Sigmund Freud Case Study Assignment help

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Sigmund Freud Case Study Assignment help

Sigmund Freud Case Study

QUESTIONS

1. Does the Freudian perspective indicate that Steve’s relationships with women are internally or externally motivated?

 

2. According to Freud, which state of consciousness is most involved in controlling Steve’s behavior?

 

3. Which component (id, ego, superego) of the personality structure is most involved in determining Steve’s behavior? Give an example(s) to support your answer.

 

4. At which stage of psychosexual development is Steve most likely fixated? Give an example(s) to support your answer.

 

CASE STUDY

Steve is sitting at a restaurant table waiting for his date to come bac from the restroom, As he waits, he imagines what the rest of the evening will be like. The restaurant they are eating at is one of those little Italian places with red-and-white checkered tablecloths and candles in Chianti bottles. A violin player strolls around the tables playing romantic music. Steve considers that these types of restaurants always work well for him. His date would be charmed by the atmosphere and begin to feel romantic. This would allow Steve to make his move, and typically, he and his date would end up at either his apartment or hers for a night of great sex.

Steve is 38, of Italian-American descent, and single: a bachelor by choice, but his friends worry about his happiness. They wonder if Steve is unable to form a long-term relationship, that he has a fear of commitment and an addiction to sex and the passion that marks the beginning of relationships. They also wonder whether Steve’s strained relationship with his mother is at least partly to blame for his behavior. Steve’s mother, while caring for his physical needs, was not openly affectionate and did not give Steve the demonstrative affection and loving interaction he craved. They wonder if his anger toward her and her negligent behavior toward Steve is being manifested as anger toward women in general.

Steve has been a flirt ever since puberty. In high school, he had a reputation for insincerity. Girls were attracted to him; he was handsome and spent a lot of time and money on his appearance. Unbeknownst to his friends, however, Steve secretly feared that he was unattractive, so he did what he could to improve his looks.

The girls he asked out always had a good time on their dates, but it soon became known that he would always pressure his dates for sex and, in many cases, tell them that he loved them to convince them to have sex. He was also rumored to have made one girl pregnant and then claimed that it was not his child. To his close male friends, he said that she was not going to tie him down, that “there were too many women and not enough time.” This pattern of relationships continued during college. He would date women, have sex with them a few times, and then break off the relationship. He estimated that by the time he was 21, he had sex with about eight dozen women. He bragged about this among his male friends.

After college, and through the present time, Steve also continued to form relationships with women that were based on sexual attraction and nothing more substantial. One by one, he watched his male friends settle down and commit to one woman. Every time this happened, he would express astonishment and disbelief, stating that his friends were being duped and that no one would make him live with one woman for the rest of his life. When women agreed to go out with him or go to bed with him, Steve felt attractive, and no one was going to take that away from him. In fact, Steve secretly feared that no woman would find him attractive enough to marry. He believed that these women went out with him initially to get a free meal and would soon want to break up with him when someone better came around. So, he broke up with them first.

His friends believed that Steve’s latest sexual interest, Diane, would be the one he would marry. She seemed to be all that any man could hope for. She was pretty, smart, caring, and had a good sense of humor. Steve had been dating her for a longer time than he typically dated women, and his friends thought that he was finally growing up and settling down. As it turns out, the relationship lasted longer than usual because she was reluctant to have sex with him. She finally did after a couple of months when she was convinced that Steve really loved her and was not just using her for sex. Unfortunately, Diane should have trusted her initial instincts. Steve broke up with her after they had sex on three different occasions.

His present date was a woman he met at the gym where he worked out. She was very attractive, with a great body. He used to date women he met at work, but after someone accused him of sexual harassment, he decided to no longer date women from work. He was angered by the specific accusation and the hype associated with sexual harassment in general. A man just couldn’t follow his instincts anymore without the possibility of losing his job. At least he could still meet women at other places.

 
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Eco-Map Drawing And Narrative

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https://vimeo.com/49759014 (Links to an external site.)Links to an external site.

Here is the link for the 20/20 special that you will use for your Eco-map & Narrative. The 20/20 special is titled “Waiting on the World to Change”.

*You are required to draw an eco-map of one of the three children featured in the 20/20 special Waiting on the World to Change. You must label and identify each layer of the eco-map. Please refer to the lecture in the document section of Canvas that provides descriptive information on how to create and eco-map.

*You are all expected to write a 2 to 3-page (minimum 2 full pages & maximum three pages) narrative that describes the relationships illustrated in the eco-map.

CWTS CWFT Module 7 Chapter 2 Eco-maps

1

ECO-MAPS The eco-map helps to identify family resources at-a-glance. Areas of strength and concern are presented to assist in creating a picture of the family’s world. Information is gathered in circles. Eco-maps are a snapshot in time. Periodically update changes in connections to resources—especially natural familial and community resources to maximize usefulness of the tool. The list below helps spur questions and generate deeper discussion about resources and strengths during the initial visit. Extended Family Medical/Health Care Who is in the area that can be a support for you ALL family members: physical illness or disease What kind of relationship Effects of chemical use What kind of insurance Income Effects of chemical use Financial status Access to medical care Sources of income Psychological illness, disease Budgeting Social Services/Resources Friends County or Tribal/Financial Services/Child Welfare Close – Supportive – Conflictive Names of workers Where located Neighborhood centers What kind of contact – frequency Agencies / counseling involved with in the past Positive or negative experiences Recreation What do you do for fun Work/School What do you do for relaxation Employment—past/present What would you like to do What work are you interested in pursuing Interests and / or hobbies What type of skills, vocation What have you done in the past Degree or school until what grade

Positive or negative experiences Spiritually/Religion Spirituality and/or religious affiliation growing up Neighborhood What kind of experiences did you have How long at present home With what activities were you involved What is your neighborhood like Current spiritual beliefs and religious affiliations Do you feel safe in your home and neighborhood

Where did you grow up, and what was it like When showing connections with the ecomap, indicate the nature of the connections with a descriptive word or by drawing different kinds of lines: Strong connections: ———- Tenuous connections: ._._._._ Stressful connections: ////// Draw arrows along the connection lines to signify the flow of energy and resources. Identify significant people and fill in empty circles as needed. See the example Kelly Family below.

