Family Therapy Techniques: Analysis

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Family Therapy Techniques: Analysis

(Family Therapy Techniques: Analysis)

I need an “A” so please do not respond if you can’t do it. I need it by 2pm on 09/17/17.

 

QUESTION 1

  1. Which if the following are described as techniques associated with the practice of Intergenerational Family Therapy?A.Coaching, Enmeshment, DetriangulationB.Genogram, Enmeshment, CoachingC.Genogram, Coaching, “Going Home Again”D.Empty Chair, Challenging, Projection

0.5 points  

QUESTION 2

  1. A modern multicultural perspective of family systems must now include which of the following?A.Norms relating to intimacyB.Distribution and use of powerC.The role of others involved with the couple/familyD.All of the above

0.5 points  

QUESTION 3

  1. In using the “Family Mapping” technique the counselor is basically looking for:A.Family structure, Id/Ego relationships, problem maintenance patternsB.The family’s ability to use a road mapC.The family’s ability to construct a genogramD.Family structure, Resonance, and Developmental Stage

0.5 points  

QUESTION 4

  1. Symptom based treatment plans require which of the following?A.Behaviorally stated, measurable objectives that clearly give focus to the goals of treatmentB.Outcomes that are related to the theoretical perspective of the family counselorC.An brief summary of the “symptom bearer’s” last medical evaluationD.A pre-signed Involuntary Commitment Order to be used in the event that someone in the family needs psychiatric care

0.5 points  

QUESTION 5(Family Therapy Techniques: Analysis)

  1. Theory-based treatment plans are most influenced by:A.Behaviorally stated, measurable objectives that clearly give focus to the goals of treatmentB.The clinician’s theoretical orientation/approachC.The needs specified by the family’s insurance companyD.Patient placement criteria, as specified by the American Society of Addiction Medicine (ASAM)

0.5 points  

QUESTION 6

  1. Bowen Family Systems Theory is also known as:A.Person Centered CounselingB.Intergenerational Family TherapyC.Transnational Family TherapyD.Internal Systems Theory

0.5 points  

QUESTION 7

  1. “Differentiation of Self” is:A.A lifelong process that can never be fully achievedB.A process that takes place during the “Trust vs. Mistrust” stage of child developmentC.Usually results in a separation or divorceD.A symptom of Schizophrenia, Undifferentiated Type, as defined by the DSM-5

0.5 points  

QUESTION 8

  1. Treatment plans must include the assessment of risk and safety.  When assessing risk of harm and safety, which of the following should be assessed?A.Threats of harm to self or othersB.Emotional abuseC.Eating DisordersD.All of the above should be assessed

0.5 points  

QUESTION 9

  1. Fusion, as it relates to the practice of Intergenerational Family Therapy, usually results in:A.Reactive emotional distance in the marriageB.Projection of the problem onto the childrenC.Inner-child conflictsD.A and B only

0.5 points  

QUESTION 10(Family Therapy Techniques: Analysis)

  1. Boundaries, in Structural Family Therapy, refer to:The tendency for young children to declare certain parts of a home “off limits” to other members of the familyRules that relate to who participates, and how they participate in overall family interactionsRules that relate to who has power among the siblings, according to their birth orderThe tendency for certain members of a family to break off relationships with other members of the family whom they dislike

0.5 points  

QUESTION 11

  1. Structural family therapists view the family as:A.A system structured according to set patterns and rules that govern family interactionsB.A system oriented around the Hierarchy of NeedsC.A group of people who are driven towards a common goal by their subconscious motivations for love and acceptanceD.A system designed to meet the expectations of culturally sanctioned norms about what a family is supposed to look like

0.5 points  

QUESTION 12

  1. Clients are usually classified into three different types, based on their level of motivation for change.  These three types of clients are:A.The Id, Ego, and Super-EgoB.The Visitor, Complainant, and CustomerC.The Visitor, Inquisitor, and CustomerD.The Id, Ego, and Ego-Centrist

0.5 points  

QUESTION 13

  1. In couples and family counseling, the “central healing relationship,” is identified as the relationship between:A.The counselor and the childrenB.The counselor and the partner with the “identified problem”C.The client family and their primary care physicianD.The members of the family/couple

