Discussion 1: Use of Group Designs in Program Evaluation

Discussion 1: Use of Group Designs in Program Evaluation

Discussion 1: Use of Group Designs in Program Evaluation

Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.

For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.

To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information.”

· Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: “Planning a Program Evaluation” case study and why.

· Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.

References (use 3 or more)

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

· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)

· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)

McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742

McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249

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].

Read the following section:

“Social Work Research: Planning a Program Evaluation”

Social Work Research: Planning a Program Evaluation

Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.

The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.

Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.

Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.

Discussion 2:  Assessing Outcomes

How do you determine the “success” of a human services program? Part of your role as an administrator is to collaborate with your staff to determine how a particular program’s effectiveness will be measured. The outcomes must be clear, realistic, and feasible, and how the outcomes will be assessed must be clear also.

For this Discussion, you will address the “Social Work Research: Program Evaluation” case study in Social Work Case Studies: Foundation Year. Assume the role of an administrator in the case study to evaluate what has occurred in the program and how you might improve it.

· Post an evaluation of the success of the CALWORKS program based on the information presented in the case study. 

· Be sure to define what success would be for the program and how you, as an administrator of the program, might evaluate whether success has been achieved. 

· Finally, make one recommendation for improving the program’s effectiveness.

Reference (use 3 or more)

Benton, A. D., & Austin, M. J. (2010). Managing nonprofit mergers: The challenges facing human service organizations. Administration in Social Work, 34(5), 458–479.

King, D., & Hodges, K. (2013). Outcomes-driven clinical management and supervisory practices with youth with severe emotional disturbance. Administration in Social Work, 37(3), 312–324.

Lawrence, C., Strolin-Goltzman, J., Caringi, J., Claiborne, N., McCarthy, M., Butts, E., & O’Connell, K. (2013). Designing evaluations in child welfare organizations: An approach for administrators. Administration in Social Work, 37(1), 3–13.

Lynch-Cerullo, K., & Cooney, K. (2011). Moving from outputs to outcomes: A review of the evolution of performance measurement in the human service nonprofit sector. Administration in Social Work, 35(4), 364–388.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014c). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

· “Social Work Research: Program Evaluation” (pp. 66–68)

Social Work Research: Planning a Program Evaluation

Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.

The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.

Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.

Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.

 
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Application Of Attachment Theory To A Case Study

Application Of Attachment Theory To A Case Study

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Theory Into Practice: Four Social Work Case Studies In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene. These case studies are based on the video- and web-based case studies you encounter in the MSW program.

Table of Contents Tiffani Bradley ………………………………………………………………………………………………….. 2 Paula Cortez ……………………………………………………………………………………………………. 9 Jake Levey …………………………………………………………………………………………………….. 10 Helen Petrakis ………………………………………………………………………………………………… 13

 

 

 

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Tiffani Bradley Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in

a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.

Presenting Problem: Tiffani has a history of running away. She has been arrested on

three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.

Family Dynamics: Tiffani indicates that her family worked well together until 8 years

ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home’s appearance. The home, which was never fancy, was always neat and tidy. During this time, however, dust would gather around the house, dishes would pile up in the sink, dirt would remain on the floor, and clothes would go for long periods of time without being washed. Tiffani began cleaning her own clothes and making meals for herself and her sister. Often there was not enough food to feed everyone, and Tiffani and her sister would go to bed hungry. Tiffani believed she was responsible for helping her mom so that her mom did not get so overwhelmed. She thought that if she took care of the home and her sister, maybe that would help mom return to the person she was before.

Sometimes Tiffani and her sister would come downstairs in the morning to find empty beer cans and liquor bottles on the kitchen table along with a crack pipe. Her parents would be in the bedroom, and Tiffani and her sister would leave the house and go to school by themselves. The music and noise downstairs continued for the next 6 years, which escalated to screams and shouting and sounds of people fighting. Tiffani remembers her mom one morning yelling at her dad to “get up and go to work.” Tiffani and Diana saw their dad come out of the bedroom and slap their mom so hard she was knocked down. Dad then went back into the bedroom. Tiffani

 

 

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remembers thinking that her mom was not doing what she was supposed to do in the house, which is what probably angered her dad.

Shondra and Robert have been separated for a little over a year and have started dating other people. Diana currently resides with her mother and Anthony, 31 years old, who is her mother’s new boyfriend.

Educational History: Tiffani attends school at the group home, taking general education classes for her general education development (GED) credential. Diana attends Town Middle School and is in the 8th grade.

Employment History: Tiffani reports that her father was employed as a welding

apprentice and was waiting for the opportunity to join the union. Eight years ago, he was laid off due to financial constraints at the company. He would pick up odd jobs for the next 8 years but never had steady work after that. Her mother works as a home health aide. Her work is part-time, and she has been unable to secure full-time work.

Social History: Over the past 2 years, Tiffani has had limited contact with her family

members and has not been attending school. Tiffani did contact her sister Diana a few times over the 2-year period and stated that she missed her very much. Tiffani views Donald as her “husband” (although they were never married) and her only friend. Previously, Donald sold Tiffani to a pimp, “John T.” Tiffani reports that she was very upset Donald did this and that she wants to be reunited with him, missing him very much. Tiffani indicates that she knows she can be a better “wife” to him. She has tried to make contact with him by sending messages through other people, as John T. did not allow her access to a phone. It appears that over the last 2 years, Tiffani has had neither outside support nor interactions with anyone beyond Donald, John T., and some other young women who were prostituting.

Mental Health History: On many occasions Tiffani recalls that when her mother was

not around, Uncle Nate would ask her to sit on his lap. Her father would sometimes ask her to show them the dance that she had learned at school. When she danced, her father and Nate would laugh and offer her pocket change. Sometimes, their friend Jimmy joined them. One night, Tiffani was awakened by her uncle Nate and his friend Jimmy. Her parents were apparently out, and they were the only adults in the home. They asked her if she wanted to come downstairs and show them the new dances she learned at school. Once downstairs Nate and Jimmy put some music on and started to dance. They asked Tiffani to start dancing with them, which she did. While they were dancing, Jimmy spilled some beer on her. Nate said she had to go to the bathroom to clean up. Nate, Jimmy, and Tiffani all went to the bathroom. Nate asked Tiffani to take her clothes off and get in the bath. Tiffani hesitated to do this, but Nate insisted it was OK since he and Jimmy were family. Tiffani eventually relented and began to wash up. Nate would tell her that she missed a spot and would scrub the area with his hands. Incidents like this continued to occur with increasing levels of molestation each time.

 

 

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The last time it happened, when Tiffani was 14, she pretended to be willing to dance

for them, but when she got downstairs, she ran out the front door of the house. Tiffani vividly remembers the fear she felt the nights Nate and Jimmy touched her, and she was convinced they would have raped her if she stayed in the house.

About halfway down the block, a car stopped. The man introduced himself as Donald,

and he indicated that he would take care of her and keep her safe when these things happened. He then offered to be her boyfriend and took Tiffani to his apartment. Donald insisted Tiffani drink beer. When Tiffani was drunk, Donald began kissing her, and they had sex. Tiffani was also afraid that if she did not have sex, Donald would not let her stay— she had nowhere else to go. For the next 3 days, Donald brought her food and beer and had sex with her several more times. Donald told Tiffani that she was not allowed to do anything without his permission. This included watching TV, going to the bathroom, taking a shower, and eating and drinking. A few weeks later, Donald bought Tiffani a dress, explaining to her that she was going to “find a date” and get men to pay her to have sex. When Tiffani said she did not want to do that, Donald hit her several times. Donald explained that if she didn’t do it, he would get her sister Diana and make her do it instead. Out of fear for her sister, Tiffani relented and did what Donald told her to do. She thought at this point her only purpose in life was to be a sex object, listen, and obey—and then she would be able to keep the relationships and love she so desired.

Legal History: Tiffani has been arrested three times for prostitution. Right before the

most recent charge, a new state policy was enacted to protect youth 16 years and younger from prosecution and jail time for prostitution. The Safe Harbor for Exploited Children Act allows the state to define Tiffani as a sexually exploited youth, and therefore the state will not imprison her for prostitution. She was mandated to services at the Teens First agency, unlike her prior arrests when she had been sent to detention.

