CHAPTER 4 QUESTIONS

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Psychology homework help

Name:
Chapter 4 Instructions
Practice Problem 11, 14, & 18

Due Week 4 Day 6 (Sunday)

Follow the instructions below to submit your answers for Chapter 4 Practice Problem 11, 14 & 18.

1. Save Chapter 4 Instructions to your computer.

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

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

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

Read each question in your text book and then type your answers for Chapter 4 Practice Problem 11, 14 & 18 in the shaded boxes below. Please record only your answers. It is not necessary to show your work.

11.

Step 1 –

Step 2 –

Step 3 –

Step 4 –

Step 5 –

14. For Conclusion, select one: Reject the Null or Fail to Reject Null

Problem

Cutoff Score

Z Score

Conclusion

A

B

C

D

18. Use a one-tail test for the cutoff score. Reject Null or Fail to Reject Null

Cutoff Score =

Z Score =

Conclusion:

 
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Assignment: 5-1 Short Paper

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Assignment: 5-1 Short Paper

Consider the following examples of research findings:

  1. High satisfaction with one’s direct supervisor leads to lower levels of employee turnover. In other words, employees who are highly satisfied with their direct supervisor are less likely to leave an organization than employees who are dissatisfied with their direct supervisor (DeConinck, 2009).
  2. High levels of parental reading are associated with faster cognitive development in young children. In other words, children who are read to more by their parents show faster cognitive development than children who are read to less often (National Scientific Council on the Developing Child, 2007).
  3. The experience of being socially excluded leads to increases in aggressive behavior. Research has found that when people are excluded by others, they are more likely to behave aggressively, even to people who did not initially exclude them (Twenge, Baumeister, Tice, & Stucke, 2001).
  4. Defendants who wear glasses are less likely to be convicted by juries as being guilty of committing violent crimes (Brown, Henriquez, & Groscup, 2008).

In a brief paper, describe a potential mediator and moderator that could apply to each research finding. Be sure to clearly explain what a mediator and moderator are, and be sure to clearly describe how they relate to each research situation

 

Assignment: 5-1 Short Paper 2: Mediation and Moderation

PSY-520

Erika Barcena

Mediation and Moderation

 

Mediator and moderator are important in research because most research focuses on the relationship between two variables which are independent variables (IV) and dependent variables (DV). With these variables there are many possible outcomes. According to Baron, R.M, & Kenny, D.A. (1986), states that a mediator variable is one that explains the relationship between the two other variables and the moderator variable is one that influences the strength of a relationship between two other variables. Mediator and moderator are the names that are given to the third variable effects.

Taking into consideration the following examples of research findings, high satisfaction with one’s direct supervisor leads to lower levels of employee turnover. In other words, employees who are highly satisfied with their direct supervisor are less likely to leave an organization than employees who are dissatisfied with their direct supervisor (DeConinck, 2009), the moderator variable predicts that the employees who are satisfied highly with their direct supervisor will be less likely to leave the organization. The mediator variable is explaining that the employees who are less satisfied with their direct supervisor are likely to leave the organization than those that are highly satisfied.

In high levels of parental reading are associated with faster cognitive development in young children. In other words, children who are read to more by their parents show faster cognitive development than children who are read to less often (National Scientific Council on the Developing Child, 2007), the moderator variable predicts that children whose parents read less to them will not develop cognitively in comparison to those whose parents do read more to them.

The experience of being socially excluded leads to increases in aggressive behavior. Research has found that when people are excluded by others, they are more likely to behave aggressively, even to people who did not initially exclude them (Twenge, Baumeister, Tice, & Stucke, 2001).

The moderator variable predicts that those with aggressive behaviors are excluded. The mediator variable explains that have been excluded have aggressive behavior towards the ones that did not initially get excluded.

Defendants who wear glasses are less likely to be convicted by juries as being guilty of committing violent crimes (Brown, Henriquez, & Groscup, 2008), there is no apparent moderator as far as the mediator is concerned it is the committing of the violent crimes which tries to explain that the changing the type of crime would have an effect but that violent crimes are important to the independent variable.

 
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Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder

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Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder

Myasthenia Gravis (MG) stands as a perplexing neurological ailment, disrupting neuromuscular communication and inducing muscle weakness. This chronic condition poses significant challenges to those affected, impacting their daily activities and overall quality of life. Despite its prevalence, MG remains enigmatic in terms of its precise etiology and optimal management strategies. Understanding this disorder is essential, not only for healthcare professionals but also for patients and their caregivers, to navigate its complexities effectively. In this essay, we delve into the intricacies of Myasthenia Gravis, exploring its causes, signs and symptoms, etiology, pathophysiology, DSM-5 diagnosis, treatment regimens, and the crucial aspect of patient education. By comprehensively examining each aspect, we aim to shed light on this condition, offering insights into its management and fostering a better understanding among those affected and the broader community. (Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder)

Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder

Causes

The exact cause of Myasthenia Gravis (MG) remains elusive, but it is primarily attributed to autoimmune dysfunction. In MG, the immune system mistakenly targets the acetylcholine receptors at neuromuscular junctions, disrupting the transmission of signals between nerves and muscles. This autoimmune response leads to the production of antibodies that either block or destroy these receptors, impairing their function.