 

 

CWTS CWFT Module 7 Chapter 2 Eco-maps

2

 

CHURCH/SPIRITUALITY

RECREATION

WORK/SCHOOL

FRIENDS

Extended Family/ Significant Others NEIGHBORHOOD

INCOME

SOCIAL SERVICES/ RESOURCES

NAME: ________________________

MEDICAL/ HEALTH CARE

STRENGTHS: CONCERNS:

 

 

CWTS CWFT Module 7 Chapter 2 Eco-maps

3

KELLY FAMILY Example

HEALTH CARE

EXTENDED FAMILY

Absent father

WILLIAM 13

VERONA 9

GLORIA 14

SCHOOL

HOUSING: Homeless

DANGEROUS NEIGHBORHOOD

CHILD WELFARE

(foster homes)

MFIP BENEFITS

JOB TRAINING Vocational

Rehabilitation Program for

mother

_____________ = flow of energy = stressful relationship = strong flow

ANGIE 40

MENTAL HEALTH CLINIC

MOTHER’S PSYCHIATRIST

 

 

CWTS CWFT Module 7 Chapter 2 Eco-maps

4

Name: _________________________

Date: __________________________

SCHOOL

FAMILY OR HOUSEHOLD

 

EXTENDED FAMILY

RECREATION

EXTENDED FAMILY

CHURCH

SOCIAL WELFARE

HEALTH CARE

WORK

FRIENDS

HOBBIES

TRANSPORTATION

 

  • Recreation
  • vERONA
  • wILLIAM
  • gLORIA
  • ANGIE

Eco-Map Drawing And Narrative

 

 
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Psychology Case Study 3

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Psychology Case Study 3 homework help

3/13/2020 https://blackboard.strayer.edu/bbcswebdav/institution/PSY/PSY101/WEEK9/submit_content.html

https://blackboard.strayer.edu/bbcswebdav/institution/PSY/PSY101/WEEK9/submit_content.html 1/1

Assignment: Case Study #3

Overview

It can be hard to know how to handle a problem with a coworker or friend. That’s why the psychological concepts you’re learning in this course are so important. Understanding how the human brain works will help you master your problem solving and self and social awareness skills in your personal and professional life.

And whether at work or home, you’re learning how to read the social cues of others and recommend strategies based on psychological concepts and principles.

This week you’ll use your problem solving and self and social awareness skills to look beyond the opinions of others and figure out a problem’s cause so you can help a coworker make informed decisions. Review the scenario below to get started.

Case Study and Questions

Reggie works with Gloria and Lakeisha. He is a friendly older man who often talks about his plans for retirement in five years. He likes to make people laugh but often jokes about his struggles to learn new programs and technology.

The company recently informed the team that there will be a compliance test on new safety policies, which employees will need to pass in order to keep their jobs. The company has provided materials to study as well as optional practice exams. Gloria, Lakeisha, and Reggie are having lunch in the break room, and Gloria and Lakeisha mention that they have already signed up to take the first practice test. Reggie comments about how hard it is for him to learn a different way of doing the jobs that he has already been doing for years, joking that “you can’t teach an old man new tricks.” However, later in the day, he stops by Gloria’s desk to find out how she is preparing for the test and asks for advice. Given that they have a month until the compliance test, Gloria is confident that she can help Reggie prepare. Using your problem solving and self and social awareness skills and the information that you learned in Chapter 7 of the webtext about brain plasticity and mindset, answer the questions below:

1. What kind of mindset does Reggie need to embrace to be successful?

2. How does Reggie’s mindset affect his brain?

3. In Chapter 4, you learned about memory and how to effectively study. Using Chapter 4 in the webtext, what specific strategies should Gloria suggest to Reggie so that he will be prepared for the compliance test, and why?

4. If Reggie was your coworker, what important aspects of the situation would you want to keep in mind when offering advice and strategies to him? Why do you think this is important?

Instructions

Use the Case Study #3 Assignment Template to record your responses. For each question, you should write a paragraph-length response (5-7 sentences) to receive credit for this assignment. You may use your Soomo webtext as a resource. Once you have completed your work, save the file and upload it to the assignment submission area.

Strayer University Writing Standards Note: Review the Strayer University Writing Standards. These are provided as a brief set of user-friendly guidelines that make it easier for you to learn the behaviors of appropriate writing (i.e., clear, professional, and ethical writing). This is meant to support the use of the template provided.

 

 
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Week 4 Psychology homework help

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Week 4 Psychology homework help

Choose one of the following questions:
1. Describe the functionalist view of social stratification, and the conflict theory’s view of social stratification. Then take a pro or con position on each of the following three points: first, social stratification is necessary for societies to exist and prosper; second, the United States functions, overall, as a meritocracy; and third, human beings-driven as they are by human nature-are incapable of ever creating and/or living in a classless society. Provide detail about ‘why’ you are taking the pro or con position for each point.

2. Describe the three theories of global inequality addressed in the reading this week, examining the existence and persistence of inequality between countries and regions. Also address the strengths and weaknesses of these perspectives as analytical tools. What is the most accurate theory to address global inequality? Explain why you selected this perspective using specific examples.

 

The Week 4 Forum meets the following course objectives:

Apply a sociological perspective to the social world
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Discuss global stratification and explain social class and the impact of stratification in the United States.

 

Instructions for all Forums:

Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.

 

 

 

Points

 

Exemplary (100%)

 

 

Accomplished (85%)

 

 

Developing (75%)

 

Beginning (65%)

 

Not Participating (0%)

 

Comprehension of course materials

 

4

Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.

Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.

Initial post demonstrates some comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence.

Initial post does not demonstrate comprehension of course materials. Specific terminology or examples learned in class are not included. Post is opinion based without evaluated evidence.

No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be plagiarized, or use a high percentage of quotes that prevent demonstration of student’s comprehension.

Real world application of knowledge

 

2

Initial post demonstrates that the learner can creatively and uniquely apply the concepts and examples learned in class to a personal or professional experience from their life or to a current event.

Initial post demonstrates that the learner can apply the concepts and examples learned in class to a personal or professional experience from their life or to a current event.

Initial post does not clearly demonstrate that the learner can apply the concepts and examples learned in class. Unclear link between the concepts and examples learned in class to personal or professional experience or to a current event.

Initial post does not demonstrate that the learner can apply the concepts and examples learned in class. No link to a personal or professional experience or to a current event is made in the post.

No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of application. Post may be plagiarized, or use a high percentage of quotes that prevent demonstration of student’s ability to apply comprehension.

Active Forum Engagement and Presence

3

Learner posts 4+ different days in the learning week.

 

Replies to at least one response from a classmate or instructor on the learner’s initial post to demonstrate the learner is reading and considering classmate responses to their ideas.

 

Posts two or more 100+ word responses to initial posts of classmates. Posts motivate group discussion and contributes to the learning community by doing 2+ of the following:

offering advice or strategy
posing a question,
providing an alternative point-of-view,
acknowledging similar experiences
sharing a resource
Learner posts 3 different days in the learning week.

 

Posts two 100+ word responses to initial posts of classmates. Posts motivate group discussion and contribute to the learning community by doing 2+ of the following:

 

offering advice or strategy
posing a question,
providing an alternative point-of-view,
acknowledging similar experiences
sharing a resource
Learner posts 2 different days in the learning week.