0.5 points  

QUESTION 14

  1. In the practice of Bowenian/Intergenerational Family Therapy, “sibling position” is defined as:A.Fixed personality characteristics based on sibling position/birth orderB.The location of siblings during family disputesC.The position in which siblings sit when they are engaged in family conversationsD.Fixed personality characteristics associated with the level of differentiation in each sibling

0.5 points  

QUESTION 15(Family Therapy Techniques: Analysis)

  1. Treatment plans should contain which of the following components?A.Theory-specific goals and interventionsB.An advance directive, which proscribes interventions that have been approved by the client family, should the client suffer a debilitating injuryC.Interventions that will be utilized during the course of therapy, to accomplish goalsD.A and C ONLY

0.5 points  

QUESTION 16

  1. A treatment plan is best defined as:A.A list of goals and objectives for the client familyB.A list of tasks that the counselor must accomplish before insurance companies will reimburse for servicesC.A document that is sent to a family’s primary care physician which outlines any and all non-professional services the client family will be utilizing during treatmentD.A plan for how to elicit change in the family system in an effort to address the presenting problems

0.5 points  

QUESTION 17

  1. When used as a technique, Genograms:A.Provide insight and introduce the possibility for a calm, rational discussionB.Are primarily guided by Expressive Arts Therapy, as children are encouraged to “draw” the genogram, thus symbolizing being accepted into the familyC.Are required by insurance companiesD.Can only be effective if the counselor is truly exhibiting a non-anxious presence

0.5 points  

QUESTION 18

  1. When conducting the family assessment, the family counselor assesses “complementarity.”  This is best described as:A.The ability of family members to complement each other when they do something wellB.The process through which the counselor compliments the family for improvements they make during the counseling processC.Relationships between and amongst family members that may result in reciprocal or complementary aspectsD.The relationship that develops between the counselor and the parent with the most power

0.5 points  

QUESTION 19

  1. Structural Family Therapists consider the “individual” to be a:A.Subsystem, in and of itselfB.“Non-factor” in systemic family processesC.The “Chief Instigator” in any given problematic scenarioD.A and C

0.5 points  

QUESTION 20(Family Therapy Techniques: Analysis)

  1. Which of the following best describes, in general, the goals of Intergenerational Family Therapy?A.Resolution of the Oedipus Complex and differentiation of selfB.Differentiation of self and anxiety reductionC.Resolution of family enmeshment and resolution of the id/ego conflictD.Validation, communication, and self-esteem

0.5 points  

QUESTION 21

  1. Generally speaking, which of the following are goals of Structural Family Therapy?A.Generational hierarchy, parental coalitions, and clear boundariesB.Emotional cutoff, power differentials, and cycles of abuseC.Validation, communication, and self esteemD.Physical health, acupuncture, and  boundaries

0.5 points  

QUESTION 22

  1. Subsystems consist of:A.IndividualsB.SpousesC.SiblingsD.All of the above

0.5 points  

QUESTION 23

  1. Which of the following is credited as being the founder of Structural Family Therapy?A.Salvador DaliB.Virginia SatirC.Carl RogersD.Salvador Minuchin

0.5 points  

QUESTION 24

  1. The second, or “new phase” of Behavioral Couple Therapy is characterized by:A.The development of integrative behavioral couple therapyB.An increased emphasis on psychoanalytic techniquesC.An increased emphasis on Gestalt Therapy techniquesD.An increased emphasis on medication assisted therapies
 
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Human Services

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Human Services

(Human Services)

Human services can be provided by nonprofit, for-profit, or government organizations, each with distinct characteristics and objectives.

Nonprofit organizations in this field often prioritize community welfare over profit, relying on donations, grants, and volunteers to fund and deliver services. They tend to focus on specific social issues or populations, such as homelessness, mental health, or youth services. Nonprofits often offer a personal touch and flexibility in their services, tailored to the needs of their communities.

For-profit human services entities operate with a profit motive, offering services in exchange for fees or payments. They may provide services such as counseling, therapy, or rehabilitation programs. Profit-driven organizations may leverage innovation and efficiency to deliver services but may face criticism for prioritizing profit over social impact.

Government organizations at the local, state, or federal level also play a significant role in providing human services. They often have larger budgets and regulatory authority to address broad societal needs, such as welfare assistance, public health programs, or child protective services. Government agencies aim to ensure equitable access to services for all citizens but may face bureaucratic challenges and funding constraints.

Each type of organization contributes uniquely to the human services sector, with its own strengths, limitations, and approaches to addressing social needs.