Several factors may contribute to the development of MG. Genetic predisposition plays a role, as individuals with a family history of autoimmune disorders are more susceptible. Additionally, environmental factors such as infections, particularly respiratory or viral illnesses, can trigger the onset or exacerbation of MG symptoms.

Furthermore, certain medications, such as antibiotics, quinidine, and beta-blockers, have been associated with the development of MG or worsening of symptoms in individuals predisposed to the disorder. Moreover, hormonal changes, such as those occurring during pregnancy or menstrual cycles, may influence MG symptoms.

Thymus gland abnormalities are also linked to MG, with around 15% of individuals with MG having a thymoma (tumor of the thymus gland), and a higher percentage showing thymic hyperplasia (enlargement of the thymus gland). The thymus gland plays a role in the development and maturation of certain immune cells, and its abnormalities are thought to contribute to the autoimmune response seen in MG.

While these factors are associated with the development or exacerbation of MG, the precise interplay between genetic predisposition, environmental triggers, and immune system dysfunction remains the subject of ongoing research. Understanding the underlying causes of MG is crucial for developing targeted therapeutic approaches and improving outcomes for individuals affected by this debilitating neurological disorder. (Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder)

Signs and Symptoms

Myasthenia Gravis (MG) manifests through a variety of signs and symptoms, primarily stemming from muscle weakness and fatigue. These symptoms can vary widely among individuals and may fluctuate in severity over time.

One of the hallmark symptoms of MG is muscle weakness, which typically worsens with activity and improves with rest. This weakness commonly affects muscles that control eye movements and eyelid function, leading to drooping eyelids (ptosis) and double vision (diplopia). Ptosis can impair vision and cause discomfort, while diplopia can significantly impact daily activities such as reading and driving.

Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder

Additionally, individuals with MG may experience weakness in other facial muscles, leading to difficulty in facial expressions, chewing, and swallowing. Weakness in the muscles of the throat and neck can result in dysphagia (difficulty swallowing) and dysarthria (difficulty speaking), which can affect nutrition and communication.

Muscle weakness in MG is not limited to the face and neck but can also affect the limbs, leading to difficulty in activities such as lifting objects, climbing stairs, or walking long distances. The weakness tends to be more pronounced after repetitive use of muscles and may improve with rest.

Fatigue is another common symptom of MG, often accompanying muscle weakness. This fatigue can be both physical and mental, impacting activities that require sustained effort or concentration.

In some cases, MG can also affect respiratory muscles, leading to respiratory distress, shortness of breath, or difficulty breathing, particularly during physical exertion or at night.

Overall, the signs and symptoms of MG can significantly impair daily functioning and quality of life. Prompt recognition and management of these symptoms are crucial for improving outcomes and enhancing the well-being of individuals living with this condition. (Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder)

Etiology

Myasthenia Gravis (MG) is primarily characterized by autoimmune dysfunction, where the body’s immune system erroneously targets components of the neuromuscular junction, leading to muscle weakness. The exact etiology of MG remains elusive, but several factors contribute to its development and progression.

Genetic predisposition plays a significant role in the etiology of MG, as individuals with a family history of autoimmune disorders are more susceptible to developing the condition. Certain genetic variations may predispose individuals to an abnormal immune response against the neuromuscular junction components, increasing their risk of MG.

Environmental factors also contribute to the etiology of MG. Infections, particularly respiratory or viral illnesses, have been implicated as potential triggers for the onset or exacerbation of MG symptoms. These infections can stimulate the immune system and precipitate an autoimmune response against the neuromuscular junction.

Furthermore, certain medications have been associated with the development or worsening of MG symptoms. Antibiotics, quinidine, and beta-blockers are among the medications that can exacerbate MG or trigger its onset, especially in individuals predisposed to the disorder.

Thymus gland abnormalities are also linked to the etiology of MG. Approximately 15% of individuals with MG have a thymoma (tumor of the thymus gland), while a higher percentage exhibit thymic hyperplasia (enlargement of the thymus gland). The thymus gland plays a crucial role in the maturation of immune cells, and abnormalities in this gland are thought to contribute to the autoimmune response seen in MG.

Overall, the etiology of MG is multifactorial, involving a complex interplay between genetic predisposition, environmental triggers, and immune system dysfunction. Understanding these factors is essential for elucidating the underlying mechanisms of MG and developing targeted therapeutic approaches to improve outcomes for affected individuals. (Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder)

Pathophysiology

Myasthenia Gravis (MG) arises from a disruption in neuromuscular transmission due to autoimmune dysfunction. The pathophysiology of MG involves an intricate interplay of immune-mediated processes that target the neuromuscular junction (NMJ), impairing communication between nerves and muscles.

In MG, the immune system produces autoantibodies, primarily immunoglobulin G (IgG), that target key components of the NMJ, particularly the acetylcholine receptors (AChR). These autoantibodies bind to AChR, leading to receptor blockade or destruction through complement-mediated mechanisms. Consequently, the binding of acetylcholine (ACh) to its receptors on the postsynaptic membrane is inhibited, disrupting the transmission of nerve impulses across the NMJ.

Additionally, some individuals with MG produce autoantibodies against muscle-specific kinase (MuSK), another protein crucial for NMJ function. These MuSK autoantibodies interfere with signaling pathways involved in AChR clustering and maintenance, further exacerbating neuromuscular dysfunction.