 

Posts one 100+ word response to initial post of classmate. Post motivates group discussion and contributes to the learning community by doing 1 of the following:

 

offering advice or strategy
posing a question,
providing an alternative point-of-view,
acknowledging similar experiences
sharing a resource
Learner posts 1 day in the learning week.

 

Posts one 100+ word response to initial post of classmate. Post does not clearly motivate group discussion or clearly contribute to the learning community.

 

Responses do not:

offering advice or strategy
posing a question,
providing an alternative point-of-view,
acknowledging similar experiences
sharing a resource
Learner posts 1 day in the learning week, or posts are not made during the learning week and therefore do not contribute to or enrich the weekly conversation.

 

No peer responses are made. One or more peer responses of low quality (“good job, I agree”) may be made.

Writing skills

1

Post is 250+ words. All posts reflect widely accepted academic writing protocols like using capital letters, cohesive sentences, and no texting language. Dialogue is also polite and respectful of different points of view.

Post is 250+ words. The majority of posts reflect widely-accepted academic writing protocols like using capital letters, cohesive sentences, and no texting language. Dialogue is polite and respectful of different points of view.

Post is 175+ words. The majority of posts reflect widely-accepted academic writing protocols like using capital letters (“I am” not “i am”), cohesive sentences, and no texting language. Dialogue may not be respectful of different points of view.

Post is 150+ words. The majority of the forum communication ignores widely-accepted academic writing protocols like capital letters, cohesive sentences, and texting; Dialogue may not be respectful of different points of view.

No posting, post is off topic and does not meet minimum criteria for demonstrating beginning level of comprehension.

 
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Psychology homework help

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Psychology homework help

QUESTION 1

  1. Three classifications of outpatient treatment include:a.12 step groups, cognitive behavioral therapy, aftercareb.Motivational Interviewing, Stages of Change, Psychoeducationalc.EAP, court ordered, self-referredd.Continuing care, intensive outpatient program, day program

1 points  

QUESTION 2

  1. Which one of the following is not part of what is considered in determining the level of treatment and care for an individual?a.Screeningb.Diagnosisc.Insurance reimbursement limitationsd.Patient problem areas

1 points  

QUESTION 3

  1. According to SAMHSA, a major source of referrals to substance use treatment is:a.Family membersb.Medical providersc.Employersd.The criminal justice system

1 points  

QUESTION 4

  1. Proper treatment setting is ____________, while a specific treatment approach that meets the needs of the client is _________________.a.Level of care; best fitb.Community clinic; harm reductionc.Inpatient treatment; abstinenced.Placement matching; modality matching

1 points  

QUESTION 5

  1. Which of the following definitions best defines a “Continuum of Care”?a.An outdated system of care that has been replaced by a triadic level of care.b.An element of care providing consistency and flexibility in the spectrum, intensity and duration of addiction treatment.c.A range of inpatient and outpatient services that are available to a patient, but not necessarily utilized.d.A treatment system in which clients enter treatment at a level appropriate to their needs and then step up to a more intense treatment or down to less intense treatment as needed.

1 points  

QUESTION 6

  1. Which one of the following is a true statement?a.Drug courts have no impact on recidivism rates.b.Drug courts reduce recidivism rates to about 16%.c.Despite efforts, drug court recidivism rates have risen to about 25%.d.Drug courts reduce recidivism rates to about 5%.

1 points  

QUESTION 7

  1. Using the correctional system to combat addiction has resulted in all of the following except:a.Decreased financial cost to taxpayersb.Deterioration of familiesc.High unemployment rates for felonsd.Overcrowding of prisons

1 points  

QUESTION 8

  1. Which one of the following lists the correct order and stages of change of the DiClemente and Prochaska model?a.Denial, contemplation, preparation, action, and relapseb.Denial, precontemplation, contemplation, preparation, action, and maintenancec.Precontemplation, contemplation, preparation, action, and maintenanced.Precontemplation, contemplation, preparation, action, and relapse

1 points  

QUESTION 9

  1. The accepted practice of treatment for drug and alcohol use disorders in the U.S. is:a.abstinenceb.Prohibitionc.Harm Reductiond.Moderation management

1 points  

QUESTION 10

  1. Phases of Screening, Brief Intervention, and Referral to Treatment (SBIRT) usually takes ________.a.Between 30 to 60 minutes.b.Between 5 and 10 minutes.c.About 45 minutes.d.About 25 minutes.

1 points  

QUESTION 11

  1. Ambulatory Detoxification with Extended On Site Monitoring is a Level II-D classification, which means which one of the following?a.There is no such thing as Ambulatory Detoxification with Extended On Site Monitoring.b.The client can be served in an outpatient setting with on call support from an addictions specialist.c.The client is not at this moment in need of inpatient services, is only experiencing moderate discomforts from detoxification, and is able to go home to family and social support.d.The client is transported by ambulance to a medical detoxification facility.

1 points  

QUESTION 12

  1. The correction definition of polytherapy is:a.The use of one medication in treatment.b.The use of behavioral sensitization by two counselors in treatment.c.The use of more than one medication in treatment.d.The use of drug antibodies to prevent drugs of abuse from entering the central nervous system.

1 points  

QUESTION 13

  1. ________ are the class of medication often used to treat anxiety.a.Anticonvulsantsb.Antagonistsc.Agonistsd.Anxiolytics

1 points  

QUESTION 14

  1. Some things a clinician can do to support medication compliance with clients include all of the following except:a.Challenge and contradict the client’s perspectiveb.Listen to the client’s attitudes about medicationsc.Ground concerns with compliance within the client’s point of viewd.Understand how the client’s subjective beliefs influence compliance

1 points  

QUESTION 15

  1. A ____________ is a proved medication that is typically given first to a patient.a.Anticraving treatmentb.Antagonistc.First line agentd.Agonist

1 points  

QUESTION 16

  1. The three endogenous chemicals with the most relevance to addiction pharmacotherapy are:a.Dopamine, norepinephrine, GABAb.Glutamate, Serotonin, Dopaminec.Serotonin, dopamine, GABAd.Serotonin, dopamine, norepinephrine

1 points  

QUESTION 17

  1. Disulfiram (Antabuse) is considered:a.Anticraving treatment for alcoholb.Aversion treatment for alcoholc.Alcohol withdrawal treatmentd.An anxiolytic

1 points  

QUESTION 18

  1. What of the following is not one of the four pharmacokinetic processes?a.Absorptionb.Reuptakec.Distributiond.Biotransformation

1 points  

QUESTION 19

  1. The obsessive disinhibition form of a craving is the result of dysfunction in the ___________ neurotransmitter.a.GABAb.OPc.5HTd.DA

1 points  

QUESTION 20

  1. Naltrexone is considered:a.Anticraving treatment for alcoholb.Aversion treatment for alcoholc.An anxiolyticd.Alcohol withdrawal treatment
 
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Psychology Final Exam homework help

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Psychology Final Exam homework help

Question 1

 

According to the text, which of the following is NOT one of the ways expert teachers differ from novice teachers?