Alcohol and Drug Use History: Tiffani’s parents were social drinkers until about 8

years ago. At that time Uncle Nate introduced them to crack cocaine. Tiffani reports using alcohol when Donald wanted her to since she wanted to please him, and she thought this was the way she would be a good “wife.” She denies any other drug use.

Medical History: During intake, it was noted that Tiffani had multiple bruises and burn

marks on her legs and arms. She reported that Donald had slapped her when he felt she did not behave and that John T. burned her with cigarettes. She had realized that she did some things that would make them mad, and she tried her hardest to keep them pleased even though she did not want to be with John T. Tiffani has been treated for several sexually transmitted infections (STIs) at local clinics and is currently on an antibiotic for a kidney infection. Although she was given condoms by Donald and John T. for her “dates,” there were several “Johns” who refused to use them.

 

 

 

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Strengths: Tiffani is resilient in learning how to survive the negative relationships she has been involved with. She has as sense of protection for her sister and will sacrifice herself to keep her sister safe.

Robert Bradley: father, 38 years old Shondra Bradley: mother, 33 years old Nate Bradley: uncle, 36 years old Tiffani Bradley: daughter, 16 years old Diana Bradley: daughter, 13 years old Donald: Tiffani’s self-described husband and her former pimp Anthony: Shondra’s live-in partner, 31 years old John T.: Tiffani’s most recent pimp

 

 

 

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Paula Cortez

Identifying Data: Paula Cortez is a 43-year-old Catholic Hispanic female residing in New York City, NY. Paula was born in Colombia. When she was 17 years old, Paula left Colombia and moved to New York where she met David, who later became her husband. Paula and David have one son, Miguel, 20 years old. They divorced after 5 years of marriage. Paula has a five-year-old daughter, Maria, from a different relationship.

Presenting Problem: Paula has multiple medical issues, and there is concern about

whether she will be able to continue to care for her youngest child, Maria. Paula has been overwhelmed, especially since she again stopped taking her medication. Paula is also concerned about the wellness of Maria.

Family Dynamics: Paula comes from a moderately well-to-do family. Paula reports

suffering physical and emotional abuse at the hands of both her parents, eventually fleeing to New York to get away from the abuse. Paula comes from an authoritarian family where her role was to be “seen and not heard.” Paula states that she did not feel valued by any of her family members and reports never receiving the attention she needed. As a teenager, she realized she felt “not good enough” in her family system, which led to her leaving for New York and looking for “someone to love me.” Her parents still reside in Colombia with Paula’s two siblings.

Paula met David when she sought to purchase drugs. They married when Paula was 18 years old. The couple divorced after 5 years of marriage. Paula raised Miguel, mostly by herself, until he was 8 years old, at which time she was forced to relinquish custody due to her medical condition. Paula maintains a relationship with her son, Miguel, and her ex-husband, David. Miguel takes part in caring for his half-sister, Maria.

Paula does believe her job as a mother is to take care of Maria but is finding that more and more challenging with her physical illnesses.

Employment History: Paula worked for a clothing designer, but she realized that her true

passion was painting. She has a collection of more than 100 drawings and paintings, many of which track the course of her personal and emotional journey. Paula held a full- time job for a number of years before her health prevented her from working. She is now unemployed and receives Supplemental Security Disability Insurance (SSD) and Medicaid. Miguel does his best to help his mom but only works part time at a local supermarket delivering groceries.

Paula currently uses federal and state services. Paula successfully applied for WIC, the

federal Supplemental Nutrition Program for Women, Infants, and Children. Given Paula’s low income, health, and Medicaid status, Paula is able to receive in-home childcare assistance through New York’s public assistance program.

 

 

 

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Social History: Paula is bilingual, fluent in both Spanish and English. Although Paula identifies as Catholic, she does not consider religion to be a big part of her life. Paula lives with her daughter in an apartment in Queens, NY. Paula is socially isolated as she has limited contact with her family in Colombia and lacks a peer network of any kind in her neighborhood.

Five (5) years ago Paula met a man (Jesus) at a flower shop. They spoke several times. He would visit her at her apartment to have sex. Since they had an active sex life, Paula thought he was a “stand-up guy” and really liked him. She believed he would take care of her. Soon everything changed. Paula began to suspect that he was using drugs, because he had started to become controlling and demanding. He showed up at her apartment at all times of the night demanding to be let in. He called her relentlessly, and when she did not pick up the phone, he left her mean and threatening messages. Paula was fearful for her safety and thought her past behavior with drugs and sex brought on bad relationships with men and that she did not deserve better. After a couple of months, Paula realized she was pregnant. Jesus stated he did not want anything to do with the “kid” and stopped coming over, but he continued to contact and threaten Paula by phone. Paula has no contact with Jesus at this point in time due to a restraining order.

Mental Health History: Paula was diagnosed with bipolar disorder. She experiences

periods of mania lasting for a couple of weeks then goes into a depressive state for months when not properly medicated. Paula has a tendency toward paranoia. Paula has a history of not complying with her psychiatric medication treatment because she does not like the way it makes her feel. She often discontinues it without telling her psychiatrist. Paula has had multiple psychiatric hospitalizations but has remained out of the hospital for the past 5 years. Paula accepts her bipolar diagnosis but demonstrates limited insight into the relationship between her symptoms and her medication.

Paula reports that when she was pregnant, she was fearful for her safety due to the baby’s father’s anger about the pregnancy. Jesus’ relentless phone calls and voicemails rattled Paula. She believed she had nowhere to turn. At that time, she became scared, slept poorly, and her paranoia increased significantly. After completing a suicide assessment 5 years ago, it was noted that Paula was decompensating quickly and was at risk of harming herself and/or her baby. Paula was involuntarily admitted to the psychiatric unit of the hospital. Paula remained on the unit for 2 weeks.

Educational History: Paula completed high school in Colombia. Paula had hoped to

attend the Fashion Institute of Technology (FIT) in New York City, but getting divorced, then raising Miguel on her own interfered with her plans. Miguel attends college full time in New York City.

Medical History: Paula was diagnosed as HIV positive 15 years ago. Paula acquired

AIDS three years later when she was diagnosed with a severe brain infection and a T- cell count of less than 200. Paula’s brain infection left her completely paralyzed on the right side. She lost function in her right arm and hand as well as the ability to walk. After

 

 

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a long stay in an acute care hospital in New York City, Paula was transferred to a skilled nursing facility (SNF) where she thought she would die. After being in the skilled nursing facility for more than a year, Paula regained the ability to walk, although she does so with a severe limp. She also regained some function in her right arm. Her right hand (her dominant hand) remains semi-paralyzed and limp. Over the course of several years, Paula taught herself to paint with her left hand and was able to return to her beloved art.

Paula began treatment for her HIV/AIDS with highly active antiretroviral therapy (HAART). Since she ran away from the family home, married and divorced a drug user, then was in an abusive relationship, Paula thought she deserved what she got in life. She responded well to HAART and her HIV/AIDS was well controlled. In addition to her HIV/AIDS disease, Paula is diagnosed with Hepatitis C (Hep C). While this condition was controlled, it has reached a point where Paula’s doctor is recommending she begin a new treatment. Paula also has significant circulatory problems, which cause her severe pain in her lower extremities. She uses prescribed narcotic pain medication to control her symptoms. Paula’s circulatory problems have also led to chronic ulcers on her feet that will not heal. Treatment for her foot ulcers demands frequent visits to a wound care clinic. Paula’s pain paired with the foot ulcers make it difficult for her to ambulate and leave her home. Paula has a tendency not to comply with her medical treatment. She often disregards instructions from her doctors and resorts to holistic treatments like treating her ulcers with chamomile tea. When she stops her treatment, she deteriorates quickly.

Maria was born HIV negative and received the appropriate HAART treatment after birth. She spent a week in the neonatal intensive care unit as she had to detox from the effects of the pain medication Paula took throughout her pregnancy.

Legal History: Previously, Paula used the AIDS Law Project, a not-for-profit organization

that helps individuals with HIV address legal issues, such as those related to the child’s father . At that time, Paula filed a police report in response to Jesus’ escalating threats and successfully got a restraining order. Once the order was served, the phone calls and visits stopped, and Paula regained a temporary sense of control over her life.

Paula completed the appropriate permanency planning paperwork with the assistance of the organization The Family Center. She named Miguel as her daughter’s guardian should something happen to her.

