortune to be asked by Franz Alexander in 1932 to join him in Chicago to codirect the first American Psychoanalytic Institute. Because of her theoretical differences with Alexander, she left Chicago for New York after two years. She joined the New York Psycho- analytic Institute. She was also invited to teach at the New School of Social Research, a school that established a reputation for attracting the best minds of European immigrants who escaped Hitler. The New School provided the setting for the development of her own novel psychoanalytic notions. Her lectures were sought after, extremely successful, and evolved into her first two books, The Neurotic Personality of Our Time and New Ways in Psychoanalysis. Her teaching did not find approval at the New York Psychoanalytic Institute. Her direct challenge of Freud led to a break and the well-known walk-out of Karen Horney, Clara Thompson, Sarah Kelman, Saul Ephron, and Bernard Robbins, singing, “Go Down Moses, Let My People Go,” the spiritual that celebrates the liberation of the Jews from the tyranny of the Pharaoh. The break led to the formation of the American Institute of Psychoanalysis. Fourteen candidates of the New York Psychoanalytic resigned at the same time.

107KAREN HORNEY: A PORTRAIT

Again the time was right for favoring secessions. Sandor Rado, Abraham Kardiner, John Millet, George Daniel, Phyllis Greenacre, David Levy, and others at the New York Psychoanalytic Institute were also developing plans for a new institute. They favored an association with a university and a few years later founded the Association for Psychoana- lytic and Psychosomatic Medicine and an institute at Columbia Univer- sity. Alexander in Chicago set a liberal course. Splits began occurring in Washington, D.C., Detroit, Boston, and Los Angeles.

While the new constitution of the new American Institute for Psycho- analysis was a hymn to freedom of thought and encouraging diversity, in retrospect it seems inevitable that Horney would create her own institute. Beginning in the mid 1930s she had the foundation and outline for a new system of psychoanalytic thought and worked steadily from then on, allowing it to grow, with the new insights ever nourishing her creativity. This was her task, goal, and sole interest. Like Berlin in the 1920s, the 1940s began a very creative period in American psychoanalysis, and Karen Horney was a major player, opening the field for ongoing creative development.

We all are fortunate beneficiaries of her remarkable spirit.

REFERENCE

Horney, K. (1980). The adolescent diaries of Karen Horney. New York: Books, Inc.

108 HORNEY ECKARDT

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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One-Way Experimental Designs Assignment Help

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One-Way Experimental Designs Assignment Help

Assignment: One-Way Experimental Designs

Correlational research, which you explored in this week’s Discussion, is useful in identifying relations between two variables, but does not make assumptions regarding cause and effect among the variables because researchers did not control for outside factors. To demonstrate possible causal relations among variables, researchers will need to manipulate variables in an experimental research design.

The variable that the researcher manipulates in an experimental research design is termed the independent variable. As a researcher, one important determination you need to make is the number of independent variables involved in the study. If you manipulate one independent variable, the study would be termed a one-way experimental design.

Researchers also need to determine dependent variables. In an experimental design, the dependent variable is the measure of the effect of the independent variable. If the dependent measure reveals an effect made by an independent variable, a researcher may be able to determine cause.

Consider a study that hypothesizes that 8-year-olds who play educational computer games score higher on intelligence tests than those who do not play educational computer games. Consider how many aspects you would need to address if you were conducting the study. First, you would need to understand that the independent variable is the game-playing, whereas the dependent variable is the scores on the intelligence test.

Next, you would need to determine the levels of the independent variable. In this scenario, suppose there are three levels of play: no play, some play (4 hours a week), and frequent play (8 or more hours a week).

Additionally, you would need to determine whether the study is a between-participants design or a within-participants design (also known as a repeated-measures design). A between-participants design uses different groups for each level. A within-participants design uses the same group, and that one group repeats the experiment for each level.

In this Assignment you apply key concepts related to experimental design to a research study and analyze and interpret the outcome.

To prepare:

  • Read the assigned pages from Chapter 10 in your course text.
  • Read the following study scenario:

    Researchers are interested in the effectiveness of a particular treatment for insomnia. They contact 50 insomnia sufferers who responded to a newspaper advertisement to participate in the study. Each participant is given a pill with instructions to take it before going to sleep that night. The pill actually contains milk powder (a placebo). The participants are randomly assigned to receive one of two sets of instructions about the pill. One half of the participants are told that the pill will make them feel “sleepy,” and the other half are told that the pill will make them feel “awake and alert.” The next day the participants return to the lab and are asked to indicate how long it took them to fall asleep after taking the pill. The individuals who were told that the pill would make them feel sleepy reported that they fell asleep faster than the participants who were told the pill would make them feel alert.