  A. intelligence
  B. amount and depth of knowledge
  C. insights into problems on the job
  D. efficiency

1 points

Question 2

 

Miss Evans needs to understand how to enhance student motivation, how to manage groups of students in a classroom setting, and how to design and administer tests. Miss Evans needs:

  A. content knowledge
  B. expert knowledge
  C. pegagogical-content knowledge
  D. pedagogical knowledge

1 points

Question 3

 

Valerie and Jamie just performed poorly on a test. Valerie states that next time she is going to try a different study technique, while Jamie states that the teacher is really difficult. Rotter would say that Valerie is _________, and Jamie is __________.

  A. external; internal
  B. incremental; entity
  C. internal; external
  D. entity; incremental

1 points

Question 4

 

Any relatively permanent change in thought or behavior that occurs as a result of experience is called:

  A. canalization
  B. fixation
  C. maturation
  D. learning

1 points

Question 5

 

Kayla sees a dolphin on television. At first she thinks it’s a fish because it is swimming in the ocean. Then she sees that it must come to the surface to breathe. Kayla then begins to form a new schema representing this new information. By forming this new schema, which cognitive mechanism would Piaget say Kayla is using?

  A. accommodation
  B. disequilibration
  C. assimilation
  D. equilibration

1 points

Question 6

 

During this stage of development, language explodes yet thinking is largely pre-logical?

  A. Sensorimotor
  B. Preoperational
  C. Concrete Operational
  D. Formal Operational

1 points

Question 7

 

Which of the following is NOT one of Vygotsky’s three particularly important ideas about cognitive development?

  A. internalization
  B. schemas
  C. zone of proximal development
  D. scaffolding

1 points

Question 8

 

In this psychosocial stage, children learns how to assert themselves in socially acceptable ways which allows them to have a sense of purpose.

  A. trust versus mistrust
  B. autonomy versus shame and doubt
  C. initiative versus guilt
  D. industry versus inferiority

1 points

Question 9

 

With regard to gender development, which of the following statements best incorporates the behaviorist point of view?

  A. Gender-role identification arises primarily from psychological crises faced during a particular stage in childhood.
  B. People acquire cognitive organizational systems that guide their interpretations of what are and are not appropriate gender roles.
  C. Boys and girls are treated differently from the moment they are born.
  D. People observe and learn from role models as they follow what they see being rewarded.

1 points

Question 10

 

In the strange situation test, Barry is not distressed when his mother leaves him with a stranger, and then he ignores his mother when she returns. According to Ainsworth, this is an example of which type of attachment?

  A. avoidant attachment
  B. secure attachment
  C. resistant attachment
  D. stranger attachment

1 points

Question 11

 

Rodney is watching the other children play, but he is not participating. Instead he is playing alone with his toys. Rodney is

  A. engaged in social play.
  B. an onlooker.
  C. engaged in cooperative play.
  D. engaged parallel play.

1 points

Question 12

 

Betty, at age 13, conforms to social rules because she believes it is right to do so. She is probably in Kohlberg’s _______ stage of moral development.

  A. preconventional
  B. conventional
  C. postconventional
  D. obedience and punishment

1 points

Question 13

 

A teacher was talking to the high school principal about the suicide of a male student. The principal said that the male student had taken an overdose of sleeping pills. The teacher thought that was unusual because

  A. males are less likely than females to overdose on pills.
  B. males overdose on pills more often than females.
  C. females are more likely to use guns to commit suicide than males.
  D. females are more likely to complete suicide than males.

1 points

Question 14

 

The ability to understand abstract and often novel concepts which requires us to think flexibly and to seek out new patterns.

  A. primary mental ability of number
  B. crystallized intelligence
  C. group factors
  D. fluid intelligence

1 points

Question 15

 

With regards to the various aspects or components of intellectual abilities described in the text, recognition of the ability to understand and react to the temperaments and moods of other people is most closely linked to the following theorist?

  A. Spearman
  B. Gardner
  C. Cattell and Horn
  D. Sternberg

1 points

Question 16

 

Tracking is part of which type of ability grouping?

  A. within-class grouping
  B. between-class grouping
  C. Joplin Plan
  D. regrouping

1 points

Question 17

 

Which of the following would generally NOT be an appropriate instructional strategy for students with intellectual disabilities?

  A. Teach learning strategies and problem-solving strategies.
  B. Divide lessons into small, clearly defined steps.
  C. Help students learn self-regulation.
  D. Make lessons more abstract.

1 points

Question 18

 

Typically diagnosed when measured performance in a specific skill area is substantially lower than would be expected based on a child’s overall level of measured intelligence.

  A. Learning disabilities
  B. Mental retardation
  C. ADHD
  D. Autism

1 points

Question 19

 

Characterized by repetitions, prolongations, or hesitations in articulation that disrupt the flow of speech.

  A. receptive language disorder
  B. stuttering
  C. voicing problems
  D. autism

1 points

Question 20

 

Defined by psychologists as a measure of a person’s social class level based on income and educational level.

  A. Hollingshead Index
  B. Socioeconomic status
  C. Ethnicity
  D. Achievement

1 points

Question 21

 

According to Baumrind, this parenting style is very demanding and unresponsive.

  A. Authoritarian
  B. Authoritative
  C. Accepting
  D. Permissive

1 points

Question 22

 

Jane, a preschooler, insists on dressing herself each morning for school, even though she generally selects mismatching outfits, misses buttons, and wears her shoes on the wrong feet. When her mother tries to dress Jane or fix her outfit, Jane resists help and insists on doing it herself. What stage of psychosocial development best describes Jane’s behavior?

  A. trust vs mistrust
  B. autonomy vs shame/doubt
  C. industry vs inferiority
  D. identity vs role confusion

1 points

Question 23

 

Mr. Samson wants to know just how intelligent his young daughter, Samantha, will be. Dr. Brown tells him that even though Samantha’s upper and lower limits of intelligence have been determined genetically, Mr. Samson can provide her with experiences that will shape her level of intelligence. Dr. Brown is describing which of the following?

  A. genetic quotient
  B. heritability range
  C. intelligence quotient
  D. reaction range

1 points

Question 24

 

Classical conditioning has been used to curtail coyote attacks on sheep. Fresh mutton is tainted with a poison that causes dizziness and nausea. After a while, just the smell of sheep sends the coyotes running away. In this example, what is the CS?