Alcohol and Drug Use History: Paula became an intravenous drug user (IVDU), using

cocaine and heroin, at age 17. David was one of Paula’s “drug buddies” and suppliers. Paula continued to use drugs in the United States for several years; however, she stopped when she got pregnant with Miguel. David continued to use drugs, which led to the failure of their marriage.

Strengths: Paula has shown her resilience over the years. She has artistic skills and has

found a way to utilize them. Paula has the foresight to seek social services to help her

 

 

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and her children survive. Paula has no legal involvement. She has the ability to bounce back from her many physical and health challenges to continue to care for her child and maintain her household. David Cortez: father, 46 years old Paula Cortez: mother, 43 years old Miguel Cortez: son, 20 years old Jesus (unknown): Maria’s father, 44 years old Maria Cortez: daughter, 5 years old

 

 

 

 

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Jake Levy Identifying Data: Jake Levy is a 31-year-old, married, Jewish Caucasian male. Jake’s

wife, Sheri, is 28 years old. They have two sons, Myles (10) and Levi (8). The family resides in a two-bedroom condominium in a middle-class neighborhood in Rockville, MD. They have been married for 10 years.

Presenting Problem: Jake, an Iraq War veteran, came to the Veterans Affairs Health

Care Center (VA) for services because his wife has threatened to leave him if he does not get help. She is particularly concerned about his drinking and lack of involvement in their sons’ lives. She told him his drinking has gotten out of control and is making him mean and distant. Jake reports that he and his wife have been fighting a lot and that he drinks to take the edge off and to help him sleep. Jake expresses fear of losing his job and his family if he does not get help. Jake identifies as the primary provider for his family and believes that this is his responsibility as a husband and father. Jake realizes he may be putting that in jeopardy because of his drinking. He says he has never seen Sheri so angry before, and he saw she was at her limit with him and his behaviors.

Family Dynamics: Jake was born in Alabama to a Caucasian, Eurocentric family

system. He reports his time growing up to have been within a “normal” family system. However, he states that he was never emotionally close to either parent and viewed himself as fairly independent from a young age. His dad had previously been in the military and was raised with the understanding that his duty is to support his country. His family displayed traditional roles, with his dad supporting the family after he was discharged from military service. Jake was raised to believe that real men do not show weakness and must be the head of the household.

Jake’s parents are deceased, and he has a sister who lives outside London. He and his sister are not very close but do talk twice a year. Sheri is an only child, and although her mother lives in the area, she offers little support. Her mother never approved of Sheri marrying Jake and thinks Sheri needs to deal with their problems on her own. Jake reports that he has not been engaged with his sons at all since his return from Iraq, and he keeps to himself when he is at home.

Employment History: Jake is employed as a human resources assistant for the

military. Jake works in an office with civilians and military personnel and mostly gets along with people in the office. Jake is having difficulty getting up in the morning to go to work, which increases the stress between Sheri and himself. Shari is a special education teacher in a local elementary school. Jake thinks it is his responsibility to provide for his family and is having stress over what is happening to him at home and work. He thinks he is failing as a provider.

Social History: Jake and Sheri identify as Jewish and attend a local synagogue on

major holidays. Jake tends to keep to himself and says he sometimes feels pressured to be more communicative and social. Jake believes he is socially inept

 

 

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and not able to develop friendships. The couple has some friends, since Shari gets involved with the parents in their sons’ school. However, because of Jake’s recent behaviors, they have become socially isolated. He is very worried that Sheri will leave him due to the isolation.

Mental Health History: Jake reports that since his return to civilian life 10 months ago,

he has difficulty sleeping, frequent heart palpitations, and moodiness. Jake had seen Dr. Zoe, a psychiatrist at the VA, who diagnosed him with post-traumatic stress disorder (PTSD). Dr. Zoe prescribed Paxil to help reduce his symptoms of anxiety and depression and suggested that he also begin counseling. Jake says that he does not really understand what PTSD is but thought it meant that a person who had it was “going crazy,” which at times he thought was happening to him. He expresses concern that he will never feel “normal” again and says that when he drinks alcohol, his symptoms and the intensity of his emotions ease. Jake describes that he sometimes thinks he is back in Iraq, which makes him feel uneasy and watchful. He hates the experience and tries to numb it. He has difficulty sleeping and is irritable, so he isolates himself and soothes this with drinking. He talks about always feeling “ready to go.” He says he is exhausted from being always alert and looking for potential problems around him. Every sound seems to startle him. He shares that he often thinks about what happened “over there” but tries to push it out of his mind. Nighttime is the worst, as he has terrible recurring nightmares of one particular event. He says he wakes up shaking and sweating most nights. He adds that drinking is the one thing that seems to give him a little relief.

Educational History: Sheri has a bachelor’s degree in special education from a local

college. Jake has a high school diploma but wanted to attend college upon his return from the military.

Military History: Jake is an Iraqi War veteran. He enlisted in the Marines at 21 years

old when he and Shari got married due to Sheri being pregnant. The family was stationed in several states prior to Jake being deployed to Iraq. Jake left the service 10 months ago. Sheri and Jake had used military housing since his marriage, making it easier to support the family. On military bases, there was a lot of social support and both Jake and Sheri took full advantage of the social systems available to them during that time.

Medical History: Jake is physically fit, but an injury he sustained in combat sometimes

limits his ability to use his left hand. Jake reports sometimes feeling inadequate because of the reduction in the use of his hand and tries to push through because he worries how the injury will impact his responsibilities as a provider, husband, and father. Jake considers himself resilient enough to overcome this disadvantage and “be able to do the things I need to do.” Sheri is in good physical condition and has recently found out that she is pregnant with their third child.

Legal History: Jake and Sheri deny having criminal histories.

 

 

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Alcohol and Drug Use History: As teenagers, Jake and Sheri used marijuana and drank. Both deny current use of marijuana but report they still drink. Sheri drinks socially and has one or two drinks over the weekend. Jake reports that he has four to five drinks in the evenings during the week and eight to ten drinks on Saturdays and Sundays. Jake spends his evenings on the couch drinking beer and watching TV or playing video games. Shari reports that Jake drinks more than he realizes, doubling what Jake has reported.

Strengths: Jake is cognizant of his limitations and has worked on overcoming his

physical challenges. Jake is resilient. Jake did not have any disciplinary actions taken against him in the military. He is dedicated to his wife and family.

Jake Levy: father, 31 years old Sheri Levy: mother, 28 years old Myles Levy: son, 10 years old Levi Levy: son, 8 years old

 

 

13

Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent

living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.

Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred

by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer.

Family Dynamics: Helen describes her marriage as typical of a traditional Greek

family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community.

Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husband and kids, she wanted the helper to come in more often, but John said they could not afford it. The money they now pay to the helper is coming out of the couple’s vacation savings. Caring for Magda makes Helen think she is failing as a wife and mother because she no longer has time to spend with her husband and children.

 

 

 

14

Helen spoke to her husband, John (the family decision maker), and they agreed to have Alec (their son) move in with Magda (his grandmother) to help relieve Helen’s burden and stress. John decided to pay Alec the money typically given to Magda’s helper. This has not decreased the burden on Helen since she had to be at the apartment at least once daily to intervene with emergencies that Alec is unable to manage independently. Helen’s anxiety has increased since she noted some of Magda’s medications were missing, the cash box was empty, Magda’s checkbook had missing checks, and jewelry from Greece, which had been in the family for generations, was also gone.

Helen comes from a close-knit Greek Orthodox family where women are responsible for maintaining the family system and making life easier for their husbands and children. She was raised in the community where she currently resides. Both her parents were born in Greece and came to the United States after their marriage to start a family and give them a better life. Helen has a younger brother and a younger sister. She was responsible for raising her siblings since both her parents worked in a fishery they owned. Helen feared her parents’ disappointment if she did not help raise her siblings. Helen was very attached to her parents and still mourns their loss. She idolized her mother and empathized with the struggles her mother endured raising her own family. Helen reports having that same fear of disappointment with her husband and children.

Employment History: Helen has worked part time at a hospital in the billing

department since graduating from high school. John Petrakis owns a Greek souvenir shop in town and earns the larger portion of the family income. Alec is currently unemployed, which Helen attributes to the poor economy. Dmitra works as a sales consultant for a major department store in the mall. Althima is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant. During town events, Dmitra and Althima help in the souvenir shop when they can.