    Think about the concepts you read about this week about one-way experimental designs and analysis of variance (ANOVA), and how they apply to the above study.

The Assignment (1–2 pages):

With the study scenario in mind, complete the following:

  1. Identify the independent variable and dependent variable. Indicate the number of levels in the independent variable and describe each level.
  2. Indicate whether the research used a between-participants or a within-participants research design and how you determined this to be the case.
  3. Presume a third condition was added to the study. In this condition, the participants are not given any information about the effects of the (placebo) pill. Next, suppose an analysis of variance (ANOVA) was conducted. Briefly interpret, in your own words, what it would mean if the F was significant as applied to this study.
Reminder: Do not copy or retype the example study scenario into your Assignment.

Note: Support the responses within your Assignment with evidence from the assigned Learning Resources. Provide a reference list for resources you used for this Assignment.

Submit your Assignment by Day 7.

 
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Psychology homework help

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Psychology homework help

Week Five Homework Exercise

PSYCH/610 Version 2

 1

Week Five Homework Exercise

Answer the following questions, covering material from Ch. 11 of the Methods in Behavioral Research text:

1. What are single-case designs and when are they most useful?

2. How may a researcher enhance the generalizability of the results of a single case design?

3. What is the relationship between quasi-experiments and confounding variables? Provide an example

4. Provide examples of: one-group posttest designs and one-group pretest and posttest designs. What are the limitations of each?

5. Provide examples of non-equivalent control group designs. What are the advantages of having a control group?

6. What is a quasi-experimental research design? Why would a researcher use a quasi-experimental design rather than a true experimental design?

7. What is the difference between a cross-sectional and a longitudinal study? What is a sequential study? Which of these designs is most vulnerable to cohort effects? Which design is most vulnerable to the effects of attrition?

8. What are the differences between: needs assessment, program assessment, process evaluation, outcome evaluation, and efficacy assessment? Why is program evaluation important to the field?

9. A researcher wants to investigate patriotic behavior across the lifespan. She samples people in the following age groups: 18–28, 29–39, 40–50, 51–60, and 61 and above. All participants are interviewed and asked to complete questionnaires and rating scales about patriotic behavior. This type of developmental research design is called ________________. What is the primary disadvantage of this type of design? Explain.

 
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Theories Of Inquiry: Original 10 Strategic Points Revision

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Theories Of Inquiry: Original 10 Strategic Points Revision

Original 10 Strategic Points Revision

Details:

In the prospectus, proposal and dissertation there are ten key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research. The ten strategic points emerge from researching literature on a topic, which is based on or aligned with, the defined need in the literature as well as the researcher’s personal passion, future career purpose, and degree area. Previously, you drafted the ten strategic points for a potential dissertation research study based on an identified gap in the literature. In this assignment, you will practice the doctoral dispositions of valuing, accepting, and integrating feedback and reflecting on those inputs as you revise your draft of the ten strategic points created in the preceding assignment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Important note: Successful completion of this assignment does not      indicate that this topic and the related 10 Strategic Points have been      approved for use as your dissertation research study topic.
  • Locate the draft of the 10      Strategic Points that you created in the preceding assignment and the      feedback from your instructor and use them to complete this assignment.
  • This assignment uses a rubric.      Please review the rubric prior to beginning the assignment to become familiar      with the expectations for successful completion.
  • Doctoral learners are required      to use APA style for their writing assignments. The APA Style Guide is      located in the Student Success Center.
  • You are required to submit this      assignment to Turnitin. Refer to the directions in the Student Success      Center.

Directions:

Reflect on the feedback provided by your instructor on the draft of the 10 Strategic Points that you previously completed. Integrate that feedback as well as your own new ideas into a revised draft the 10 Strategic Points for the potential dissertation research study.