The resulting reduction in AChR density and impaired AChR function at the NMJ leads to muscle weakness and fatigue, characteristic of MG. The severity of symptoms correlates with the extent of AChR loss and dysfunction, as well as the degree of NMJ remodeling.

Furthermore, the thymus gland plays a significant role in the pathophysiology of MG, particularly in individuals with thymoma or thymic hyperplasia. Abnormalities in the thymus gland, such as follicular hyperplasia or germinal center formation, contribute to the breakdown of self-tolerance and the generation of autoreactive T cells, perpetuating the autoimmune response against the NMJ.

Overall, the pathophysiology of MG involves a complex cascade of immune-mediated events that disrupt neuromuscular transmission, resulting in muscle weakness and fatigue. Understanding these underlying mechanisms is crucial for developing targeted therapies to alleviate symptoms and improve outcomes for individuals with MG. (Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder)

DSM-5 Diagnosis

Diagnosing Myasthenia Gravis (MG) involves a comprehensive evaluation based on clinical presentation, electromyography (EMG), serological tests, and imaging studies. While the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), primarily focuses on mental health conditions, the diagnosis of MG typically follows guidelines established by medical associations and neurology societies.

Clinical assessment is fundamental in diagnosing MG, with emphasis on characteristic symptoms such as muscle weakness, ptosis, diplopia, dysphagia, and dysarthria. The fluctuating nature of symptoms and their exacerbation with activity aid in distinguishing MG from other neuromuscular disorders.

Electromyography (EMG) plays a crucial role in confirming the diagnosis of MG by assessing neuromuscular transmission. EMG findings typically reveal a decremental response to repetitive nerve stimulation, reflecting impaired neuromuscular transmission characteristic of MG.

Serological tests are utilized to detect autoantibodies against acetylcholine receptors (AChR) or muscle-specific kinase (MuSK), which are present in the majority of individuals with MG. A positive serological result, in conjunction with clinical findings, further supports the diagnosis of MG.

Imaging studies, particularly computed tomography (CT) or magnetic resonance imaging (MRI) of the chest, are performed to assess the thymus gland in individuals suspected of having thymoma or thymic hyperplasia associated with MG.

Overall, the diagnosis of MG is based on a combination of clinical features, electromyography findings, serological tests for autoantibodies, and imaging studies to evaluate thymic abnormalities. A comprehensive diagnostic approach ensures accurate identification of MG, enabling timely initiation of appropriate management strategies to optimize patient outcomes. (Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder)

Treatment Regimens and Patient Education

Management of Myasthenia Gravis (MG) involves a multifaceted approach aimed at alleviating symptoms, improving neuromuscular transmission, and suppressing the autoimmune response. Additionally, patient education plays a crucial role in empowering individuals with MG to actively participate in their care and optimize treatment outcomes.

Treatment Regimens:

  1. Medications: Pharmacotherapy is the cornerstone of MG management. Acetylcholinesterase inhibitors such as pyridostigmine improve neuromuscular transmission by inhibiting the breakdown of acetylcholine. These medications help alleviate muscle weakness and fatigue in many individuals with MG.
  2. Immunosuppressants: For individuals with moderate to severe MG or those who do not respond adequately to acetylcholinesterase inhibitors, immunosuppressive agents such as corticosteroids, azathioprine, mycophenolate mofetil, or rituximab may be prescribed. These medications help suppress the autoimmune response, thereby reducing the production of autoantibodies and mitigating disease progression.
  3. Plasmapheresis and Intravenous Immunoglobulin (IVIg): In acute exacerbations of MG or when rapid symptom relief is needed, plasmapheresis or IVIg therapy may be employed to remove circulating autoantibodies and modulate immune function, respectively.
  4. Thymectomy: Surgical removal of the thymus gland (thymectomy) is recommended for individuals with thymoma or thymic hyperplasia associated with MG. Thymectomy may result in disease remission or reduction in disease severity, particularly in younger individuals with early-stage MG.
  5. Symptomatic Management: Adjunctive therapies such as ocular lubricants for dry eyes, speech therapy for dysarthria, and dietary modifications for dysphagia may be recommended to address specific symptoms and improve quality of life.

Patient Education:

  1. Medication Adherence: Patients must understand the importance of adhering to their prescribed medication regimen, including dosing schedules and potential side effects.
  2. Recognition of Exacerbations: Educating patients about the signs and symptoms of MG exacerbations, such as worsening muscle weakness or respiratory distress, enables prompt medical intervention and prevents complications.
  3. Avoidance of Triggers: Patients should be advised to avoid factors known to exacerbate MG symptoms, such as stress, fatigue, certain medications, and infections.
  4. Regular Follow-up: Encouraging patients to attend regular follow-up appointments with their healthcare providers ensures ongoing monitoring of disease progression and treatment efficacy.
  5. Lifestyle Modifications: Providing guidance on energy conservation strategies, adaptive devices, and support services helps individuals with MG optimize their daily activities and maintain independence.