  A. poison
  B. mutton
  C. dizziness and nausea
  D. smell of sheep

1 points

Question 25

 

Classical conditioning has been used to curtail coyote attacks on sheep. Fresh mutton is tainted with a poison that causes dizziness and nausea. After a while, just the smell of sheep sends the coyotes running away. In this example, what is the CR?

  A. poison
  B. mutton
  C. dizziness and nausea
  D. smell of sheep

1 points

Question 26

 

The mechanism by which stimuli similar to the original CS can elicit the CR.

  A. stimulus generalization
  B. stimulus discrimination
  C. temporal contiguity
  D. contingency

1 points

Question 27

 

When the CS is repeatedly presented without the US, which of the following occurs?

  A. contingency
  B. extinction
  C. temporal contiguity
  D. spontaneous recovery

1 points

Question 28

 

A student who receives a star on the board for every fifth “A” grade received is on which schedule of reinforcement?

  A. continuous
  B. fixed ratio
  C. fixed interval
  D. variable ratio

1 points

Question 29

 

The application of an aversive or unpleasant stimulus that decreases the probability of a response.

  A. primary punishment
  B. presentation punishment
  C. removal punishment
  D. negative reinforcement

1 points

Question 30

 

Gaining access to information stored in memory.

  A. retrieval
  B. encoding
  C. storage
  D. chunking

1 points

Question 31

 

Very large, possibly unlimited capacity; it is capable of storing information for very long periods of time, possibly indefinitely.

  A. chunks
  B. long-term memory
  C. short-term memory
  D. sensory memory

1 points

Question 32

 

This memory technique involves taking the information to be learned and trying to associate it with other things you know, or trying to associate various items of the to-be-learned information.

  A. chunking
  B. elaborative rehearsal
  C. maintenance rehearsal
  D. procedural rehearsal

1 points

Question 33

 

Which of the following are the two main categories of long-term memories?

  A. procedural and episodic
  B. semantic and declarative
  C. declarative and procedural
  D. episodic and semantic

1 points

Question 34

 

Ms. Jackson requires her students to recite The Pledge of Allegiance from memory. Which of the following memory tasks is she requesting of her students?

  A. recognition
  B. paired-associates recall
  C. free recall
  D. serial recall

1 points

Question 35

 

Suppose the main exports of a given country are olive oil, cheese, automobiles, and designer dresses. You might ask students to imagine as vividly as possible a bottle of olive oil driving an automobile, wearing a designer dress, and eating a piece of cheese.

  A. categorical clustering
  B. pegwords
  C. interactive images
  D. keywords

1 points

Question 36

 

Samantha learns French one semester, and then takes a Spanish class the next semester. When Samantha tries to remember how to say something in French, she can only think of the Spanish vocabulary she learned. This is an example of which of the following?

  A. retroactive interference
  B. proactive interference
  C. decay
  D. categorical clustering

1 points

Question 37

 

The process of drawing specific, logically valid conclusions from one or more general premises.

  A. inductive reasoning
  B. problem solving
  C. transfer
  D. deductive reasoning

1 points

Question 38

 

Ms. Smoate tells her students that mammals are animals that are warm-blooded and nurse their young. She next points out that a cat is warm-blooded and nurses its young. Therefore a cat is a mammal. Ms. Smoate is teaching which of the following?

  A. inductive reasoning
  B. deductive reasoning
  C. automaticity
  D. transfer

1 points

Question 39

 

This type of transfer occurs when a highly practiced skill is carried over from one situation to another, with little or no reflective thinking.

  A. backward-reaching
  B. negative
  C. low-road
  D. high-road

1 points

Question 40

 

This may explain why students are so reluctant to check their work, proofread their papers, and think before they talk.

  A. availability heuristic
  B. representative heuristic
  C. overconfidence
  D. mental set

1 points

Question 41

 

When students enter middle school,

  A. their levels of school interest, self-confidence, and grades increase.
  B. their levels of school interest and self-confidence increase while grades decline.
  C. their levels of school interest, self-confidence, and grades decline.
  D. their levels of school interest and self-confidence decline while grades actually increase.

1 points

Question 42

 

Which of the following options is NOT a primary characteristic of the educational disability category Emotional Disturbance?

  A. significant difficulty establishing and maintaining interpersonal relationships with peers and adults
  B. an inability to learn that is not described by cognitive or other factors
  C. an inability to participate in a general education setting with non-disabled peers
  D. a tendency to develop physical symptoms or fears associated with personal or school problems

1 points

Question 43

 

The removal or cessation of an unpleasant stimulus, which as a consequence increases the likelihood of future occurrence of the behavior.

  A. positive punisher
  B. negative punisher
  C. positive reinforcer
  D. negative reinforcer

1 points

Question 44

 

A reward following a behavior that strengthens the behavior and leads to increased likelihood of future occurrence of the behavior.

  A. positive punisher
  B. positive reinforcer
  C. negative reinforcer
  D. negative punisher

1 points

Question 45

 

Helpless students tend to have __________. Mastery-oriented children have __________.

  A. learning goals; performance goals
  B. performance goals; learning goals
  C. performance goals; performance goals
  D. learning goals; learning goals

1 points

Question 46

 

Giving lectures, asking questions, and leading discussions are examples of which approach to teaching?

  A. student-centered
  B. activity-based learning
  C. teacher-centered
  D. peer instruction

1 points

Question 47

 

Which of the following levels of Bloom’s cognitive domain consists of understanding something, without necessarily being able to relate it to other things?

  A. knowledge
  B. comprehension
  C. application
  D. analysis

1 points

Question 48

 

Which theorist described in the text is most likely to propose that students whose basic needs (i.e., needs for adequate nutrition, safety, and security) are unmet will not be primarily motivated to learn in the classroom environment.

  A. Piaget
  B. Maslow
  C. Thorndike
  D. Baumrind

1 points

Question 49

 

This cooperative learning method encourages the interdependence of group members. Students are assigned topics in which to become expert, compare notes with other experts in their topic area, and then teach other group members about their topic.

  A. puzzle
  B. STAD
  C. STUD
  D. jigsaw

1 points

Question 50

 

Direct instruction has been criticized for which of the following reasons?

  A. It limits the types of thinking students engage in.
  B. It demands higher-order processing what students have learned.
  C. It is too difficult to plan and implement.
  D. It is too intense for younger children.
 
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Systems Perspective and Social Change assignment help

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Systems Perspective and Social Change

Response 1: Systems Perspective and Social Change

 

Read a selection of your colleagues’ posts.

 

Respond to at least two colleagues in one of the following ways:

 

  •  Critique your colleague’s suggestion about how to apply a systems perspective to Lester Johnson’s case. 