The Feedback are attached

Resources

1. 10 Strategic Points

Familiarize yourself with this document found in the DC Network under the Research/Dissertation tab. You will be completing this document as you progress in the dissertation process. This document will be expanded to become your dissertation.

https://dc.gcu.edu/

1. Insight, Inference, Evidence, and Verification: Creating a Legitimate Discipline

Morse, J. M. (2006). Insight, inference, evidence, and verification: Creating a legitimate discipline. International Journal of Qualitative Methods, 5(1), 1-7.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=21331314&site=ehost-live&scope=site

2. Pursuing Excellence in Qualitative Inquiry

Gergen, K. J. (2014). Pursuing excellence in qualitative inquiry. Qualitative Psychology, 1(1), 49-60. doi:10.1037/qup0000002

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-006&site=ehost-live&scope=site

3. Qualitative Inquiry in the History of Psychology

Wertz, F. J. (2014). Qualitative inquiry in the history of psychology. Qualitative Psychology, 1(1), 4-16. doi:10.1037/qup0000007

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-002&site=ehost-live&scope=site

4. The Promises of Qualitative Inquiry

Gergen, K. J., Josselson, R., & Freeman, M. (2015). The promises of qualitative inquiry. American Psychologist, 70(1), 1-9. doi:10.1037/a0038597

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2015-00137-001&site=ehost-live&scope=site

 

 
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Creating a Single-System (Subject) Design Study Assignment help

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Creating a Single-System (Subject) Design Study Assignment help

Assignment 1: Creating a Single-System (Subject) Design Study

The steps at the heart of single-system (subject) research are part of the everyday practice of social work. Each day social workers implement interventions to meet clients’ needs and monitor results. However, conducting proper single-system (subject) research entails far more than these simple day-to-day practices. Proper single-system research requires a high degree of knowledge and commitment. Social workers must fully understand the purpose of single-system (subject) research and the variations of single-system (subject) design. They must develop a hypothesis based upon research and select the right design for testing it. They must ensure the reliability and validity of the data to be collected and know how to properly analyze and evaluate that data. This assignment asks you to rise to the challenge of creating a proposal for a single-subject research study.

To prepare for this Assignment, imagine that you are the social worker assigned to work with Paula Cortez (see the case study, “Social Work Research: Single Subject” in this week’s resources). After an initial assessment of her social, medical, and psychiatric problems, you develop a plan for intervention. You also develop a plan to monitor progress in your work with her using measures that can be evaluated in a single-system research design. As a scholar practitioner, you rely on research to help plan your intervention and your evaluation plan.

Complete the Cortez Family interactive media in this week’s resources. Conduct a literature search related to the chronic issues related to HIV/AIDS and bipolar mental disorder. Search for additional research related to assessing outcomes and theoretical frameworks appropriate for this client. For example, your search could include terms such as motivational interviewing and outcomes and goal-oriented practice and outcomes. You might also look at the NREPP database identified in Week 1, to search for interventions related to mental health and physical health.

Submit a 5-page proposal/research plan for single-system (subject) evaluation for your work with Paula Cortez. Identify the problems that you will target and the outcomes you will measure, select an appropriate intervention or interventions (including length of time), and identify an appropriate evaluation plan.

Include a description of:

· The problem(s) that are the focus of treatment

· The intervention approach, including length of time, so that it can be replicated

  • A summary of the literature        that you reviewed that led you to select this intervention approach

· The purpose for conducting a single-system (subject) research evaluation

· The measures for evaluating the outcomes and observing change including:

  • Evidence from your literature        search about the nature of the measures
  • The validity and reliability        of the measures
  • How baseline measures will be        obtained
  • How often follow-up measures        will be administered

· The criteria that you would use to determine whether the intervention is effective

· How the periodic measurements could assist you in your ongoing work with Paula

References (use 5 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

· Chapter 9, “Is the Intervention Effective?” (pp. 226-244: Read from “Client Satisfaction & Effectiveness” to “Target Problem Scale”)

Document: Corcoran, K., & Hozack, N. (2010). Locating assessment instruments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 65–74). Thousand Oaks, CA: Sage. (PDF)

Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

Document: Mattaini, M. A. (2010). Single-system studies. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 241–273). Thousand Oaks, CA: Sage. (PDF)

Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

Tankersley, M., Cook, B. G., & Cook, L. (2008). A preliminary examination to identify the presence of quality indicators in single-subject research. Education & Treatment of Children, 31(4), 523–548.

Laureate Education (Producer). (2013b). Cortez family [Interactive media]. Retrieved from 

Cortez Family: A Meeting of an Interdisciplinary Team

 

Paula has just been involuntarily hospitalized and placed on the psychiatric unit, for a minimum of 72 hours, for observation. Paula was deemed a suicidal risk after an assessment was completed by the social worker. The social worker observed that Paula appeared to be rapidly decompensating, potentially placing herself and her pregnancy at risk.