By employing a comprehensive treatment approach and empowering patients with education and support, the management of Myasthenia Gravis can be tailored to individual needs, leading to improved symptom control and enhanced quality of life. (Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder)

Conclusion

Myasthenia Gravis (MG) presents a complex clinical challenge, characterized by muscle weakness and fatigue due to autoimmune dysfunction at the neuromuscular junction. In this essay, we explored the multifaceted aspects of MG, including its causes, signs and symptoms, etiology, pathophysiology, DSM-5 diagnosis, treatment regimens, and patient education. By employing a concise yet comprehensive approach, we elucidated the intricate interplay of immune-mediated processes underlying MG and highlighted the importance of accurate diagnosis and tailored treatment strategies. Furthermore, the inclusion of patient education as a pivotal component of MG management emphasizes the significance of empowering individuals with knowledge and support to actively participate in their care. Overall, by understanding the complexities of MG and implementing a holistic approach encompassing both medical interventions and patient education, healthcare providers can optimize outcomes and enhance the quality of life for individuals living with this challenging neurological disorder.(Nursing Paper Example on Myasthenia Gravis: Understanding a Neurological Disorder)

References

https://www.ncbi.nlm.nih.gov/books/NBK559331/

 
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SOCW 6311 & 6070 Wk 4 Responses homework help

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SOCW 6311 & 6070 Wk 4 Responses homework help

RESPONSE 1:

Respond to at least two colleagues by explaining how that colleague might rule out one of the confounding variables that they identified.

Colleague 1: Debby

Being able to look at the different designs and choosing the right design for the information necessary to give an accurate accounting is imperative.  Looking at the variables and outcomes wanting to be measured is also an important part of choosing a statistical design.  The outcome of the design should be able to tell whether the goals of the client have been met (Dudley, 2014).  In the study Social Work Research: Chi Square (Plummer, Makris, & Brocksen, 2014b), the outcome of the client was the outcome data measured.

 

The intervention provided by the organization was to rehabilitate recently paroled prison inmates and get these clients ready for full-time employment (Plummer, et. al., 2014b).  The design was to use a quasi-experimental research design and the program started with thirty recently paroled clients, the intervention group (Plummer, et. al., 2014b).  There was also another thirty recently paroled individuals that were waiting to enter the rehabilitation program, the comparison group (Plummer, et. al., 2014b).  The parole officers of each individual within both the intervention group as well as the comparison group were provided surveys regarding the employment and demographics of the individual (Plummer, et. al., 2014b).  The independent variable (rehabilitation program group) and the dependent variable (employment outcome), were measured using the Pearson chi-square and compared to the comparison group.

 

This study found the difference in the two groups were highly significant with a p value of .003 which is beyond the usual alpha-level of .05 which is used by researchers to determine the significance of the design used (Plummer, et. al., 2014b).  This type of findings would give the organization reason to believe that the rehabilitation program could be effective when working with these clients in being able to obtain full-time employment (Plummer, et. al, 2014b).

 

Internal Validity

 

The validity of the rehabilitation program may be compromised by the two groups selected for the study.  For example, there was no random selection when choosing the groups.  Also, gaining employment may or may not prove that these individuals can maintain employment and for how long.  This type of study would need a random selection of the groups as well as follow-up for a specific amount of time in order to follow how these groups were able to maintain the full-time employment.  The individuals that did not find employment and the individuals that found part-time employment would also need to be followed to measure whether full-time employment was achieved after a period of time.  This type of study gives a basic measurement but in order to truly get a valid conclusion regarding the rehabilitation program and the ability to gain and maintain full-time employment, there would need to be further evaluation.

 

References

 

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

 

Lyceum Books.

 

Plummer, S.-B., Makris, S., & Brocksen, S.  (Eds.).  (2014b).  Social work case studies:

 

    Concentration year.  Baltimore, MD: Laureate International Universities Publishing. (Vital

 

Source e-reader).

Colleague 2: Tammy

In the case study “Social Work Research: Chi Square”, Molly, an administrator with a regional organization asked a team of researchers to conduct an outcome evaluation of a new vocational rehabilitation program for recently paroled prison inmates (Plummer, Makris, & Brocksen, 2014). The findings of the chi square showed that the vocational rehabilitation intervention program is effective in increasing the employment status of participants. These conclusions come from two groups, which are the first 30 participants (intervention group) and the waiting list 30 participants (comparison group). The vocational rehabilitation intervention program is effective due to 18 or 60.0% that are a part of the intervention group, have full-time employment.  The Chi Square also shows that out of the comparison group, 6 or 20.7% have full-time employment, but 16 or 55.2% do not have employment, and are not participating in the program. However, if the non-employment levels from the comparison group were affected (in the program), then the study shows that there is a greater chance for full-time employment for participants.

The factors limiting the internal validity of this study is that the researcher of this study observed the comparison group and the 30 (wait list) participants were not affected by this study. Internal validity is only relevant in studies that try to establish a causal relationship and is not relevant in most observational or descriptive studies (Trochim, 2006). The intervention group was affected due to, they are already participating in the program and benefiting from the program. This group was also observed. Factors that limits the ability to draw conclusions regarding cause and effect relationships are that the test only describes the relationship between two variables, which are employment levels and treatment condition.  The study does not discuss anything prior to when the paroles where prison inmates. Employment level outcome effectiveness for recently paroled prison inmates are being studied. It doesn’t tell what was done for the program for the participants to gain full-time employment, which shows construct validity (Trochim, 2006).

References

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing.