Social History: The Petrakis family live in a community centered on the activities of the

Greek Orthodox Church. Helen has used her faith to help her through the more difficult challenges of not believing she is performing her “job” as a wife and mother. Helen reports that her children are religious but do not regularly go to church because they are very busy. Helen has stopped going shopping and out to eat with friends because she can no longer find the time since she became a caretaker for Magda.

Mental Health History: Helen consistently appears well groomed. She speaks clearly

and in moderate tones and seems to have linear thought progression—her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. More recently, Helen is overwhelmed by thinking she is inadequate. She stopped socializing and finds no activity enjoyable. In some situations in her life, she is feeling powerless.

 

 

 

15

Educational History: Helen and John both have high school diplomas. Helen is proud of her children knowing she was the one responsible in helping them with their homework. Alec graduated high school and chose not to attend college. Dmitra attempted college but decided that was not the direction she wanted. Althima is an honors student at a local college.

Medical History: Helen has chronic back pain from an old injury, which she manages

with acetaminophen as needed. Helen reports having periods of tightness in her chest and a feeling that her heart was racing along with trouble breathing and thinking that she might pass out. One time, John brought her to the emergency room. The hospital ran tests but found no conclusive organic reason to explain Helen’s symptoms. She continues to experience shortness of breath, usually in the morning when she is getting ready to begin her day. She says she has trouble staying asleep, waking two to four times each night, and she feels tired during the day. Working is hard because she is more forgetful than she has ever been. Helen says that she feels like her body is one big tired knot.

Legal History: The only member of the Petrakis family that has legal involvement is

Alec. He was arrested about 2 years ago for possession of marijuana. He was required to attend an inpatient rehabilitation program (which he completed) and was sentenced to 2 years’ probation. Helen was devastated, believing John would be disappointed in her for not raising Alec properly.

Alcohol and Drug Use History: Helen has no history of drug use and only drinks at

community celebrations. Alec has struggled with drugs and alcohol since he was a teen. Helen wants to believe Alec is maintaining his sobriety and gives him the benefit of the doubt. Alec is currently on 2 years’ probation for possession and has recently completed an inpatient rehabilitation program. Helen feels responsible for his addiction and wonders what she did wrong as a mother.

Strengths: Helen has a high school diploma and has been successful at raising her

family. She has developed a social support system, not only in the community but also within her faith at the Greek Orthodox Church. Helen is committed to her family system and their success. Helen does have the ability to multitask, taking care of her immediate family as well as fulfilling her obligation to her mother-in-law. Even under the current stressful circumstances, Helen is assuming and carrying out her responsibilities.

John Petrakis: father, 60 years old Helen Petrakis: mother, 52 years old Alec Petrakis: son, 27 years old Dmitra Petrakis: daughter, 23 years old Althima Petrakis: daughter, 18 years old Magda Petrakis: John’s mother, 81 years old

 
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Smarter Decision Making through Psychology homework help

Smarter Decision Making through Psychology homework help

PSY101 CASE STUDY #2 – WEEK 7

Type Your Name Here

Smarter Decision Making through Psychology
March 13, 2020

Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions below to help Gloria calm her anxiety and find a solution to her problem.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Soomo webtext as a resource.

Question 1: From Chapter 3 in the webtext, what did you learn about the Big 5 personality traits? (Hint: Page 3.12 helps you learn about the Big 5 traits.)

Question 2: Consider Gloria and Lakeisha’s different approaches to the project. On which one of the Big 5 personality traits do they most differ? How do they differ?

Question 3: Chapter 6 in the webtext focused on emotions. Using what you learned, give advice to Gloria on how she can identify and regulate her own emotions so that she can stick with this project and be successful. (Hint: Pages 6.4 and 6.11 have resources to help with this question.)

Question 4: If you were in the situation that Gloria faces, how confident are you that you could successfully resolve this workplace conflict? What past experiences or knowledge influence your answer?

Sources

1. D. G. Myers & C. N. DeWall. 2019. Psychology (6th ed.). Soomo Learning. http://www.webtexts.com

3/13/2020 SUBMIT – PSY101006VA016-1202-001

https://blackboard.strayer.edu/webapps/blackboard/content/listContent.jsp?course_id=_262802_1&content_id=_30692157_1 1/3

Week 7 Assignment

Assignment 2: Case Study #2

Overview

As you continue to practice the psychological concepts you’re learning in this course, you’re honing the problem solving and self and social awareness skills that will help you navigate social situations in your life and career. You’re discovering how to apply these skills to understand the behaviors of others, improve your relationships, and make informed decisions based on reliable information.

And no matter what kind of situation you encounter at school, home, or work, you’re learning how to recognize and manage your emotions so they don’t get the best of you!

Now, it’s time to practice the skills and concepts to help your friend Gloria navigate a difficult workplace situation.

Case Study and Questions

PREVIOUS NEXT

Denise Bryant 50

WEEK 7 SUBMITH

 

 

3/13/2020 SUBMIT – PSY101006VA016-1202-001

https://blackboard.strayer.edu/webapps/blackboard/content/listContent.jsp?course_id=_262802_1&content_id=_30692157_1 2/3

Gloria and Lakeisha are co-workers who are assigned to work on a project together. Lakeisha is very organized and wants them to do really well on this project. To help them get started, Lakeisha took some initiative and prepared a list of to-do items along with due dates. She even color-coded the list to indicate which partner will do each item and sends an email to Gloria with the to-do list. Lakeisha wants her partner to know that she’s serious about their success.

Gloria is happy her teammate has shown initiative but is surprised by Lakeisha’s to-do list and feels a bit uncomfortable because she feels like Lakeisha is micromanaging her. Gloria wants to do her part on the project but is feeling anxious because she doesn’t know where she fits in, and it is making her worried about working on this project. She wonders how she can succeed on this project if Lakeisha is already the leader. When working for a previous employer, Gloria felt anxious about her ability to successfully complete a project and attempted to communicate her feelings with a co- worker; however, her co-worker didn’t seem to understand Gloria’s concerns and said that she should just ignore her feelings and get the work done.

As Gloria ponders having a conversation with Lakeisha, she starts to feel overwhelmed and thinks it might just be easier to be removed from the project. Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions below to help Gloria calm her anxiety and find a solution to her problem:

1. From Chapter 3 in the webtext, what did you learn about the big 5 personality traits?

2. Consider Gloria and Lakeisha’s different approaches to the project. On which one of the Big 5 personality traits do they most differ? How do they differ?

3. Chapter 6 in the webtext focused on emotions. Using what you learned, give advice to Gloria on how she can identify and regulate her own emotions so that she can stick with this project, and be successful.

4. If you were in this situation, how confident are you that you could successfully resolve a workplace conflict like the one that Gloria faced? What past experiences or knowledge influence your answer

Instructions

Denise Bryant 50

WEEK 7 SUBMITH

 

 

3/13/2020 SUBMIT – PSY101006VA016-1202-001

https://blackboard.strayer.edu/webapps/blackboard/content/listContent.jsp?course_id=_262802_1&content_id=_30692157_1 3/3

Use the Case Study #2 Assignment Template to record your responses. For each question, you should write a paragraph-length response (5-7 sentences) to receive credit for this assignment. You may use your Soomo webtext as a resource. Once you have completed your work, save the file and upload it to the assignment submission area.

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

PREVIOUS NEXT

WEEK 7 SUBMITH

 

 
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Mental Health homework help

Mental Health homework help

QUESTION 1

1. __________ is the ability of professionals to move their licensed status from state to state.

  a. Anonymity
  b. Communicability
  c. Transferability
  d. Portability

0.5 points   

QUESTION 2

1. Divisions can be categorized as __________ divisions or __________ divisions.

  a. specialty; preferred
  b. passion; work setting
  c. passion; specialty
  d. work setting; specialty

0.5 points   

QUESTION 3

1. Which of the following is NOT one of the four ACA regions?

  a. North Atlantic
  b. Eastern
  c. Midwest
  d. Southern

0.5 points   

QUESTION 4

1. Portability allows

  a. a multicultural approach to counseling.
  b. professionals to use standardized practices.
  c. professionals to move their license from state to state.
  d. the public to know that they are protected.