Case Study Scenario for a Nonprofit, For-Profit, or Government OrganizationFor this assignment, select a case study scenario from your textbook, readings, other course activities, or a real-world human services organization. Choose a scenario that could occur within the human services organization you chose to use in your course assignments. The scenario should involve a situation where there are gaps in available services.

For this assignment:

  • Describe the case study scenario as if it were playing out in your selected organization.
  • Analyze at least one leadership theory or model that might apply to service delivery for the selected case study scenario.
  • Analyze gaps in services indicated in the scenario and examine how a leadership theory or model could be used to build community relationships to fill these gaps.
  • Evaluate the social, political, cultural, legal, and economic factors that affect interagency and multi-agency collaboration.
  • Analyze any multisystemic, multicultural issues and concerns specific to your selected organization.
  • Analyze how leadership styles and decisions are shaped by community, social, political, legal, and economic factors in terms of your selected organization.

Additional Requirements

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Headings that define the sections of the paper, resources, and citations are formatted according to current edition APA style and formatting.
  • References: 6–8, from academic sources (journal articles or textbooks).
  • Length of paper: 4–6 typed, double-spaced pages, excluding the cover page and references.
  • Font and font size: Times New Roman, 12 points.
  • Turnitin: Submit your paper to Turnitin for analysis.
 
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Adolescent ADHD: A Case Study

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Adolescent ADHD: A Case Study

(Adolescent ADHD: A Case Study)

case reports:  1. Attention Deficit Hyperactivity Disorder (ADHD)- please review what I have, see below, and make changes/add to if necessary

·       2. Paranoid Schizophrenia- Attached file

Described the major symptoms of each disorder, outlined each person’s background, and described any factors in the person’s background that might predispose him or her to their disorder.

20points

Described any symptoms that were observed that support each diagnosis and any symptoms or behaviors that are inconsistent with each diagnosis and provided relevant information from the case history about the development of each disorder.

20

Described any evidence of psychosocial or medical issues that might have contributed to each disorder, identified any safety concerns regarding suicidality or homicidality, and discussed any cross-cultural issues affecting the differential diagnosis.

20

Discussed appropriate short-term and long-term goals of each intervention, discussed the most appropriate therapeutic strategy and therapeutic modality for each case, and presented appropriate reasoning for your selection.

20

Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.

20

Total:(Adolescent ADHD: A Case Study)

100

Diagnosis: Attention Deficit Hyperactivity Disorder

Symptoms of the disorder: According to the DSM 5 individuals with Attention Deficit Hyperactivity Disorder show patterns of inattention, hyperactivity and impulsivity that interfere with functioning or development: Inattention includes: present for at least 6 months, and they are inappropriate for developmental level:

·        Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.

·        Often has trouble holding attention on tasks or play activities.

·        Often does not seem to listen when spoken to directly.

·        Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).

·        Often has trouble organizing tasks and activities.

·        Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).

·        Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

·        Is often easily distracted

·        Is often forgetful in daily activities.

2.     Hyperactivity and Impulsivity includes: behavior present for at least 6 months to an extent that is disruptive and inappropriate for the person’s developmental level:

·        Often fidgets with or taps hands or feet, or squirms in seat.

·        Often leaves seat in situations when remaining seated is expected.

·        Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).

·        Often unable to play or take part in leisure activities quietly.

·        Is often “on the go” acting as if “driven by a motor”.

·        Often talks excessively.

·        Often blurts out an answer before a question has been completed.

·        Often has trouble waiting his/her turn.

·        Often interrupts or intrudes on others (e.g., butts into conversations or games)

In addition, the following conditions must be met:

·        Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.

·        Several symptoms are present in two or more setting, (e.g., at home, school or work; with friends or relatives; in other activities).

·        There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.

·        The symptoms do not happen only during the course of schizophrenia or another psychotic disorder. The symptoms are not better explained by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).(Adolescent ADHD: A Case Study)

Background: David is a sixteen-year-old male Caucasian in his sophomore year in High School. According to his case history video, he lives mostly with his mom. Based on research, factors in David’s background that may have predisposed him to this disorder include coming from a single parent background, inexperienced parents, biological factors and limited time spent with a parent. David’s mother spends a limited amount of time with him and allows him to spend his time playing sports and video games instead of helping around the house. In most cultures, a variety of skills are taught as a child develops, for example- learning how to wash dishes or put gas in a car. These tasks also teach an individual to be aware and focus on a task until completion. Due to David’s mom, feeling overwhelmed she may have unintentionally reinforced his presenting symptoms of ADHD.