Trochim, W. M. K. (2006). Internal Validity. Retrieved from http://www.socialresearchmethods.net/kb/intval.php

RESPONSE 2:

Respond to at least two colleagues in the following ways:

· Address a colleague’s post that differs from yours with regard to at least one cultural lens and expand upon the colleague’s interpretation of Paula’s needs.

· Explain whether you might use your colleague’s strategy for addressing multiple perspectives when treating clients, and explain why.

Colleague 1: Sandra

As a social worker, might interpret the needs of Paula Cortez, the client, through the two cultural lenses you selected. 

Paula has many different needs and so as a social worker, I need to take a holistic approach in treating her. Paula is HIV positive, hepatitis C, she has multiple foot ulcers that need attention from medical providers, she is pregnant, she uses drugs, and she is also suicidal. Taking all of this into consideration from cultural lenses like socioeconomic and mental health  Paula has a quite a disadvantage. First, Paula is lacking in financial support she is not working and therefore she is unable to provide all her needs. She is unable to relocate even though she is living in fear of her baby’s father. She has easy access to the drugs and is constantly putting herself and her unborn child in danger. She also is estranged from her parents who could be her natural support as well as financial support.

I believe the Hispanic communities also have less access to healthcare and therefore she could be limited in choosing the best health care needs for, example, she will need an impatient. facility to treat her the comorbid problem she is facing once she is released from the psychiatric facility.  However, some facilities will not take her without insurance and if she is receiving Medicaid she will need prior approval and meeting other criteria. With health insurance, she could have more choices and access to faster services.

In working with the Latinos communities I understand there is a stigma associated with mental health and so she might be living in isolation afraid of what others might think. Paula is not being in compliance with her medication which is putting her more at risk for potentially harming herself and her unborn child. There are many barriers in mental health which include the usual public-health precedence agenda and its effect on funding. The difficulty of and struggle to the devolution of mental health services; challenges to implementation of mental health care in primary-care settings; the low numbers and few types of workers who are trained and supervised in mental health care; and the frequent shortage of public-health standpoints in mental health leadership.

Then, explain how, in general, you would incorporate multiple perspectives of a variety of stakeholders and/or human services professionals as you treat clients.

Paula’s team involves HIV doctor, psychiatrist, social worker, and OB nurse engaging all of these stakeholders with different perspectives we can enhance communication and promote the inclusion of underserved and under-deserved individuals. Each of these individuals has different perspectives but all are working for common goals to enhance the well-being of Paula. The Physician explained to Paula the importance of taking her medication and educating her about the treatment for the ulcers. The OB nurse is dealing with the pregnancies, the psychiatric speaks about her mental health and the importance of taking her medications.  The social worker can incorporate all these perspectives into Paula’s treatment and give her a better quality of life.

http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/6060/CH/mm/case_study/index.html

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.

Northouse, P., G., (2013). Leadership. Theory and Practice (6th ED.). Los Angeles. Sage Publications.

 

Saraceno, B., van Ommeren, M., Batniji, R., Cohen, A., Gureje, O., Mahoney, J., & Underhill, C. (2007). Barriers to the improvement of mental health services in low-income and middle-income countries. The Lancet, 370(9593), 1164-1174.

Colleague 2: Randi

Each professional working with Paula was able to express their own concerns in regard to services that Paula required. Cultural awareness plays a major role in Paula’s case based on her current needs. “Beginning in the 1970s, concerted attention was given to helping agency staff members become more culturally aware” (Chun-Chung & Austin, 2008, p.40).  According to the information provided, the two cultural lenses that can be used to interpret Paula’s needs are through socioeconomic and mental health factors. At this time, Paula is pregnant and the professionals working with her are unsure if she will have a successful delivery due to many of her complications. It is important to address the multiple perspectives of a variety of stakeholders while assisting Paula. One source states that “prior responses to addressing issues of social inequalities and injustices have been inadequate due to the preoccupation with individual change, lack of power analysis, and stereotypical practice” Chun-Chung & Austin, 2008, p.42).

One of the concerns is Paula’s socioeconomic factors. Paula is long divorced, and according to the psychiatrist, “she has absolutely no support at all, outside of the treatment team, and would have no familial assistance to take care of this child” (Laureate Education, 2014a).The psychiatrist’s concerns are validated since Paula also has physical restraints that may cause her to need additional assistance during and after her pregnancy. For advice, the psychiatrist has suggested terminating the pregnancy. Also, the social worker feels that carrying through with the pregnancy may not be the best idea, but she believes that Paula should make that decision on her own. However, the OB/GYN seems very empowering in her approach. The nurse states that “While Paula clearly started to decompensate and exhibited some very risky behaviors recently, I think we should try and understand the stress she has been under. While it is not my place to tell the patient what she should do about a pregnancy, I don’t see that we would have to recommend termination” (Laureate Education, 2014a). The nurse seems to understand what being part of a multicultural human service organization (MHSO) entails. According to Leadership: Theory and Practice “a MHSO is committed to an empowerment perspective that appreciates, celebrates, and values client strengths, resources, needs, and cultural backgrounds” (Chun-Chung & Austin, 2008, p.43).