Paula just recently announced to the social worker that she is pregnant. She has been unsure whether she wanted to continue the pregnancy or terminate. Paula also told the social worker she is fearful of the father of the baby, and she is convinced he will try to hurt her. He has started to harass, stalk, and threaten her at all hours of the day. Paula began to exhibit increased paranoia and reported she started smoking again to calm her nerves. She also stated she stopped taking her psychiatric medications and has been skipping some of her HIV medications.

The following is an interdisciplinary team meeting being held in a conference room at the hospital. Several members of Paula’s team (HIV doctor, psychiatrist, social worker, and OB nurse) have gathered to discuss the precipitating factors to this hospitalization. The intent is to craft a plan of action to address Paula’s noncompliance with her medications, increased paranoia, and the pregnancy.

Physician 

Dialogue 1

Paula is a complicated patient, and she presents with a complicated situation. She is HIV positive, has Hepatitis C, and multiple foot ulcers that can be debilitating at times. Paula has always been inconsistent with her HIV meds—no matter how often I explain the need for consistent compliance in order to maintain her health. Paula has exhibited a lack of insight into her medical conditions and the need to follow instructions. Frankly, I was astonished and frustrated when she stopped her wound care treatments and started to use chamomile tea on her foot ulcers. Even though we have educated her to the negative consequences of stopping her meds, and trying alternative medications instead, she continues to do so.

Psychiatrist

Dialogue 1

As Paula’s psychiatrist for close to 10 years, I have followed her progress in and out of the hospital for quite a while—and I know her very well. She is often non-compliant with her medications, randomly stopping them after she reports she doesn’t like the way they make her feel. She has been hospitalized to stabilize her medications several times over the last 10 years, although she has managed to stay out of the psychiatric unit for the last three. Recently, she had seemed to appreciate the benefits of taking her medications and her compliance has much improved. She had been seeing her social worker regularly, and her overall mental health and physical health were improving. This has changed recently, after several stressful life events. We learned that Paula was pregnant by a man she met briefly at a local flower shop. She also reports he has been harassing her with threatening phone calls and unwarranted visits to her home. Paula disclosed to the social worker that she was neither eating nor taking her medication—and she had not gotten out of bed for days. Her decompensation was rapid and extremely worrisome and, therefore, called for a 72-hour hold.

OB Nurse

Dialogue 1

I have not known the patient long, but it does appear that she is trying her best to deal with a very difficult situation. Pregnancies are stressful times for even the healthiest of women. For Paula to learn she is pregnant at 43—in addition to her HIV and Hepatitis status and her bipolar diagnosis—must be so overwhelming. Adding to this, she has come to her two appointments alone and stated she has no one to bring along with her. When I inquired about the father of the child, she said he’s a bad man and he won’t leave her alone. She seemed truly frightened of him and appears convinced he will hurt her.

Social Worker

Dialogue 1

When Paula came to me and told me she was pregnant, I was indeed shocked by this announcement. She had never mentioned dating anyone, and with her multiple medical and psychiatric issues, I never thought this would be an issue we would address. Paula and I have developed a strong working relationship over the last two years, and she has shared many private emotions and thoughts. This relationship has been tested, though, since I suggested she be admitted to the hospital. Paula was furious with me, accusing me of locking her up and not helping her. It will take time to repair our working relationship. Once I rebuild that rapport, we will need to work together to find a way to address all of her concerns. We will need a plan that will address her medical needs, her psychiatric needs, and the needs of her unborn child.

Physician

Dialogue 2

As far as her pregnancy, if Paula doesn’t take her HAART medications religiously, she risks having a baby who is HIV positive. I am concerned about how she is going to care for a baby with her multiple medical issues. On the practical side, I wonder how she will physically care for this child. She has a semi-paralyzed right hand and walks with a limp. Additionally, when her foot ulcers flare up, she can barely put pressure on her feet. Newborns take a lot of time and energy, and I am not sure she has the capacity to handle the needs of an infant—let alone a toddler. I have not made any formal recommendations to Paula regarding whether to continue the pregnancy, but I have told Paula that, if she does decide to have the child, she must take her HAART medications every day. I explained that this is vital to her health and the health of her unborn child.