Observation: During the interview, David was constantly fidgeting and moving around. He REPORTs being unable to focus his attention for a given amount of time to complete a task. For example- when his mom asks him to do chores around the house he forgets his tasks. According to the case report David also has issues with demonstrating good judgment. The example given is tearing off the skin to his knuckles when asked to hit a punching bag. The excitement of hitting the punching bag overpowered the pain he may have felt to his hands. His behavior can, therefore, be seen as disorganized and driven which is an element of ADHD.

Symptoms that are inconsistent with the ADHD diagnosis is his ability to spend hours playing sports and video games. David states he enjoys these tasks and spends a couple of hours every day playing. David also reports that the class he has with his girlfriend he has a B+ in. He says he pays attention in that class because it’s important to him. When teachers or his Mom tells him to do a task he won’t do it until they ask him too or uses his charm to get out of a task. Children with ADHD are also less likely to have groups of friends or get involved in after-school activities. This is not true in David’s case. He reports having friends and loves playing sport with his friends at school even though he wishes he was better at it.

It is my opinion that the development of this disorder can be attributed to his upbringing. Inexperienced parents that don’t necessarily have a clear parenting style and therefore allow children to make their own choices to avoid tantrums.  David comes from a single parent home, lives with his mother only, which research shows are more susceptible to having a child developing symptoms of ADHD. The diagnosis is also three times more diagnosed in boys than in girls.

Diagnosis: There is no evidence of any medical conditions that might contribute to the development of the disorder at this time. Environmental problems and psychosocial problems stem from his mother being an inexperienced parent that doesn’t enforce behaviors that promote functional development. An example of this is David’s mother allowing him to be off his medication in the summertime. This behavior is not promoting continual wellness but a see-saw effect which can do more harm than good in the long run.

 
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Discussion: Legal and Ethical Conduct

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Discussion: Legal and Ethical Conduct

Discussion: Legal and Ethical Conduct

Question description

As emphasized in this week’s media presentation, all nurses need to be familiar with the laws and regulations that govern their practice: their state’s Nurse Practice Act, ANA’s Nursing: Scope and Standards of Practice, specialty group standards of practice, etc. In addition, basic ethical principles guide nurses’ decision-making process every day. ANA’s Code of Ethics and ANA’s Social Policy Statement are two important documents that outline nurses’ ethical responsibilities to their patients, themselves, and their profession. This said, there is a dilemma: The laws are not always compatible with the ethical positions nurses sometimes take. This week’s Discussion focuses on such a dilemma.

To prepare:

  • Review this week’s Learning Resources, focusing on the information in the media presentation about the relationship between the law and ethics.
  • Consider the ethical responsibility of nurses in ensuring patient autonomy, beneficence, non-malfeasance, and justice.
  • Read the following scenario:Lena is a community health care nurse who works exclusively with HIV-positive and AIDS patients. As a part of her job, she evaluates new cases and reviews confidential information about these patients. In the course of one of these reviews, Lena learns that her sister’s boyfriend has tested HIV positive. Lena would like to protect her sister from harm and begins to consider how her sister can find out about her boyfriend’s health status.
  • Consult at least two resources to help you establish Lena’s legal and ethical position. These resources might include your state’s Nurse Practice Act, the ANA’s Code of Ethics, ANA’s Nursing: Scope and Standards of Practice, and internal or external standards of care.
  • Consider what action you would take if you were Lena and why.
  • Determine whether the law and the ANA’s standards support or conflict with that action.

BY DAY 3

Post a description of the actions you would take in this situation, and why. Justify these actions by referencing appropriate laws, ethical standards, and professional guidelines.