0.5 points   

QUESTION 5

1. The American Mental Health Counselors Association (AMHCA) is an example of a

  a. Both of the above
  b. work setting division.
  c. None of the above
  d. passion division.

0.5 points   

QUESTION 6

1. ____________ was the final state to issue licenses for professional counselors.

  a. California
  b. Florida
  c. Maryland
  d. Virginia

0.5 points   

QUESTION 7

1. Which ACA division is nicknamed “the heart and conscience of the counseling profession”?

  a. Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC)
  b. Counselors for Social Justice (CSJ)
  c. International Association of Marriage and Family Counselors (IAMFC)
  d. Association for Humanistic Counseling (AHC)

0.5 points   

QUESTION 8

1. Credentialing laws for the counseling profession have been left to the

  a. school districts.
  b. state legislatures.
  c. national government.
  d. county/city legislatures.

0.5 points   

QUESTION 9

1. Which of the following is NOT true about the National Board for Certified Counselors (NBCC)?

  a. NBCC recruits non-profit organizations to sponsor certification testing.
  b. NBCC manages specialty certifications for clinical mental health and addictions counselors.
  c. NBCC oversees the national certification process.
  d. NBCC manages certification examinations.

0.5 points   

QUESTION 10

1. Title acts differ from practice acts in that title acts

  a. allow graduates of counselor education programs to call themselves licensed professional counselors.
  b. prohibit individuals from performing the activities associated with professional counseling.
  c. require individuals to meet state licensure requirements.
  d. allow individuals to practice the profession of counseling so long as they do not call themselves licensed professional counselors.

0.5 points   

QUESTION 11

1. The four levels of credentialing procedures, ranging from least prestigious to most prestigious, are ______________.

  a. certification, inspection, licensure, and registration
  b. inspection, registration, certification, and licensure
  c. inspection, licensure, certification, and registration
  d. registration, certification, inspection, and licensure

0.5 points   

QUESTION 12

1. Which of the following statements is NOT true about credentialing laws for the counseling profession?

  a. Many states accredit graduate school counseling programs in conjunction with national accreditation processes.
  b. Credentialing procedures are different from state to state.
  c. Credentialing laws are established by the national government.
  d. Professional policies and laws, particularly credentialing, are still being established.

0.5 points   

QUESTION 13

1. The process by which states reach agreements that allow for out-of-state licenses to be accepted so long as all state fees are paid is known as

  a. portability.
  b. certification.
  c. cross certification.
  d. credentialing.

0.5 points   

QUESTION 14

1. Decisions of the CACREP board regarding accreditation of a program can include all of the following EXCEPT

  a. denial of accreditation.
  b. 8-year accreditation.
  c. permanent accreditation.
  d. 2-year provisional accreditation.

0.5 points   

QUESTION 15

1. __________ protects public interest, ensures that graduate students have met high standards, and identifies educational programs that meet minimum standards for faculty composition, curriculum, and student services.

  a. Accreditation
  b. Licensure
  c. Certification
  d. Maintenance

0.5 points   

QUESTION 16

1. The minimum number of supervised clinical hours an applicant must accumulate before applying for a counseling license

  a. is 4,000 hours.
  b. is 5,000 hours.
  c. is 3,000 hours.
  d. varies by state.

0.5 points   

QUESTION 17

1. __________ is NOT a level of credentialing procedures.

  a. Inspection
  b. Accreditation
  c. Certification
  d. Licensure

0.5 points   

QUESTION 18

1. Licensure and national certification

  a. support future skill development.
  b. are costly and sometimes unnecessary.
  c. guide counseling students through their respective graduate programs.
  d. allow professionals to use their leadership and advocacy skills.

0.5 points   

QUESTION 19

1. The __________ is a voluntary, non-profit, non-governmental, independent corporation that advances professional counselor credentials.

  a. National Board for Certified Counselors (NBCC)
  b. American Counseling Association Foundation (ACAF)
  c. Chi Sigma Iota
  d. Council for Accreditation of Counseling and Related Educational Programs (CACREP)

0.5 points   

QUESTION 20

1. Licenses and certifications require

  a. qualification by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
  b. continuing education.
  c. a minimum of 3.0 as a graduate GPA.
  d. 3 years of graduate education.

QUESTION 1

1. Credentialing laws for the counseling profession have been left to the

  a. state legislatures.
  b. national government.
  c. county/city legislatures.
  d. school districts.

0.5 points   

QUESTION 2

1. __________ is NOT a level of credentialing procedures.

  a. Licensure
  b. Accreditation
  c. Inspection
  d. Certification

0.5 points   

QUESTION 3

1. Decisions of the CACREP board regarding accreditation of a program can include all of the following EXCEPT

  a. denial of accreditation.
  b. permanent accreditation.
  c. 8-year accreditation.
  d. 2-year provisional accreditation.

0.5 points   

QUESTION 4

1. __________ is the ability of professionals to move their licensed status from state to state.

  a. Portability
  b. Anonymity
  c. Communicability
  d. Transferability

0.5 points   

QUESTION 5

1. The __________ was originally chartered as the Military Educators and Counselors Association to support members of the armed services and their families.

  a. American Rehabilitation Counseling Association (ARCA)
  b. American Mental Health Counselors Association (AMHCA)
  c. Association for Specialists in Group Work (ASGW)
  d. Military and Government Counseling Association (MGCA)

0.5 points   

QUESTION 6

1. Portability allows

  a. a multicultural approach to counseling.
  b. professionals to use standardized practices.
  c. the public to know that they are protected.
  d. professionals to move their license from state to state.

0.5 points   

QUESTION 7

1. The __________ has supported counselors-in-training by offering monetary awards for essay writing contests.

  a. National Board for Certified Counselors (NBCC)
  b. American Counseling Association Insurance Trust, Inc. (ACAIT)
  c. American Counseling Association Foundation (ACAF)
  d. Chi Sigma Iota

0.5 points   

QUESTION 8

1. ____________ was the final state to issue licenses for professional counselors.

  a. Virginia
  b. California
  c. Maryland
  d. Florida

0.5 points   

QUESTION 9

1. The reason for removing “development” from ACA’s previous title of the American Association for Counseling and Development was

  a. because only psychodynamic perspectives deal with development.
  b. due to a great deal of conflict over the title.
  c. due to new theories emerging that did not look at development as a part of the counseling process.
  d. to unite and reflect the common link of counseling between association members.

0.5 points   

QUESTION 10

1. In the __________ process, the state legislature passes a law that allows professional groups to document individuals within the profession that have met specific standards.

  a. inspection
  b. registration
  c. licensure
  d. certification

0.5 points   

QUESTION 11

1. The four levels of credentialing procedures, ranging from least prestigious to most prestigious, are ______________.

  a. inspection, registration, certification, and licensure
  b. certification, inspection, licensure, and registration
  c. registration, certification, inspection, and licensure
  d. inspection, licensure, certification, and registration

0.5 points   

QUESTION 12

1. Which of the following statements is NOT true about credentialing laws for the counseling profession?

  a. Many states accredit graduate school counseling programs in conjunction with national accreditation processes.
  b. Credentialing laws are established by the national government.
  c. Credentialing procedures are different from state to state.
  d. Professional policies and laws, particularly credentialing, are still being established.

0.5 points   

QUESTION 13

1. The __________ is a voluntary, non-profit, non-governmental, independent corporation that advances professional counselor credentials.

  a. American Counseling Association Foundation (ACAF)
  b. Council for Accreditation of Counseling and Related Educational Programs (CACREP)
  c. National Board for Certified Counselors (NBCC)
  d. Chi Sigma Iota

0.5 points   

QUESTION 14

1. The process by which states reach agreements that allow for out-of-state licenses to be accepted so long as all state fees are paid is known as

  a. certification.
  b. credentialing.
  c. portability.
  d. cross certification.

0.5 points   

QUESTION 15

1. Which of the following is NOT true about the National Board for Certified Counselors (NBCC)?

  a. NBCC recruits non-profit organizations to sponsor certification testing.
  b. NBCC manages certification examinations.
  c. NBCC oversees the national certification process.
  d. NBCC manages specialty certifications for clinical mental health and addictions counselors.