 

  • Identify one way that a concept in your colleague’s post might contribute towards advocacy and social change.

 

  • Discuss how you might apply the empowerment and strengths approach to one of the concepts your colleague has presented.

 

Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

 

 

 

Colleague 1: Julia

 

‪ When working with clients, there are many factors at play that not only formed the client in their early years, but also influence them now. The factors that influence them now can include: family, living situation, job situation, friends, religious community, etc. These factors can all influence how a social worker can assist in intervening in a client’s life. Each of these factors can also be included in different systems that influence the client (Zastrow and Kirst-Ashman, 2016).

Let us take, for example, the case of Lester. Lester was an independent member in his community, church community, and was able to handle his life all by himself. However, after an automobile accident, Lester has done a 180 and can no longer clothe or clean himself (Plummer, Makris, and Brocksen, 2014). This is where systems perspective comes in: what systems in Lester’s life can the social worker use to assist Lester? From the case study, we know that Lester is close with his family, but his sister-in-law has really stepped up to the plate in helping with Lester’s care. Because of Lester’s connections with his religious community, they may be relied on for resources. Lester’s children have not been involved really at all, so they should not be counted on as a system on which Lester can rely (Plummer, Makris, and Brocksen, 2014). Lester will have to have new systems created for him, as he cannot create them for himself anymore.

As a social worker, it is crucial to know the systems on which a client can rely. System Theory is a good theory because of its ability to be used with any client. Knowing what resources are available to a client, as well as their interactions with those resources, is key in creating a treatment plan for the client.

 

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Working with People with Disabilities: The Case of Lester. Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

 

Colleague 2: Lisa

 

Hello Everyone,

 

Multiple systems interact to impact individuals on many levels. In Lester’s case he is a 59 year old African American widower who suffered from injuries because of his involvment in a mulitiple car crash. “Prior to the accident he was an electrician and lived on his own in a family home”, (Plummer, Makris and Brocksen 2014). This crash caused him to depend on multiple systems in his life such as his family, rehabilitation facilities, and social workers. All of these systems interact as aid for Lester’s recovery. Members of his family are requesting Power of attorney in order to make important decisions for him, as well as pay his bills and other things. The social worker wanted to make sure that his mental state was okay by doing assessments, and the rehabilitation centers are aiding in his overall physical recovery.

As a social worker I might apply systems perspective to my work with Lester by, allowing him to see all of the people that truly care about him, and are aiding him in his recovery. “Clients are affected by and in constant dynamic interactions with other systems including families groups organizations and communities”, (Zastrow & Kirst-Ashman, 2016).. Sometimes when tragic things happen to people they become depressed, and can only see the negative. As a social worker I would also use the systems perspective to connect his rrehabilitation process, counseling, and family matters. All of these things aid in helping Lester live a productive life despite his current circumstances. I would apply a systems perspective to social work practice by addressing all areas of a clients situation. In order to do that, a social worker needs to make sure that the primary focus is on the individuals well-being, and all of the other areas such as family, groups, organizations and communities aid in helping that client reach his or her goals, and live productive lives.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Response 2: Policy Analysis and Application

 

·      Respond to at least two colleagues by explaining the various costs you think will be associated with their suggested policy changes.
 

·      Then, explain whether a consideration of cost when adopting a policy or program contradicts the social workers’ code of ethics.

 

Support your response with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

Colleague 1: Daneilia

 

The Case of Rita and a Possible Change to Policy

The Case of Rita discusses the time frame policy of the maximum time someone has to report a sexual assault with forensic data.  While 90 days may seem like quite a bit of time to decide whether or not to file a report, it in actuality is a short period of time especially for a person dealing with a crisis (Plummer, Makris, & Brocksen, 2014).  A possible change to policy that I could foresee being something to implement is the length in time, which an individual has the ability to make a sexual assault report.  I do not think that an individual is ready at that fast of a pace of 90 days to make a conscious decision.  Plummer, Makris, and Brocksen (2014) states how it, “…affects her or his ability to retain information and make decisions.”  Due to the clouded mindset of the client, it is difficult to make clear and concise decisions.  For this reason, I would attempt to implement a longer period of time for the decision making process.

Evaluate the Success of the Policy Changes

I might evaluate the success of the policy changes by evidence-based outcomes.  So to speak it would be based on facts such as clients being satisfied with submitting reports in a clearer mindset.  Also, depending the client’s demeanor has changed over time especially after having submitted the report.  In addition, if the client has been successful in counseling as well (i.e. making breakthroughs, coming out of a depression, not being angry with the offender).

 

Colleague 2: Patricia

 

Policy Change and the Case of Rita

In the case of Rita who is a 22 year old Latina who was sexually assaulted by a friend of a fellow co-worker.  She went to the hospital to have a sexual assault kit done and was given medication to treat any possible STDs along with emergency contraceptives.  She did not feel comfortable filing a report or pressing charges because she was very traumatized and blamed herself for the incident.  According to Rita’s state policy for reporting sexual assault cases to local law enforcement, she only has 90 days to make a decision.  For someone who has experienced this type of trauma, that is nearly not enough time to explain the details of what happened during the assault let alone make a rational decision on weither or not to file charges against the perpetrator.  A policy change that would be effective would be to eliminate the 90 day filing limit. Even with the filing limit, the sexual assault kit would not be any good so there would be no evidence and the perpetrator would have fled.

Measuring Policy Change

A strength based perspective would be a good way to measure the effectiveness of the policy change.  It allows the victims to decide when they are ready to report the assault or if they even want to report it.  If they want to report it, then they can have to sexual assault kit done and press charges right after the incident without feeling pressured and they can give a detailed description of the incident to law enforcement.

 

 

 

 

 

 

 

 

Response 3: Evaluating Policy Implications

 

·      Respond to at least two colleagues by examining their critique of the current campus policies and suggestions for change.
 

·      Analyze the feasibility of their suggested policy change and provide your thoughts on any gaps not addressed in the original post.

 

Support your response with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

Colleague 1: Rachel

 

In the case of the Johnson video, policies in which the perpetrator and the victim have to tell their stories in front of each other could be intimidating towards the victim. In the clip, it was obvious that the man calling the victim a “slut” aroused emotions inside of her, therefore making it harder for her to maintain her composure. Also another policy that could be changed could be leaving the decision to press criminal charges in that hands of one person. What makes him so credible to distinguish if either party or being truthful or not? What if he has a biased towards man accused of sexual assaults? At lease having more that one authority figure deciding on the fate of the complaint might be beneficial. As well as interviewing each party separate therefore the victim could feel comfortable telling their story might also be beneficial.