Read a selection of your colleagues’ responses

MAIN POSTING:
RESPONSE TO THE DISCUSSION QUESTION IS REFLECTIVE WITH CRITICAL ANALYSIS AND SYNTHESIS REPRESENTATIVE OF KNOWLEDGE GAINED FROM THE COURSE READINGS FOR THE MODULE AND CURRENT CREDIBLE SOURCES.–

 

 44 (44%) – 44 (44%) 40 (40%) – 43 (43%)

 35 (35%) – 39 (39%)

 31 (31%) – 34 (34%)

 0 (0%) – 30 (30%)

MAIN POSTING:
WRITING–

 

 6 (6%) – 6 (6%) 5.5 (5.5%) – 5.5 (5.5%)

 5 (5%) – 5 (5%)

 4.5 (4.5%) – 4.5 (4.5%)

 0 (0%) – 4 (4%)

MAIN POSTING:
TIMELY AND FULL PARTICIPATION–

 

 10 (10%) – 10 (10%) 0 (0%) – 0 (0%)

 0 (0%) – 0 (0%)

 0 (0%) – 0 (0%)

 0 (0%) – 0 (0%)

FIRST RESPONSE:

POST TO COLLEAGUE’S MAIN POST THAT IS REFLECTIVE AND JUSTIFIED WITH CREDIBLE SOURCES.–

 

 9 (9%) – 9 (9%) 8.5 (8.5%) – 8.5 (8.5%)

 7.5 (7.5%) – 8 (8%)

 6.5 (6.5%) – 7 (7%)

 0 (0%) – 6 (6%)

FIRST RESPONSE:
WRITING–

 

 6 (6%) – 6 (6%) 5.5 (5.5%) – 5.5 (5.5%)

 5 (5%) – 5 (5%)

 4.5 (4.5%) – 4.5 (4.5%)

 0 (0%) – 4 (4%)

FIRST RESPONSE:
TIMELY AND FULL PARTICIPATION–

 

 5 (5%) – 5 (5%) 0 (0%) – 0 (0%)

 0 (0%) – 0 (0%)

 0 (0%) – 0 (0%)

 0 (0%) – 0 (0%)

SECOND RESPONSE:
POST TO COLLEAGUE’S MAIN POST THAT IS REFLECTIVE AND JUSTIFIED WITH CREDIBLE SOURCES.–

 

 9 (9%) – 9 (9%) 8.5 (8.5%) – 8.5 (8.5%)

 7.5 (7.5%) – 8 (8%)

 6.5 (6.5%) – 7 (7%)

 0 (0%) – 6 (6%)

SECOND RESPONSE:
WRITING–

 

 6 (6%) – 6 (6%) 5.5 (5.5%) – 5.5 (5.5%)

 5 (5%) – 5 (5%)

 4.5 (4.5%) – 4.5 (4.5%)

 0 (0%) – 4 (4%)

SECOND RESPONSE:
TIMELY AND FULL PARTICIPATION–

 5 (5%) – 5 (5%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

 
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criminal prosecution: nursing practice

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Criminal Prosecution for Nursing Practice

(criminal prosecution: nursing practice)

Question description

Read the following case study and submit a 1- to 2-page essay in a Microsoft Word document using APA 6th edition in response to the questions.

CASE STUDY:

Until recently, the risk of criminal prosecution for nursing practice was nonexistent unless nursing action rose to the level of criminal intent, such as the case of euthanasia leading to murder charges. However, in April 1997, three nurses at the Centura St. Anthony Hospital, outside of Denver, were indicted by a Colorado grand jury for criminally negligent homicide in the death of a newborn. Public records show that one nurse was assigned to care for the baby. A second nurse offered to assist her colleague in caring for the baby. A third nurse was a nurse practitioner in the hospital nursery. Because the baby was at risk for congenital syphilis, the physician ordered that the nurses give 150,000 units of intramuscular penicillin, which would have required five separate injections.

In relation to other problems the same day, the baby was subjected to a lumbar puncture, which required six painful attempts. To avoid inflicting further pain, nurse two asked the nurse practitioner whether there was another route available for the administration of the penicillin. Nurse two and the nurse practitioner searched recognized pharmacology references and determined that intravenous administration would be acceptable. The nurse practitioner had the authority to change the route and directed nurse two to administer the medication intravenously rather than intramuscularly. Unrecognized by the nurses, the pharmacy erroneously delivered the medication, prepared and ready to administer, in a dose ten times greater than was ordered—1.5 million units. As nurse two was administering the medication intravenously, the baby died. The Colorado Board of Nursing initiated disciplinary proceedings against nurse two and the nurse practitioner, but not against nurse one. The grand jury indicted all three nurses on charges of criminally negligent homicide but did not indict the pharmacist (Calfee & Plum, 1997).