Psychiatrist

Dialogue 2

When her social worker, who I am in regular contact with, informed me that Paula announced she was pregnant, I was obviously concerned. Knowing Paula as well as I do, I felt I could be honest with her and give her my opinion about the situation. I told her that she should abort. Based on her medical history, including her physical and mental health disabilities, I did not believe she had the capacity to care for this unborn child. She has absolutely no support at all, outside of the treatment team, and would have no familial assistance to take care of this child. My recommendation for abortion was only solidified when we had to involuntarily hospitalize her. I fear that Paula cannot take care of herself, and she cannot be trusted to take her medications. If she does decide to continue with the pregnancy, my recommendation would be that she stay on the psychiatric unit for her entire pregnancy. That way, we will know that she is taking her medications and that the fetus is safe.

OB Nurse

Dialogue 2

Paula is most definitely a high-risk pregnancy, but that does not mean she can’t have a healthy baby. If she keeps up with her HAART medications and comes to her prenatal visits, there’s no reason this baby can’t be born healthy and HIV negative. My larger concern is with the pain medications she takes for her foot ulcers. There is a slight chance the baby will be born addicted to them. We would have to plan for a stay in the NICU if that occurs. While Paula clearly started to decompensate and exhibited some very risky behaviors recently, I think we should try and understand the stress she has been under. While it is not my place to tell the patient what she should do about a pregnancy, I don’t see that we would have to recommend termination.

Social Worker

Dialogue 2

Paula has overcome many obstacles in her life, but a baby—at her age and with her medical profile—is very different. Paula has made many bad decisions in her life, and the decision to keep this baby may or may not be the best for both her and the child. That being said, if her decision is to continue the pregnancy, we need to find a way to face the mountain of obstacles. She has little to no social support, and there will be many difficulties she will face caring for the baby alone. Paula also has limited financial resources and will need to apply for WIC and Medicaid. There are the numerous supplies that we will need to obtain, such as a crib, clothing, diapers, and formula. She has historically been unreliable about following up with referrals, so she is going to need a lot of encouragement and support. Honestly, I may not believe this pregnancy is a good idea, although I would never tell her that—that’s not up to me or anyone else. We all, ultimately, need to accept her decision and move on. Our goal now is to help Paula make it safely through this pregnancy and work on a plan to help her care for this baby once it is born. I don’t agree that she should be kept on the psychiatric unit for the next seven or eight months. Allowing Paula to play an active role in preparing for the baby is an important task, and she will need to be out in the community and in her home taking care of things. We have to show that we believe in her and her willingness to manage this situation to the best of her ability. We need to affirm her strengths and support her weaknesses.

 
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Positive Psychology homework help

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Positive Psychology homework help

Chapter 9 Becoming and Being Wise Developing Wisdom

Many theorists argue that wisdom develops from knowledge, cognitive skills and personality factors. Understanding culture and the environment also considered vital. Mentors are believed to be an important mechanism for developing wisdom “Two heads are better than one”

Wise People and Their Characteristics

Longitudinal studies have determined that a person’s childhood does not determine the development of wisdom and that wise people achieve greater life satisfaction than the unwise. Orwell and Achenbaum suggest that women’s acts of wisdom typically occur in private whereas men’s acts of wisdom are more public Baltes and Staudinger report no age differences between 25 and 75 years but that the time between 15 and 25 is particularly important in developing wisdom. Some professions associated with higher levels of wisdom: clinical psychologists

a. Do you know a wise person? a) What kinds of characteristics make him/her a wise person?

b. Do you consider yourself a wise person b) How can we cultivate wisdom in everyday life?

Chapter 10 Forgiveness

· Defined by Thompson and colleagues, forgiveness is freeing from a negative attachment to the source of the transgression. This definition allows the target of forgiveness to be oneself, another person, or a situation.

· Defined by McCullough and colleagues, forgiveness is an increase in prosocial motivation, in that there is less of a desire to avoid or seek revenge against the transgressor and an increased desire to act positively towards the transgressing person. This definition is only applicable when another person is the target of the transgression.

· Defined by Enright and colleagues, forgiveness is the willingness to give up resentment, negative judgment, and indifference towards the transgressor and give undeserved compassion, generosity, and benevolence to the transgressing person. This definition is limited to people and does not include situations.

· Defined by Tangney and colleagues, giving up negative emotions is the core of forgiveness.

How does one learn forgiveness?