 

 

 

 

Colleague 2: Jesse

 

Current universities campus policies on sexual assault occurrences can cause victims to develop mental health issues, such as depression and/or anxiety. In Talia’s case she expresses her anxiety around the situation through her body language because she has to be right beside her perpetrator. Once her rapist voices his thoughts Talia becomes enraged (Laureate Education, 2013).  Having both the victim and perpetrator come into at the same time causes unneeded stress on the victims. Talia experienced physical and psychotically stress having to face her rapist. I think the school should have appointed an advocate for Talia so she would have known and understood her options and also to provide moral support for Talia. One change I would implement would be to assign an advocate for any criminal accusations between students. They would help the student navigate through the process and provide emotional support through this tough time. The success of this policy change could be evaluated by how the victims feel about the added support through their situations. I would also add some type of counseling afterwards to periodically check in on the students’ mental health and how they are coping with their feelings after the incident.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Response 4: The Social Work Advocate in Politics

 

·      Respond to at least two colleagues by offering a suggestion for how your colleague might gain political and/or lobbying experience for the political issue your colleagues described.
 
·      Also, explain the steps you might take to incorporate policy advocacy in your practice based on insights, experiences, and/or opinions your colleagues described.
 

·      Be sure your explanation takes the perspective of a social work professional with a responsibility to uphold professional ethics.

 

Support your response with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

Colleague 1: Jesse

 

The role a social worker lobbying and campaigning is to advocate for our clients. The NASW talks about how social workers can aid our society by writing policy changes, lobbying, organizing agency and community events, and helping make changes to laws for disadvantaged members of society (NASW, n.d). Our passion is to be a voice for those who feel unheard or unrepresented. We stand up for those who face inequalities. Social workers that are elected officials have the opportunity to make powerful and positive changes. They are able to bring new light and new views to policies and laws that might need revising or changes. I feel as though I have learned a lot from my colleagues in this class. They have shown me a lot of different aspects and thought processes. This class as allowed me to see other point of views and broaden my way of viewing situations.

 

 

 

Colleague 2: Lisa

 

Hello Everyone,

 

The role of lobbying and campaigning in social work practice is necessary, and is a form ofadvocacy for marginalized and oppressed groups of people. “Lobbying is simply the purposive, goal directed, planned process of attempting to influence the position of a decision maker usually an elected one”, (Popple & Leighninger, 2015). I strongly believe that social workers might have a powerful and positive effect as elected officials because they know how to advocate for marginalized groups of people, they research issues that affect people, they plan and set goals before implementing them, and they know where and how to get the resources that people need. “Social workers are powerful as elected officials in charting the way forward on particular issues of concerns, particularly those affecting disadvantaged groups”, (Rome, Harris &  Hoechstetter, 2010). The experiences and opinions of my colleagues have had an impact on my won experiences and opinions in many ways. Sometimes listening to another persons point of view can either make you stick to your own opinions, or in some cases change the way you think about a particular issue. This will also happen on our jobs as well. Social workers should ask colleagues their opinions when faced with difficult situations and sometimes just to see if you are on the right track to handeling a situation.

 
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“Clinical Formulation” Section Of Final Project

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“Clinical Formulation” Section Of Final Project

PSY 550 Milestone Two Guidelines and Rubric Overview: For your final project, you will develop a conceptualization of an individual based on background information and the results of a few select tests. To do so, you will examine research to understand the purpose of the chosen tests, why they were utilized, and how they help inform the overall understanding of an individual’s presenting problems. Throughout the course, you will complete milestone assignments that are drafts of specific sections of the final project. Because these milestone assignments are drafts, you will notice that their critical elements and rubrics are similar to those in the Final Project Guidelines and Rubric document. In Milestone One, you focused on writing an introduction and completing critical elements A through D of the Test and Assessment Development Analysis section for each test. In this second milestone, you will complete critical elements E through H of those sections, along with the “Clinical Formulation” section. Prompt: You should have already chosen a vignette to focus on and research in the previous milestone. Reread the vignette thoroughly. Then, use the vignette and additional research to answer the critical elements listed below. Be sure to properly cite your resources; the final project requires you to include at least six references cited in APA format. Specifically, the following critical elements must be addressed:

II. Test and Assessment Development Analysis: Test One E. Describe the cut scores for “normal” versus “at-risk” and/or “clinically significant.” F. Assess any cultural concerns for their impact on the effectiveness of the administration of the test. G. Determine if there are any ethical issues related to administering the test. H. Assess the methods of interpreting and communicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) for their

appropriateness. III. Test and Assessment Development Analysis: Test Two

E. Describe the cut scores for “normal” versus “at-risk” and/or “clinically significant.” F. Assess any cultural concerns for their impact on the effectiveness of the administration of the test. G. Determine if there are any ethical issues related to administering the test. H. Assess the methods of interpreting and communicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) for their

appropriateness. IV. Clinical Formulation

A. Analyze the results of the tests using industry-standard tools. B. Determine a diagnosis based on the data provided. C. Interpret the psychometric data from the test results to address the reason for the referral.

 

 

 

 

Rubric Guidelines for Submission: Your paper should be a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins. Use APA style for formatting and citations.

Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value

Test and Assessment Development Analysis:

Test One: Cut Scores

Describe the cut scores of the test Describes the cut scores for the test, but response contains inaccuracies or is missing key information

Does not describe the cut scores 8

Test and Assessment Development Analysis:

Test One: Cultural Concerns

Assesses any cultural concerns for their impact on the effectiveness of the administration of the test

Assesses any cultural concerns for their impact on the effectiveness of the administration of the test, but response is cursory or illogical or lacks detail

Does not assess any cultural concerns for their impact on the effectiveness of the administration of the test

10

Test and Assessment Development Analysis: Test One: Ethical Issues

Determines if there are any ethical issues related to administering the test

Determines if there are any ethical issues related to administering the test, but response is cursory or illogical or lacks detail

Does not determine if there are any ethical issues related to administering the test

10

Test and Assessment Development Analysis:

Test One: Methods

Assesses the methods of interpreting and communicating the results for their appropriateness

Assesses the methods of interpreting and communicating the results, but response is cursory or illogical or lacks detail

Does not assess the methods of interpreting and communicating the results

6

Test and Assessment Development Analysis:

Test Two: Cut Scores

Describes the cut scores of the test Describes the cut scores for the test, but response contains inaccuracies or is missing key information

Does not describe the cut scores 8

Test and Assessment Development Analysis:

Test Two: Cultural Concerns

Assesses any cultural concerns for their impact on the effectiveness of the administration of the test

Assesses any cultural concerns for their impact on the effectiveness of the administration of the test, but response is cursory or illogical or lacks detail

Does not assess any cultural concerns for their impact on the effectiveness of the administration of the test