As the social worker, I would work on ways to provide economical support to Paula. The social worker in the case study mentions that “Our goal now is to help Paula make it safely through this pregnancy and work on a plan to help her care for this baby once it is born” (Laureate Education, 2014a). Although it is not mentioned in the references, being familiar with Paula’s case, I know that Paula is an artist and she loves to paint. To provide her with socioeconomic support, I would research local art groups that Paula can attend in her community. This way Paula can do something that she loves while possibly forming healthy relationships. As well, I would try and connect Paula to a local religious organization (preferably Spanish-speaking). Religious organizations have been known to help provide resources and emotional support to people in their communities. There, Paula may be able to receive free assistance when her baby is born.

Stakeholders may also have multiple perspectives concerning Paula’s mental health. Paula takes multiple medications for her depression and bipolar disease but has recently reported that she has stopped taking them. Paula has also recently been admitted for suicidal ideations. Paula’s psychiatrist recommends that for the safety of the baby, Paula be involuntarily hospitalized because she “cannot be trusted to take her medications”. The OB/GYN is concerned for the safety of the baby, yet, she continues to display a positive outlook by encouraging Paula to make her own decisions. As well, the social worker has taken the strength perspective concerning the recommendation of the psychiatrist. The social worker states “I don’t agree that she should be kept on the psychiatric unit for the next seven or eight months. Allowing Paula to play an active role in preparing for the baby is an important task, and she will need to be out in the community and in her home taking care of things. We have to show that we believe in her and her willingness to manage this situation to the best of her ability. We need to affirm her strengths and support her weaknesses” ” (Laureate Education, 2014a.

As a social worker, it would be important to work on Paul’s compliance with taking her medication. By allowing Paula to play an active role in preparing for the baby, Paula may be more cooperative during the process. For stakeholders, one source states that “they need to develop communication competencies that will enable them to articulate and implement their vision in a diverse workplace (Northouse, 2013, p.384). Taking this approach with Paula’s history of mental health mean allowing her to make her own decisions throughout this journey.

References

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles: Sage Publications (pp. 383–421). Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_27/MS_SOCW/SOCW_6070_WC/readings/USW1_SOCW_6070_WK04_Ch_15_Northouse2013.pdf

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64. Retrieved from

Laureate Education (Producer). (2014a). Cortez case study [Multimedia]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/6060/CH/mm/case_study/index.html

RESPONSE 3:

Respond by to at least two colleagues who identified strategies and/or challenges that differ from the ones you posted, and respond in at least one of the following ways:

  • State      whether you think the strategies your colleague identified would be      effective in advocating for social change through cultural competence, and      explain why.
  • Identify      a strategy social work administrators might use to address one of the      challenges your colleague identified, and explain why this strategy might      be effective.

Colleague 1: Mashunda

Social Work Strategies used to Advocate for Social Change

Social workers need to develop communication competencies that will enable them to articulate and implement their vision in a diverse workplace (Northouse, ) and community to ensure that needed changes are understood by others that may be of different cultures. One of the strategies that could be used when advocating for social change is charismatic/value based behaviors. The social worker using this strategy would be a “visionary, inspirational, self-sacrificing, trustworthy, decisive, and performance oriented” (Northouse,). Another strategy that could be used to assist with advocacy in social work is Humane Oriented which demonstrates behaviors of “modesty and sensitivity to other people” (Northouse, ). Using these two strategies the social worker will be articulate, open-minded, capable of changing how others think or view change, be person-centered, and understanding of social change.

Challenges Administrators my Face in Developing Cultural Competency

Change within an agency/organization will most likely bring about challenges. One challenge could be making sure that the organization/agency is culturally competent (Chun-Chung Chow, 2008) to address the needs of the different groups/individuals that they will encounter. Another challenge that the administration will have to focus on is how the change will impact the organization/agency (Chun-Chung Chow, 2008) and the phases of change.

Reference

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.

Northhouse, P. G. (2013). Introduction To Leadership Concepts and Practice. Sixth Edition. Los Angeles: Sage Publication

 Colleague 2: Daneilia

Strategies Social Workers May Use to Advocate for Social Change

Social workers becoming advocates for social change through cultural competence have many options to do so.  Advocating for something usually takes knowledge in what one is advocating.  Thus, gaining an education is an essential component in the process of advocating.  Adler and Bartholomew (as cited in Northouse, 2013) discuss the competencies in cross-cultural awareness, and one of those competencies is comprehending cultural environments as well as the business and political parts.  The need for understanding these areas is a portion of understanding how everything acts and interacts with one another.  Therefore, making advocacy for social change less challenging as the knowledge supports the social change.

Nevertheless, another strategy for social workers to use to become advocates for social change through cultural competency is to engross oneself into diversity.  The strategy may consist of surrounding oneself with culturally diverse people.  Whether working alongside diverse individuals or immersing into the community or various agencies/organizations, contributes to the knowledge and experience of diversity and numerous cultures.  Chun-Chung Chow and Austin (2008) elaborates on leaders to revolve themselves around diversity and therefore to have the ability to project that diversity through work.  The action of being involved with diversity and many cultures is the foundation of incorporating those experiences into advocacy for those different facets.

Two Challenges Administrators Face with Cultural Competency

Administrators may face challenges in developing cultural competency within their organizations.  One of the challenges administrators face in the integration of cultural competency within the organization is the potential damage to the agency’s core culture (Chun-Chung Chow & Austin, 2008).  The culture of the agency forced to change to reflect diversity and culture of those the agency serves can create resistance and a bit of havoc because of disruption to the norm of the agency, with new and upcoming changes.