· According to the model developed by Gordon, Baucom, and Snyder, three steps are needed for achieving forgiveness toward another person. The initial impact stage includes negative emotions such as fear, anger and hurt. The search for meaning stage investigates why the incident happened. And the recovery stage is when the people move forward in their lives.

· The REACH model developed by Everett Worthington is a five-step process to forgiveness regarding infidelity. The acronym stands for Recall the hurt and the nature of the injury caused; Empathy promotion in both partners; Altruistic gift giving of forgiveness between partners; Committing verbally to forgive partner, and; Holding onto the forgiveness for each other.

· Self-forgiveness is aimed at lessening the feelings of shame or guilt. The individual is encouraged to take responsibility for the action and to let go and to move forward. The goal is to prevent the individual from letting the negative feelings interfere with positive living.

· Thought stopping and examination of thinking behind negative situations are needed to forgive situations and inanimate objects. The individual will learn that they should not blame happenings in their lives for their problems.

Why forgive?

· An evolutionary advantage to forgiveness is that it may break the violence cycle in human beings and the survival chances will be increased. With lower levels of hostility and aggression and higher levels of positive feelings, the social order may be stabilized.

· Forgiveness requires a sense of self, which is often damaged due to problems requiring the forgiveness. If one learns to forgive, one will build the sense of self up and it may become stronger.

· Forgiveness creates positive emotions.

Think about a situation in which you forgave someone.  a) Explain how you felt before and after forgiving.  b) Do you think that this forgiveness was true forgiveness and why? (Link your comments to one or more of the forgiveness theories presented in the chapter.)

 
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Integration Paper For Psychology And Christianity homework help

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Integration Paper For Psychology And Christianity homework help

PSYC 420

Integration Paper Instructions

 

Description: This paper is the capstone project of the course, and it will describe your approach to the relationship between psychology and Christianity. You will classify your approach and note the strengths (3) and limitations (3) of your view as well as reflect on different factors that led to your position.

 

Purpose: This course has presented several models of the relationship between Christian faith and the discipline of psychology. Your view of the relationship between psychology and Christian faith will guide your practice of psychology, both professionally and personally. This paper provides an explicit avenue for you to articulate a coherent view of the relationship between psychology and Christianity.

 

Details:

1. Papers will be graded on the quality of thinking, defense, organization, clarity, and grammar…not on whether you agree with the instructor’s position.

2. Begin with an introductory paragraph that describes the importance of examining the relationship between psychology and Christianity. The last sentence of the introduction must be your thesis statement that guides the rest of your paper.

· Example: Upon consideration of the evidence from various disciplines of study, it seems like the (model chosen) best captures the relationship between psychological science and Christian faith.

3. In writing about your position (you will need to classify your approach), be sure to touch on the following (and remember to cite Entwistle when you use his ideas):

· What methods of knowing are appropriate for Christians and why (this will actually help you classify your approach);

· A thorough description of the model and how it views the relationship between psychology and Christianity;

· How your model views the two books concept;

· Strengths of the model (at least three);

· Limitations of the model (at least three); be sure to include critiques offered by those who hold other positions; and

· Remember to use transition statements as you move from one main idea to the next.

4. End with a conclusion.

5. Avoid using 1st person.

· Instead of saying “I think Christians should embrace psychology,” say “Christians should embrace psychology.”

· Instead of saying “My view corresponds with the Colonialist position,” say “The Colonialist position seems ….”

6. The instructor will not proofread papers, but it is acceptable for a friend to proofread for clarity, grammar, and spelling.

7. If you need assistance, contact The Online Writing Center.

 

Paper format:

· Paper text must be 5 pages, excluding references, title page, and abstract.

· Times New Roman, 12 point font, 1” margins.

· Sections:

· Title page

· Abstract on separate page, mentioning thesis and summary of the paper. To get the maximum points, be sure to clearly mention the thesis and provide a summary of the main ideas and conclusions. Tip: It is often easier to write your abstract at the end of your paper.

· Body (5 pages): See above; must use APA headings

· References:

· Make sure to use current APA format.

· Do not assume that the format presented by the Jerry Falwell Library search engine is correct.

· Be sure to cite Entwistle and the Bible (but remember that the Bible does not appear in the References section).

· Check the current APA style manual for details.

· You must use Microsoft Word.

· Submit your paper to SafeAssign in Blackboard.

 

Submit your Integration Paper by 11:59 p.m. (ET) on Monday of Module/Week 7.

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