0.5 points   

QUESTION 16

1. __________ protects public interest, ensures that graduate students have met high standards, and identifies educational programs that meet minimum standards for faculty composition, curriculum, and student services.

  a. Certification
  b. Licensure
  c. Accreditation
  d. Maintenance

0.5 points   

QUESTION 17

1. Licensure and national certification

  a. support future skill development.
  b. guide counseling students through their respective graduate programs.
  c. allow professionals to use their leadership and advocacy skills.
  d. are costly and sometimes unnecessary.

0.5 points   

QUESTION 18

1. Licenses and certifications require

  a. qualification by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
  b. a minimum of 3.0 as a graduate GPA.
  c. 3 years of graduate education.

 

  d. continuing education.

0.5 points   

QUESTION 19

1. Title acts differ from practice acts in that title acts

  a. require individuals to meet state licensure requirements.
  b. prohibit individuals from performing the activities associated with professional counseling.
  c. allow graduates of counselor education programs to call themselves licensed professional counselors.
  d. allow individuals to practice the profession of counseling so long as they do not call themselves licensed professional counselors.

0.5 points   

QUESTION 20

1. The minimum number of supervised clinical hours an applicant must accumulate before applying for a counseling license

  a. is 5,000 hours.
  b. is 4,000 hours.
  c. is 3,000 hours.
  d. varies by state.
 
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homework help for Case 7

homework help for Case 7

Tips:

Hi Class,

Here are some tips for this week’s assignment:

First, be sure your name and the date is on the top of the paper, if you choose not to use a title page.

Please save the work as a Word document in the following manner: Last name first initial_ Week 4_PSY 510

Be sure to answer each part of each question separately and completely .

With regard to question # 1, According to Behnke (2005),

“An ethical dilemma arises when two or more of the values found in the Ethical Principles conflict. Resolving an ethical dilemma requires identifying the relevant values and weighing those competing values against one another to determine which receives priority” (para .4). In addition to the nature of the dilemma, be sure to identify the Principles that you believe are in conflict in this dilemma. (Remember the distinction between the Principles (A-E) and the Standards that we reviewed in earlier discussions).

For Question# 2, about stakeholders, THINK BIG, and remember to include the main character(s) PLUS any other persons or entities that may have a stake in the outcome.

For the remainder of the questions, cite specific ethical Standards to support your conclusions.

For Question # 4, review Fisher, and APA Standard 7, with regard to ethics involved with educational roles.

Note that in Question # 7, two Hot Topics “Ethical Supervision of Trainees” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) should be discussed, and additional standards are required to be addressed. Consider aspects of Standards 2 & 3.

For Q # 8, review the ethical theories in the textbook (Ch. 3, pp. 36-42).

For Q # 9, review the six steps of ethical decision making in the textbook (p. 46, 47).

Since there is no rubric for this week’s assignment, here is a scoring guide:

There are 9 questions.

Q’s # 1, 3-6, 8, and 9 are worth up to 6 points each.

Q 2 is worth up to 8 points.

Q # 7 is worth up to 10 points.

The total will be equal to a percentage, where 60 points =100 %.

Best regards,

Behnke S., Ph.D. (2005). On being an ethical psychologist. Monitor on Psychology 36(7) 114. Retrieved from: http://www.apa.org/monitor/julaug05/ethics.aspx

Cite and reference academic sources according to APA 6th edition guidelines.

PSY-510 Contemporary and Ethical Issues in Psychology

Handling Disparate Information

Directions: In a minimum of 50 words, for each question, thoroughly answer each of the questions below regarding Case 7: Handling Disparate Information for Evaluating Trainees. Use one to two scholarly resources to support your answers. Use in-text citations when appropriate, according to APA formatting.

1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

2. Who are the stakeholders and how will they be affected by how Dr. Vaji resolves this dilemma?

3. What additional information might Dr. Vaji collect to provide him with a more accurate picture of Leo’s multicultural attitudes and professional skills? What are the reasons for and against contacting Leo’s supervisor for more information? Should he request that Leo’s sessions with clients be electronically recorded or observed?

4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparate class? Why or why not?

5. To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic white, Hispanic, or non-Hispanic black?

6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?

7. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?

8. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternatives best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?

9. What steps should Dr. Vaji take to implement his decision and monitor its effect?

References:

Read Case 7: Handling Disparate Information for Evaluating Trainees on pages 440-441 in your textbook. Once you have read the case study completely, answer the discussion questions found in the attached document “Case 7” under the assignment tab.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide,

Case 7. Handling Disparate Information for Evaluating Trainees

Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a mid-year (December) and end of academic year (May) evaluation of each student.

The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feed-back, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients. One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom.

They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.

Appendix A Case Studies for Ethical Decision Making 441After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states that Leo has a wonderful attitude toward his student clients. Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him. It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future. Ethical Dilemma Dr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.

Discussion Questions1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

2. Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?

3. What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are rea-sons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?

4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not?

440 Decoding the Ethics CodeSuggested ReadingsKielbasa, A. M., Pomerantz, A. M., Krohn, E. J., & Sullivan, B. F. (2004). How does clients’ method of payment influence psychologists’ diagnostic decisions. Ethics & Behavior, 14, 187–195.Shapiro, E. L., & Ginzberg, R. (2003). To accept or not to accept: Referrals and the maintenance of boundaries. Professional Psychology: Research & Practice, 34, 258–263.Wilcoxon, S., Magnuson, S., & Norem, K. (2008). Institutional values of managed mental health care: Efficiency or oppression? Journal of Multicultural Counseling and Development, 36, 143–154.Woody, R. H. (2011). The financial conundrum for mental health practitioners. American Journal of Family Therapy, 39, 1–10.

Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a mid-year (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji. Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feed-back, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients.

One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe inci-dents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these cli-ents in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.

Publications, Inc. After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states that Leo has a wonderful attitude toward his student clients. Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him. It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future. Ethical Dilemma Dr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.

Discussion Questions1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

2. Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?

3. What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are rea-sons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?

4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not? 442 Decoding the Ethics Code5. To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Should he address the dilemma differently if Leo self-identifies as non-Hispanic White than as Hispanic or non-Hispanic Black?

6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?

7. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees in Professional Psychology Programs” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?8. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?9. What steps should Dr. Vaji take to implement his decision and monitor its effect?Suggested ReadingsAllen, J. (2007).

A multicultural assessment supervision model to guide research and prac-tice. Professional Psychology: Research and Practice, 38, 248–258.Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees.

Journal of Clinical Psychology: In Session, 70(11), 1051–1061. doi:10.1002/jclp.22126Boysen, G. A., & Vogel, D. L. (2008). The relationship between level of training, implicit bias, and multicultural competency among counselor trainees. Training and Education in Professional Psychology, 2, 103–110.Dailor, A. N. (2011). Ethically challenging situations reported by school psychologists: Implications for training. Psychology in the Schools, 48, 619–631.Gilfoyle, N. (2008). The legal exosystem: Risk management in addressing student competence problems in professional psychology training. Training and Education in Professional Psychology, 2, 202–209.Case 8. Using Deception to Study College Students’ Willingness to Report Threats of Violence Against Female Students College drinking has become a serious public health issue that has been associated with violence against women on college campuses. Although some programs to prevent violence against women appear promising when empirically tested, most have small effect sizes and have not been replicated on other campuses. Rachel Cohen, a first-year faculty member in an applied developmental psychology pro-gram at a large research institution, was asked to join a group of other scientists in

 
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Psychology homework help

Psychology homework help

  Title

ABC/123 Version X

1
  Time to Practice – Week Two

PSYCH/625 Version 1

1

Time to Practice Week Two

July 28, 2014

PSY 625

University of Phoenix Material

Time to Practice – Week Two

Complete Parts A, B, and C below.

Part A

Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Text Resources link.

1. Why is a z score a standard score? Why can standard scores be used to compare scores from different distributions?

score is considered a standard score because it is based on the degree of variability within its distribution. Standard scores across different distributions measure in the same fashion. A z score is the result of dividing the amount that a raw score differs from the mean of the distribution by the standard deviation. So, scores below the mean will have negative z scores, and scores above the mean will have positive z scores. Positive z scores always fall to the right of the mean, and negative always fall to the left (Salkind, 2011).