Another challenge may consist of hindering the organization’s staff from acting less efficiently than before (Chun-Chung Chow & Austin, 2008).  The staff may lose motivation or feel less incorporated in the organization because of current development to foster a new culture and gain the necessary competency.  Frustration may ensue because of a misunderstanding of the direction the organization is trying to go.  However, taking precautionary actions to avoid these circumstances, it is best to include the staff on potential changes.  Therefore, taking better preparation before things are finalized.

References

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles: Sage Publications

 
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case study homework help

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case study homework help

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

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

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

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

PYSC 430

Module/Week 2 Case Study Assignment

Case 1: Panic Disorder

Case Studies in Abnormal Psychology

Gorenstein & Comer, 2015

 

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

 

 

Assessment Questions (6 @ 5 points each):

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

#8: What was the outcome for Joe?

 

 

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

 

PYSC 430

Module/Week 2 Case Study Assignment

Case 1: Panic Disorder

Case Studies in Abnormal Psychology

Gorenstein & Comer, 2015

 

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

 

Dx checklist:

Panic Disorder

1. Unforeseen panic attacks occur repeatedly.

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

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

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

Matching Symptoms

1. Unforeseen panic attacks occur repeatedly.

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

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

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

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

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

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

Assessment Questions (6 @ 5 points each):

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

#8: What was the outcome for Joe?

 

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

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

 

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

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

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

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

 

References

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

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

 
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Recognizing Fallacies

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  Recognizing Fallacies

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

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

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

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

B. Hasty generalization                                    

C. False dilemma

                                                                                  I. Two wrongs make a right

 D Slippery slope                                                       J. Misidentification of the cause

E. Appeal to authority                                                                                                                                                                                                                  

F. Bandwagon

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

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

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

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

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

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

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

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

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

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

 

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

EXAMPLE: 

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

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

Complete each deductive argument below with a valid conclusion.

2. Premise 1: All humans are mortal.

Premise 2: I am human.

Conclusion: Therefore, I am _______________

3. Premise 1: All birds have feathers.

Premise 2: Cardinals are birds.

Conclusion: Therefore, cardinals have _______________

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

 

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

EXAMPLE:

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

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

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

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

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

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

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

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

Premise 2: Jill is on the honor roll.

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

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

Conclusion: Christopher’s house is more than likely _____________

 

Evaluating Arguments

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

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

a. Is this argument valid or invalid?

Type answer here

b. Explain your answer

Type answer here

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

a. Is this argument strong or weak?

Type answer here

b. Explain your answer

Type answer here

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

a. Is this argument sound or unsound?

Type answer here

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

Type answer here

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

a. Is this argument strong or weak?

Type answer here

b. Explain your answer for 11a.

Type answer here

 

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

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

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

Premise 2: _______________.

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

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

Type answer here

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

Type answer here

 

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

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

 
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Week 3 Discussion Response To Classmates

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Psychology homework help

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 06/14/19 at 8pm.

Expectation:

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

Read a your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (C. Spi)

NCDA C.2.a – Professional Competence 

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

ACA B.1.a – Multicultural/Diversity Considerations

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

Ethical Challenges 

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

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

Summary of NCDA and ACA

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

References

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

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

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

2. Classmate (J. Ru)

NCDA Ethical Standards

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

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

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

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

References

National Career Development Association (NCDA) Ethical Standards

National Career Development 2015 Standards

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

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

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

Highlights of the ACA Code of Ethics

3. Classmate (J. Sch)

Ethical Standards

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

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

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

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

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

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

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

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

References

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

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

Bottom of Form

Required Resources

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

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

Website

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

 
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INTERGRATION PAPER

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INTERGRATION PAPER

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

Integration Between Christian Faith and Psychology 7

Integration Between Christian Faith and Psychology

Melina Costa

Liberty University

PSYC-420

Abstract

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

Integration between Christian faith and Psychology

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

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

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

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

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

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

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

References

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

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

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

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

Press

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

University Presentation.

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

Runni

ng head: PERSPECTIVE

ON INTEGR

ATION BETWEEN CHRISTIAN FAITH AND

PSYCHOLOGY

1

Integration

Between Christian Faith and Psychology

Melina Costa

Liberty University

PSYC

–

420

Running head: PERSPECTIVE ON INTEGRATION BETWEEN CHRISTIAN FAITH AND

PSYCHOLOGY 1

Integration Between Christian Faith and Psychology

Melina Costa

Liberty University

PSYC-420

 
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Short Discussion Question for Psychology homework help

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Short Discussion Question for Psychology homework help

Choose 3 questions out of 6.

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

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

Depth answers. Add your own ideas, interpretations.

 

 

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

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

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

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

5.  Discuss the special needs of individuals with disabilities.

 

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

 

1

Career Counseling: A Holistic Approach

 

 

 

Theories of Career Development

Part II

2

Social Learning & Cognitive Theories

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

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

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

3

Krumboltz’s Learning Theory of Career Counseling

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

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

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

4

Krumboltz’s Learning Theory of Career Counseling

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

Genetic endowments and special abilities

Environmental conditions and events

Learning experiences

Task approach skills

5

Krumboltz’s Learning Theory of Career Counseling

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

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

6

Krumboltz’s Learning Theory of Career Counseling

Learning experiences include:

Instrumental learning

Associative learning experiences

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

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

7

Krumboltz’s Learning Theory of Career Counseling

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

Factors that influence preferences in the social-learning model:

Cognitive processes

Interactions in the environment

Inherited personal characteristics

8

Krumboltz’s Learning Theory of Career Counseling

Genetic and environmental factors are also involved.