10

Test and Assessment Development Analysis: Test Two: Ethical Issues

Determines if there are any ethical issues related to administering the test

Determines if there are any ethical issues related to administering the test, but response is cursory or illogical or lacks detail

Does not determine if there are any ethical issues related to administering the test

10

Test and Assessment Development Analysis:

Test Two: Methods

Assesses the methods of interpreting and communicating the results for their appropriateness

Assesses the methods of interpreting and communicating the results, but response is cursory or illogical or lacks detail

Does not assess the methods of interpreting and communicating the results

6

Clinical Formulation: Results

Analyzes the results of the tests using industry-standard tools

Analyzes the results of the tests using industry-standard tools, but analysis contains inaccuracies or lacks detail

Does not analyze the results of the tests using industry-standard tools

8

 

 

 

Clinical Formulation: Diagnosis

Determines a diagnosis based on the data provided

Determines a diagnosis based on the data provided, but diagnosis lacks justification or detail

Does not determine the diagnosis based on the data provided

8

Clinical Formulation: Psychometric Data

Interprets the psychometric data from the test results to address the reason for the referral

Interprets the psychometric data from the test results to address the reason for the referral, but submission contains inaccuracies or is missing key details

Does not interpret the psychometric data from the test results to address the reason for the referral

8

Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

8

Total 100%

 
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The Groth Typology Of Rape And The Massachusetts Treatment Center’s Classification Systems Of Rapists.

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The Groth Typology Of Rape And The Massachusetts Treatment Center’s Classification Systems Of Rapists.

RESPONSES:

1. According to the U.S Department of Justice Archives, the new definition of rape is: “The penetration, no matter how slight, of the vagina or anus with any body part or object, or oral penetration by a sex organ of another person, without the consent of the victim” (Sullivan, Rogers, & Moran, 2017). The Groth typology was developed almost forty years ago. This typology of rape is based on presumed motivations and aims that underline almost all rapes committed by adult males. Groth believed rape to be a “pseudo-sexual act”. He also believed that rape is a symptom of some psychological dysfunction, whether is temporary and transient or chronic and repetitive. Groth divided rape into three major categories. First, anger rape, second, power rape, and sadistic rape. He believed rape is always and foremost an aggressive act.

The Massachusetts Treatment Center’s Classification Systems of rapists has many similarities to Groth’s typology. The MTC has originally identified four major categories of rapists. One, displaced aggression, two, compensatory, three, sexually aggressive, and four, impulsive rapists. Anger rapists are similar to displaced aggression rapists, sadistic rapists are similar to sexual aggressive rapists. The MTC typology is more extensive and more complex because is based on ongoing research.

2.The Groth Typology was developed around forty years ago. Groth stated that there is always other motivations, rather than simple sexual arousal, for rapists. He divides rape into three different categories, including anger rape, power rape, and sadistic rape. Anger rape is typically brutal, degrading, and extremely forceful. Anger rapists have some internal anger, usually towards a specific woman, and take it out on their victims. Power rape is when the rapists is establishing dominance and control over their victim. The aggressiveness depends on how submissive the victim is. Victims of power rape are often kidnapped and experience multiple assaults. Sadistic rape involves the rapist experiencing arousal and pleasure of the victim’s torture and abuse.

Massachusetts Treatment Center’s Classification Systems of rapists is far more complex and researched than Groth’s. It continues to be researched and updated, unlike The Groth Typology. MTC also identifies four types of rapist, rather than three. The types include displaced aggression, compensatory, sexual aggressive, and impulse rapists. Although the two typologies are different, their division of types of rape are similar. Anger rape is similar to displaced aggression, sadistic rape is similar to sexual aggressive rape, and power rape is similar to compensatory rape. The final MTC type of rape is the impulse rape, in which rapists usually have no other history of sexual assault and committed it spontaneously when the opportunity was there. This type has no similarities with any of Groth’s types.

 
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Case Study Assignment

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Case Study Assignment

Case Study Assignment Template Note: Please use this template to complete the Case Study Assignment (due in Week 7). All you need to do is write a paragraph within each box contained in the template to receive credit for this assignment.

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Case Study Assignment Overview

Case Study Section 1 Review

Case Study Section 2 Review

Case Study Section 3 Review

_________________

Gloria has recently graduated college and started a new job. Her coworkers seem very nice, and Gloria has gotten to know Lakeisha and Reggie the best.

Reggie is a friendly older man who often talks about his plans for retirement in five years. He likes to make people laugh but often jokes about his struggles to learn new programs and technology.

Gloria and Lakeisha have been assigned to work on a project together. Lakeisha is very organized and has prepared a list of to-do items along with due dates. She even color-coded the list to indicate which partner will do each item. Gloria, who is more laid-back, feels a bit uncomfortable with this micromanaging from Lakeisha, who has only been at the job a few months longer than she has. Gloria wonders if Lakeisha thinks she is either lazy or stupid, and she does not look forward to working on this project. In the past, Gloria attempted to communicate her feelings with a co-worker; however, her coworker told Gloria that she needed to put her feelings aside and just do the work assigned to her.  As Gloria ponders having a conversation with Lakeisha, she starts to feel overwhelmed and thinks she might have to ask to be removed from this project.

Still, she and Lakeisha have connected because they are both single mothers of teenagers. Gloria confides in Lakeisha about her 16-year-old son who has started making poor choices and is currently grounded for sneaking out of the house and getting drunk at a party the night before a big exam.

The company recently informed the team that there will be a compliance test on new safety policies, which employees will need to pass in order to keep their jobs. The company has provided materials to study as well as optional practice exams. Gloria and Lakeisha have signed up to take the first practice test. Reggie, however, jokes that he will probably wait until the night before the test to read the material. As the date of the test approaches, Reggie becomes increasingly nervous. He makes frequent comments about how hard it is for him to learn a different way of doing the jobs that he has been doing for years, joking that “you can’t teach an old man new tricks.”

1. Gloria’s son is making poor decisions. Given what you have learned about a) brain development and b) social development in Chapter 3:
Explain why Gloria’s son is making those poor decisions.
Discuss specific strategies Gloria can implement to help her son make better choices.
Use specific concepts related to development and self-regulation to explain why these strategies would be effective.
2. Reggie is demonstrating a fixed mindset. How is Reggie’s mindset affecting the way he prepares for the new compliance test?
Use brain plasticity (neuroplasticity) to explain how Reggie can start to develop a growth mindset.
Suggest study strategies for Reggie so that he will be prepared for the compliance test. Use specific concepts from Chapter 4 to explain why these strategies will be effective.
3. Consider Gloria and Lakeisha’s different approaches to the project. On which of the Big 5 personality traits do they most differ?
Give advice to Gloria on how she can use emotional regulation and cognitive reappraisal to work with Lakeisha.

 
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