Respond to the following:

  • Identify what emotions are evoked as you consider the Colorado Board of Nursing case stated above?
  • Should the courts take into consideration the fact that the nurses’ error occurred because they wanted to avoid causing the baby unnecessary pain? Discuss your thinking.
  • Can you think of other occupations in which the consequences of unintentional errors have greater legal implications? Discuss your answer.
  • How should the nursing profession respond to this frightening new legal threat?
  • Which sections of the State Nurse Practice Act did the nurses violate?

SUBMISSION DETAILS:

  • Support your responses with examples.
  • Cite any sources in APA format.
  • Name your document SU_NSG4070_W3_A2_LastName_FirstInitial.doc.
  • Submit your document to the Submissions Area by the due date assigned.
 
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Couple’s Interview 2

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Couple’s Interview 2

(Couple’s Interview 2)

In the second couple’s interview, conducted in a cozy café, the atmosphere brimmed with warmth and affection. Sara and Jack, holding hands, shared glimpses of their journey intertwined with laughter and tenderness. Sara, with her sparkling eyes, reminisced about their first encounter at a mutual friend’s party, where Jack’s witty banter instantly captivated her heart. Jack, with a gentle smile, described the surreal moment he realized Sara was the one he wanted to spend his life with.

As they delved deeper, they discussed the challenges they overcame together, strengthening their bond. Sara emphasized the importance of communication and compromise, while Jack praised Sara’s unwavering support during tough times. Their love, built on mutual respect and understanding, radiated through every word they spoke.

Looking ahead, they expressed their shared dreams of traveling the world, starting a family, and growing old together. Their love story, a testament to dedication and partnership, inspired all who listened. With each passing moment, Sara and Jack reaffirmed their commitment to cherish and nurture their love, making every day a celebration of their beautiful journey together.

Couple’s Interview 2

Couple’s Interview: Each student will conduct two comprehensive Couple’s Interview with one couple (not within your own family system). Specific guidelines are listed in the Course Materials section of Blackboard. You can consider the task to be Part A: Conflict Pattern Mapping.  Part B: Hope and Grace Intervention.  Semi-Structured Couple Interview

1. What are the names (first name only), ages, and birth order of all family members?

2. What are the occupations and education levels of all family members (where appropriate)?

3. Give a short marital history. . .dating, engagement, marriage?

4. Describe the marriages of your parents?  In what ways is yours similar and how have you made it different?

5. What have you tried to bring from each of your family of origins and apply it to this marriage?

6. What outside presses have influenced and shape your marriage—work, church, health issues, family demands, etc. ?

7. What are the components of successful marriage?

8. Why, in your views, to people fail?

9. Were there surprises associated with the adjustment to marriage, what did you not expect?

10. How have children (if you have them) changed your marriage, or how will they change your marriage should you seek them?

• Who makes decisions within the family and how are they made?

Describe a time when disagreement existed over a decision and how it was resolved?

11. Is there a pattern to your conflicts?

12. If possible, identify the steps to their pain-defense cycle.

 o Course Resources: o  China Pastors Manuscript-draft 10.10.2016 (2).docx (1.028 MB)  o  Rovers couple genogram.pdf (195.356 KB)  o  McGoldrick’s Genogram descriptions.pdf (45.854 KB)  o  Duba et al Basic Needs Genogram.pdf (468.621 KB)  o  Wiggins Frame The Spiritual Genogram.docx (37.11 KB)  o  De-identified Genogram.pdf (256.846 KB)  o  Tomson Genograms in General practice.pdf (829.671 KB)

 
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Outline For The Psychiatric Diagnosis2

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Outline For The Psychiatric Diagnosis2

(Outline For The Psychiatric Diagnosis2)

Outline for the Psychiatric Diagnosis Review the instructions for the Psychiatric Diagnosis assignment in Week Six. This week’s assignment will build upon the work you have completed on your chosen case study in Weeks One and Two. For this assignment, you will construct an outline of your Psychiatric Diagnosis paper. This outline is meant to provide structure for your final assignment, jump-start your thought process on your case study, and ensure you are on the correct path toward the successful completion of your diagnosis. Your outline should be one to two pages of content and include a brief two- to three-sentence description of each of the required areas listed in the Psychiatric Diagnosis prompt, except for the following two areas:
• Justify the use of the chosen diagnostic manual (i.e., Why was this manual chosen over others?).