2. For the following set of scores, fill in the cells. The mean is 70 and the standard deviation is 8.

Raw score Z score
68.0 -0.25
57.2 –1.6
82.0 1.5
84.4 1.8
69.0 –0.125
66.0 –0.5
85.0 1.875
83.6 1.7
72.0 .25

3. Questions 3a through 3d are based on a distribution of scores with image2.png and the standard deviation = 6.38. Draw a small picture to help you see what is required.

a. What is the probability of a score falling between a raw score of 70 and 80? 0.5668

b. What is the probability of a score falling above a raw score of 80? 0.2166

c. What is the probability of a score falling between a raw score of 81 and 83? 0.0686

d. What is the probability of a score falling below a raw score of 63? 0.0300

4. Jake needs to score in the top 10% in order to earn a physical fitness certificate. The class mean is 78 and the standard deviation is 5.5. What raw score does he need? (x-78) / 5.5 = .9 Minimum required score of 85.04

5. Who is the better student, relative to his or her classmates? Use the following table for information.

Math      
Class mean 81

   
Class standard deviation 2

   
Reading  

   
Class mean 87

   
Class standard deviation 10

   
Raw scores    

 
 

Math score Reading score

Average
Noah 85 88

86.5
Talya 87 81

84
Z-scores    

 
 

Math score Reading score

Average
Noah 2 0.1 1.05
Talya 3 -0.6 1.2

Talya is the better student.

From Salkind (2011). Copyright © 2012 SAGE. All Rights Reserved. Adapted with permission.

Part B

Some questions in Part B require that you access data from Using SPSS for Windows and Macintosh. This data is available on the student website under the Student Text Resources link.

The data for Exercises 6 and 7 are in the data file named Lesson 20 Exercise File 1. Answer Exercises 6 and 7 based on the following research problem:

Ann wants to describe the demographic characteristics of a sample of 25 individuals who completed a large-scale survey. She has demographic data on the participants’ gender (two categories), educational level (four categories), marital status (three categories), and community population size (eight categories).

6. Using IBM® SPSS® software, conduct a frequency analysis on the gender and marital status variables. From the output, identify the following:

a. Percent of men= 52%

b. Mode for marital status= 1

c. Frequency of divorced people in the sample= 11

7. Using IBM® SPSS® software, create a frequency table to summarize the data on the educational level variable.

Descriptive Statistics
  N Minimum Maximum Mean Std. Deviation
Education Level 25 1 4 2.64 1.150
Valid N (listwise) 25        

The data for Exercise 8 is available in the data file named Lesson 21 Exercise File 1.

8. David collects anxiety scores from 15 college students who visit the university health center during finals week. Compute descriptive statistics on the anxiety scores. From the output, identify the following:

a. Skewness=.416

b. Mean=32.27

c. Standard deviation=23.478

d. Kurtosis= -1.124 Standard error of Kurtosis = 1.121

From Green & Salkind (2011). Copyright © 2012 Pearson Education. All Rights Reserved. Adapted with permission.

Part C

Complete the questions below. Be specific and provide examples when relevant.

Cite any sources consistent with APA guidelines.

Question Answer
What is the relationship between reliability and validity? How can a test be reliable but not valid? Can a test be valid but not reliable? Why or why not? Reliability consists of test re-rest, parallel forms, internal consistency and interrater reliability (Salkind, 2011). For something to be reliable it must remain consistent. This goes for the measurements of the test results. For something to be considered reliable, the same conclusion must be met every time the formula is processed.

Validity contains construct validity, internal validity, external validity and conclusion validity (Salkind, 2011). For something to be valid, it must remain true. So yes, something can be valid but the result may not appear every time exacts are performed so that would not make the formula valid but if something is valid, it performs as expected every time, which makes it reliable Salkind, 2011).

 

  Statistics and probability are related. Probability is based off of statistics past events and looking at the outcomes of the probability of an action or decision reward being favorable to the action determines the probability of the individual’s decision. For example: Gambling at the casino. If someone knows of an individual who does well at the casino, the probability of that individual trying their luck is higher than an individual who does not know anyone or who has not won anything before.
How could you use standard scores and the standard distribution to compare the reading scores of two students receiving special reading resource help and one student in a standard classroom who does not get special help? Comparing the standard scores and standard distribution from the two students receiving special resource help to the same scores from the individual who is not receiving special help can identify if the extra help is beneficial to two students receiving the help or not compared to the individual who is not receiving the extra help. That is confusing. When testing all three individuals with the same tools, one can identify where everyone is with the reading scores to find if the extra resources are beneficial or not.
In a standard normal distribution: What does a z score of 1 represent? What percent of cases fall between the mean and one standard deviation above the mean? What percent fall between the mean and –1 to +1 standard deviations from the mean? What percent of scores will fall between –3 and +3 standard deviations under the normal curve? The empirical states that the bulk of data cluster around the mean in a normal distribution.

1. 68% of values fall within +- 1 standard deviation of the mean

2. 95% fall within +- 2 standard deviation of the mean

3. 99% fall with +- 3 standard deviations of the mean (Aron, Aron, & Coups, 2009).

References

Aron, A., Aron, E. N., & Coups, E. J. (2009). Statistics for psychology (5th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Green, S. B., & Salkind, N. J. (2011). Using SPSS for Windows and Macintosh: Analyzing and understanding data (6th ed.). Upper Saddle River, NJ: Pearson Education.

Salkind, N. J. (2011). Statistics for people who (think they) hate statistics (4th ed.). Thousand Oaks, CA: SAGE.

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2013 by University of Phoenix. All rights reserved.

 
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homework help for Self-Reflection: Hays ADDRESSING Model

homework help for Self-Reflection: Hays ADDRESSING Model

Self-Reflection: Hays ADDRESSING Model

Introduction

All of us have multifaceted cultural identities, so you are likely to have experienced situations where you were in the cultural majority as well as others where you were in the cultural minority. This assignment will help you consider the influence of your cultural memberships on your ability to work professionally with people of similar cultural backgrounds, as well as with people from different cultural backgrounds. All clinicians have biases. Failure to recognize these biases creates harm. It takes more strength to acknowledge your biases than to argue that you have none.

Dr. Pamela Hays developed the ADDRESSING model to help psychologists recognize 10 major factors of cultural difference that are common in the United States: Age (and generational influences), Developmental and acquired Disabilities, Religion and spiritual identity, Ethnicity and racial identity, Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, and Gender. Note that this list is not comprehensive; there are thousands of different cultural identities in our country. The ADDRESSING model just sums up the 10 most common points of cultural difference.

Instructions

  • Use the Hays ADDRESSING Model Template linked in Resources to conduct a cultural self-assessment that describes your identity in all elements of the Hays ADDRESSING model.
    • You must complete and submit the Hays ADDRESSING Model Template provided for this assignment. Do not submit a paper. Papers will not be graded.
    • For more information about the Hays ADDRESSING model, review Hays’s article, “Looking Into the Clinician’s Mirror: Cultural Self-Assessment,” linked in Resources.
  • After completing the table on the template, review your entries and then respond to the three questions posed below the table in the template.
    • There are no right or wrong responses for this assignment. You will be graded on your insight and ability to recognize the implications of your privilege and biases when you work with others.

Additional Requirements

  • Written communication: Should be free of errors that detract from the overall message.
  • Format: Use the Hays ADDRESSING Model Template in Resources. Use current APA style and formatting guidelines as applicable to this assignment.
  • Font: Arial, 12 points.

Submit the completed template no later than 11:59 p.m. (CST) on Sunday.

Resources

image2.png

image1.png

Hays ADDRESSING Model Template

COMPLETE ALL AREAS OF THIS TABLE FOR YOUR ASSIGNMENT

An example of a partially completed table is provided on the next page.

Cultural Group (according to the ADDRESSING model)
How You Identify
Implications for your work. Consider where you have privilege, and which groups might be easy or difficult to work with.
A. Age (and generational influences).    
D. Disability (developmental).    
D. Disability (acquired).    
R. Religion and spiritual identity.    
E. Ethnicity and racial identity.    
S. Socioeconomic status.    
S. Sexual orientation.    
I. Indigenous heritage.    
N. National origin.    
G. Gender.    

After filling out the table above, review your entries. Then use the space below and respond to the following:

1. Based on your entries to the table above, evaluate three areas where you have privilege and three areas where you do not (this is also part of the first discussion in this course). Provide examples of each.