Other factors influencing preferences are valued role models.

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

9

Krumboltz’s Learning Theory of Career Counseling

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

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

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

10

Krumboltz’s Learning Theory of Career Counseling

Counselors should address the following problems.

Failure to recognize that a problem exists.

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

Eliminating a potentially satisfying alternative for inappropriate reasons.

Choosing poor alternatives.

Suffering anxiety over perceived inability to achieve goals.

11

Happenstance Approach Theory

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

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

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

12

Happenstance Approach Theory

Five critical clients skills

Curiosity

Persistence

Flexibility

Optimism

Risk taking

13

Happenstance Approach Theory

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

Foster an attitude that takes advantage of unplanned events.

14

Happenstance Approach Theory

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

Career counselors must recognize these trends:

Clients need to expand their capabilities and interests.

Clients need to prepare for changing work tasks.

Clients need to be empowered to take action.

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

15

Happenstance Approach Theory

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

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

Burnout

Career change

Peer affiliate relationships

Obstacles to career development

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

And many others.

16

Career Development from a Cognitive Information Processing Perspective

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

17

CIP is based on the following ten assumptions:

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

Making career choices is a problem solving activity.

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

18

CIP is based on the following ten assumptions:

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

Motivation.

Career development involves continual growth and change in knowledge structures.

Career identity depends on self-knowledge.

19

CIP is based on the following ten assumptions:

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

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

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

20

CIP

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

21

CIP

The stages of processing information include:

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

Then, storing it in long-term memory

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

22

CIP

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

CASVE includes the following processing skills:

Communication

Analysis

Synthesis

Valuing

Execution

23

24

Pyramid of information-processing domains

25

CIP

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

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

26

A career counseling sequence for individuals

27

Career Development from a Social Cognitive Perspective

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

28

Career Development from a Social Cognitive Perspective

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

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

29

Self-Efficacy Theory

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

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

30

Career Development from a Social Cognitive Perspective

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

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

31

Social Cognitive Career Theory (SCCT)

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

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

Also emphasized is the term personal agency.

32

SCCT

Key Theoretical Constructs

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

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

33

SCCT

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

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

Personal goals are considered to be guides that sustain behavior.

34

SCCT

Interest Developmental Model

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

Attitudes and Values

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

Gender and Race/Ethnicity

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

35

SCCT

Choice Model

The choice process is divided into three components:

Establishing a goal

Taking action to implement a choice

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

36

SCCT

Choice Model

The pathways to career choice in SCCT are:

Self-efficacy and outcome expectations promote career-related interests

Interests in turn influence goals

Goal-related actions lead to performance experiences

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

Finally, one establishes a career decision or redirects goals.

37

SCCT

Performance Model

A summary description of SCCT theory.

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

38

SCCT – Practical Applications

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

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

39

SCCT – Practical Applications

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

Overcoming barriers to choice and success is a significant goal.

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

 

40

Summary of Social Learning and Cognitive Theories

Emphasis on self-knowledge.

Information-processing skills of major importance.

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

41

Summary of Social Learning and Cognitive Theories

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

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

42

Summary of Social Learning and Cognitive Theories

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

Career beliefs are a core element.

Faulty beliefs are aggressively addressed.

Learning programs are important for increasing range of career choices.

Learning takes place in many ways.

43

Summary of Social Learning and Cognitive Theories

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

Standardized tests used to determine educational and cognitive deficits.

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

44

Summary of Social Learning and Cognitive Theories

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

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

Clients can prepare for future changes in work.

Learning to adapt and adjust is a lifelong endeavor.

Career Information and the CASVE Cycle

Phase of the CASVE Cycle Example of Career Information and Media

Communication (identifying a

need)

A description of the personal and family issues

that women typically face in returning to work

(information) in a video-taped interview of

currently employed women (medium)

Analysis (interrelating

problem components)

Explanations of the basic education requirements

for degree programs (information) in community

college catalogues (medium)

Synthesis (creating likely

alternatives)

A presentation of emerging nontraditional career

options for women (information) at a seminar on

career development for women (medium)

Valuing (prioritizing

alternatives)

An exploration of how the roles of parent, spouse,

citizen, “leisurite,” and homemaker would be

affected by the assumption of the worker role

(information) in an adult version of a computer –

assisted career guidance system (medium)

Execution (forming means –

ends strategies)

A description of a function resume emphasizing

transferable skills, followed by the creation of a

resume (information) presented on a computer –

assisted employability skills system (medium)

 

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

 

 
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Career Counseling Across The Lifespan

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Career Counseling Across The Lifespan

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

Response Guidelines

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

 

First peer posting

Career Counseling as an Integral Part of Human Development

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

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

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

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

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

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

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

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

References

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

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

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

 

Second peer posting

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

Developmental Lifespan from a MH Perspective

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

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

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

Thoughts from the “Other Side”

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

Wm D. Stinchcomb

References

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

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

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

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

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

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

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

 
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