• Evaluate symptoms within the context of an appropriate theoretical orientation for this diagnosis.
For these two areas, provide a complete draft of your justification and evaluation based on the case study. You must include explicit information on the theoretical orientation chosen for the case and justification of the use of the diagnostic manual chosen. Research a minimum of five peer-reviewed sources published within the last 10 years to support your choice of theoretical orientation and diagnostic manual. These sources will also be used for the Psychiatric Diagnosis paper. The outline should specify which sources will apply to the justification and evaluation areas. The Outline for the Psychiatric Diagnosis:
• Must be one to two single-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

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

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

• Must document all sources in APA style as outlined in the Ashford Writing Center.

• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria

 
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Psychology in Career Development

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Psychology in Career Development

(Psychology in Career Development)

 

Psychology plays a crucial role in career development by providing insights into individual behaviors, motivations, and aspirations. Understanding psychological principles can help individuals make informed career choices, set achievable goals, and navigate the challenges of the workplace.

Self-awareness, a key psychological concept, enables individuals to identify their strengths, weaknesses, and interests, facilitating better career decision-making. Additionally, psychological theories such as Holland’s RIASEC model can assist in matching individuals’ personalities with suitable career paths, promoting job satisfaction and performance.

Moreover, psychology informs strategies for effective communication, conflict resolution, and leadership, essential skills for career advancement. By studying topics like emotional intelligence and resilience, individuals can develop the necessary psychological resilience to overcome setbacks and adapt to changing work environments.

Furthermore, counseling and coaching based on psychological principles can provide valuable support throughout the career development process, helping individuals overcome obstacles, manage stress, and achieve their professional goals. Overall, integrating psychology into career development fosters personal growth, enhances job satisfaction, and promotes success in the ever-evolving world of work.

PS124-3: Describe How The Study Of Psychology Is Relevant To Students’ Career Field.

Creating a PowerPoint Presentation for Future Colleagues

For this week’s Assignment, you will create a PowerPoint® presentation that illustrates the connection between current psychology research and your role as a leader in a selected career field. You will present a psychology research article that studies a specific challenge that could be encountered in your career field.

1. Go to the Kaplan Library and select a topic that connects psychology with your career field. Be sure to select the peer-reviewed box, so that you know your research studies are primary academic sources. This will be provided as an attachment.

2. After reviewing several studies, select one research study that most interests you.

3. After reviewing the entire article, focus on the abstract for the main highlights of the research.

4. Create a presentation that is at least 10 slides long to present this information to future colleagues. Consider this presentation training for future colleagues on how your study of psychology relates to particular problem in your career field.

Your slides should address the following questions:

· Identify your career field and article you selected.

· Describe the highlights of the research study.

· Relate the research to your career field.

· Identify ways in which this information can be implemented into your career field.

Writing Requirements and Guidelines

Your Assignment should be at least 10 slides, not the Cover and Reference pages.

· Cover page: Provide your name, title of Assignment, course and unit number, and date

· Body: at least 10 slides answering the questions provided in the Assignment directions

· Reference Page: Sources in APA format

 
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Designing a Training Program1

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Designing a Training Program1

(Designing a Training Program1)

Question description

Assignment: Designing a Training Program

Create a written proposal in which you detail the complete design of an employee training program.

Write a six to eight (7-9) page paper in which you:

  1. Design a two (2) day training program for a group of twenty (20) employees.
  2. Identify two to three (2-3) training needs though a Training Needs Analysis (TNA) and justify an approach for this training.
  3. Develop the training objective for this program based on an analysis of the business.
  4. Determine the training cost for the training program you are proposing. Include a detailed breakdown of time allotted for each piece, the subsequent cost analysis, and the total cost for the project as a whole.
  5. Select key training method(s) to deliver the program to employees, such as an e-Learning module or a one-day face-to-face training program.
  6. Create an agenda of activities for the training program.
  7. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and similar Websites do not qualify as academic resources.
  8. Format your assignment according to the following formatting requirements:
  9. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
  10. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
  11. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Identify when to conduct a Training Needs Analysis (TNA).
  • Analyze the various approaches to performing a Training Needs Analysis.
  • Develop strategies for training design.
  • Use technology and information resources to research issues in training and development.
  • Write clearly and concisely about training and development using proper writing mechanics.
    (Designing a Training Program1)

A more detail break down. (think training and development proposal, NOT business management or administration).

The following is what I will be looking for in your week eight paper. Please check your work again before turning it in. No guarantee that you will be able to redo your work.

Design a two (2) day training program for a group of twenty (20) employees. This question requires a response similar to the material on pages 134 – 138, 194 – 195, 306 – 311, and 337 – 344. This is a lengthy response and contains parts of some of the following questions. It is not an agenda. That is question six. Please reread the pages to see how a proper Training Program of any length should be created.

Identify two to three (2-3) training needs though a Training Needs Analysis (TNA) and justify an approach for this training. TNA’s are either proactive or reactive and both provide an organizational analysis, an operational analysis, or a person analysis. These items need to be identified in your response of the question. Pages 124 – 129

Develop the training objective for this program based on an analysis of the business. Based on the choice of proactive or reactive TNA, and an operational, organizational, or person analysis, your objectives need to address the training needs and be focused on either the trained reaction, learning, transfer of training, or organizational outcome. Pages 152 – 158

Determine the training cost for the training program you are proposing. Include a detailed breakdown of time allotted for each piece, the subsequent cost analysis, and the total cost for the project as a whole. This should be a chart or table similar to the one on page 151, or for e-training on pages 266 and 267. You should have a list of training items as well as personal costs listed with their respective costs AND a total cost. In addition to the chart, you must have a narrative explaining the chart or table.

Select key training method (s) to deliver the program to employees, such as an e-Learning module or a one-day face-to-face training program.Chapter Six was all on training methods with a table on page 237 and 237 listing lecturettes, open discussion, demonstrations, small-group discussion, equipment simulators, business games, memory games, in-basket and case studies, role-play, behavior modeling, task-related exercises or activities, coaching, and mentoring. Chapter Seven was all on electronic training methods with a table on page 253 listing CBT, PI, IM, ITS, and Virtual Reality.

Create an agenda of activities for the training program. An agenda should contain some of the following traits: Type the name of the training at the top of the agenda. Add the date, time, and location of the training. Make a list of the items you need to cover. For instance, if the training session is on Fire Safety, some of the items to be covered might include Electrical Safety, Fire Hazards, and Emergency Evacuation Plans. Organize the items in the order to be presented. Put them into a logical sequence. For instance, it may not make the most sense to start Fire Safety training by going over the Emergency Evacuation Plans before explaining how to identify fire hazards. Start the agenda with Introductions and end with Questions and Answers. Assign each topic item a bullet point or a numeral. Include the name of the individual responsible for presenting a particular item if more than one person is conducting the training.
 Review the agenda to verify it includes everything. Compare the duration of the training to the amount of information on the agenda. Adjust the agenda if you feel that the training will run over or run short. The agenda needs to be in chart or table form and MUST have a narrative.

The book that’s being use is

Effective Training (5th Edition) 5th Edition by P. Nick Blanchard

 
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Discussion 3.1 – Exercise Group

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Discussion 3.1 – Exercise Group

(Discussion 3.1 – Exercise Group)

Read the sections on Stimulus Control and Self-Reinforcement

1. Describe a poor health behavior of yours, and an alternative good health behavior that you would like to develop or strengthen instead (i.e., replacing “spending too much time watching cat videos” with “more studying”). (You can make the health behaviors up if you’re perfect and don’t have any poor health behaviors.)

2. Using stimulus-control interventions, what discriminative stimuli would you remove from your environment to decrease the poor health behavior, and what new discriminative stimuli would you introduce to your environment to increase the frequency of the alternative good health behavior?

3. Using self-reinforcement, what is one positive reinforcer you would use to increase the frequency of the good health behavior? What is one negative reinforcer you would use to increase the frequency of the good health behavior? Remember, positive and negative reinforcers have to be new things that you’re intentionally giving yourself or taking away from yourself after you do the target behavior. We can’t just list things that were already happening or could happen if you did the target behavior (i.e., “Positive reinforcer – If I study I get better grades” would not be a good example since that’s a reinforcer that was already in place before you started your self-reinforcement plan.). After all, if the already-existing reinforcers were effective, you would already be doing the good health behavior!

4. Using self-punishment, what is one positive punisher you would use to decrease the frequency of the poor health behavior? What is one negative punisher you would use to decrease the frequency of the poor health behavior? Likewise, these have to be new punishments, not ones that were already happening or could happen if you did the poor health behavior. In other words, “Positive punishment – I feel guilty if I don’t study” would not be a good example because that was already happening. If it was an effective punisher, you would already be studying!

 
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