2. Evaluate how your own cultural identities or other factors may possibly influence you to have any biases in relation to others with different cultural identities.

3. Analyze the implications your cultural identifications may have on your professional relationships.

Partially Completed Example
Cultural Group (according to the ADDRESSING model)
How You Identify
Implications for your work. Consider where you have privilege, and what groups might be easy or difficult to work with.
A. Age (and generational influences). Middle age (40s). I would have difficulty working with children and young adults (15–20). I realize I’m too verbal in my therapy approach, and appreciate clients who can have discussions involving complex concepts.
D. Disability (developmental).    
D. Disability (acquired).    
R. Religion and spiritual identity.    
E. Ethnicity and racial identity.    
S. Socioeconomic status.    
S. Sexual orientation. Gay I know I have biases against people who follow a strict and literal interpretation of the scriptures.
I. Indigenous heritage.    
N. National origin.    
G. Gender. Male I would have problems working with those who follow strict social sex roles. (Only men can do men things and only women can do women things). I find gender and social sex roles much more fluid.
Reference

Hays, P. A. (2008). Looking into the clinician’s mirror: Cultural self-assessment. In P. A. Hays (Ed.), Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (2nd ed., pp. 41–62). Washington, DC: American Psychological Association.

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image1.png image2.png

 
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ADVANCED HUMAN GROWTH & DEVELOPMENT

ADVANCED HUMAN GROWTH & DEVELOPMENT

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 7 SURVEY

Early Childhood: Physical and Cognitive Development

 

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. From birth to age 5, the rate of growth in height:

A. declines sharply B. increases sharply

C. proceeds at a steady pace D. declines gradually

2. Which statement characterizes the appearance of most children?

A. Before age 2 children are slim and wiry and gain weight after age 2

B. From ages 2 to 6 children are generally slimmer than prior to age 2

C. Children maintain a chubby, top-heavy appearance until after age 6

D. Children are generally slim from birth through around the age of 6

3. Which motor skill develops more slowly?

A. gross B. grand

C. balance D. fine

4. It is recommended that a vision exam by an optometrist be performed on a child by _______of

age.

A. 5 to 6 years B. 3 to 4 years

C. 1 to 2 years D. 6 to 8 months

5. The brain of a typical 5-year-old will weigh _______ of its adult weight while her body will be

only about _______ of its adult weight.

A. 90 percent, one-third B. 50 percent, one-half

C. 30 percent, three-fourths D. 25 percent, nine-tenths

6. Cody has trouble sitting in his seat during class lessons and finds it difficult to focus on work

assigned to him in class or for homework. He bickers with his classmates and with his brother. His

pediatrician has suggested that Cody might benefit from Ritalin (methylphenidate). Cody has most

probably been diagnosed with:

A. ADHD

B. autism

C. otitis media

D. Asperger’s syndrome

7. In general, a child can eat most of the foods in family meals at what age?

A. 6 months B. 1 year

C. 2 years D. 3 ½ years

8. According to recent research, what is the most common chronic disease of early childhood?

A. cancer B. diabetes

C. cavities D. multiple sclerosis

Page 1 (Chapter 7 Survey)

9. Which of the following foods are common allergens?

A. eggs B. milk

C. peanuts D. all of these

10. In Westernized cultures, toilet training is usually mastered by:

A. age 1 ½ B. age 2

C. age 3 D. age 4

11. By what age do most children no longer require a daytime nap?

A. age 1 ½ B. age 2

C age 3 D. age 4

e h t s i t a h t e s a e s i d c i r t a i d e p c i n o r h c , s u o i r e s a s i _ _ _ _ _ _ _ _ _ _ . 2 1 d l i h c r o f n o s a e r n o m m o c t s o m

. admission to the hospital and is a major cause of school absences

A. Measles B. Mumps

C. Asthma D. Diabetes

13. Research which found that identical twins raised apart had IQ scores more alike than fraternal

twins raised together would tend to support which view of intelligence?

A. environmental B. ecological

C. holistic D. hereditarian

14. According to Piaget, children between the ages of 2 and 7 are in which stage of development?

A. concrete operations

B. preoperational

C. conservational

D. formal operations

15. The theory that probes children’s developing conceptions of major components of mental

activity is called:

A. the theory of mind

B. mental constructs

C. cognitive conception

D. concept development

16. The study of sounds in a language is called:

A. grammatical awareness

B. syntax

C. phonology

D. semantics

17. Which statement about stuttering is true?

A. Girls are more likely to suffer from stuttering than boys are.

B. Geneticists do not currently believe that stuttering is inherited.

C. There are no effective intervention services available for stutterers.

D. Parents should see a speech pathologist for stuttering children.

Page 2 (Chapter 7 Survey)

18. _________ refers to the retention of what has been experienced; _______ refers to remembering

what was learned earlier (for example, a scientific concept).

A. Recall; memory

B. Memory; recall

C. Recognition; memory

D. Recognition; recall

19. According to Piaget, preschool children have an underdeveloped moral sense because they lack

the ability to:

A. show altruistic behavior

B. understand intentionality

C. have sympathetic feelings

D. communicate their feelings

20. The developmental psychologist who researched the development of moral reasoning by

studying differences in children’s reasoning about moral dilemmas is:

A. Lev Vygotsky

B. Noam Chomsky

C. Lawrence Kohlberg

D. Howard Gardner

Page 3 (Chapter 7 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 8 SURVEY

Early Childhood: Emotional and Social Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. Research has indicated that children aged 5 and aged 7 who employed ________solutions were

judged to be more socially competent, displaying fewer attention problems and disruptive

behaviors.

A. prosocial

B. cognitive

C. logical

D. surreptitious

2. All of the following can contribute to delays in emotional self-regulation EXCEPT:

A. prematurity

B. developmental disabilities

C. parental divorce

D. low-income household

3. All of the following tend to characterize girls’ play EXCEPT:

A. it is more intimate

B. it is likely to consist of a two-person group

C. it is more “rough and tumble”

D. it is less competitive than boys’ play

4. Researchers have found that therapeutic play:

A. tends to increase children’s aggressive behavior

B. tends to make children feel even more anxiety

C. tends to help children to express their emotions

D. tends to take away children’s sense of control

5. American parents typically tend to encourage which characteristics in their children’s play

behavior?

A. exploration

B. imagination

C. independence

D. all of these

6. The view that supports suppression of individual desire in favor of what is best for the group:

A. is rarer in Asian cultures

B. is known as collectivism

C. decreases bonding with parents

D. decreases obedience to authority

Page 1 (Chapter 8 Survey)

7. According to your textbook, around what age do children begin to develop the cognitive skills to

categorize people into different racial groups by using physical characteristics and social cues?

A. 3 B. 5

C. 7 D. 9

8. A person’s sense of self-worth or self-image is part of the overall dimension called:

A. self-esteem B. positive regard

C. cultural awareness D. performance initiative

9. Research has found that childhood self-esteem can:

A. have lifelong effects on attitudes and behavior

B. affect school performance

C. affect family relationships

D. all of these

10. The cognitive structure that we employ for selecting and processing information about ourselves

is the ________.

A. personality

B. self

C. personal cognitive structure

D. character

11. One of the central issues of early childhood is:

A. the child learning to trust the child’s caretakers

B. comprehending the concept of object permanence

C. developing a sense of a separate and distinct self

D. developmental achievement of ego integration

12. _______ is a particular type of motivation and inner strength that directs life and growth in such

a way as to become all one is capable of being.

A. Telepathy

B. Entelechy

C. Impulse

D. Impetus

13. The sets of cultural expectations that define the ways in which the members of each sex such

behave are known as:

A. gender roles

B. stereotypes

C. gender types

D. sexual categories

14. Gender identity is:

A. the characteristic traits one is born with

B. not related to socializing influences

C. an inherited characteristic

D. conception of self as male or female

Page 2 (Chapter 8 Survey)

15. Gender identity usually begins to form around what ages?

A. 1 to 2

B. 3 to 4

C. 5 to 6

D. 7 to 8

16. Brian has a favorite toy that is a baby doll. This is upsetting to Brian’s father because it conflicts

with society’s view of proper gender __________.

A. realities

B. roles

C. identities

D. characteristic

17. Which of the following statements is NOT true regarding hormones?

A. Both males and females have male and female hormones.

B. Progesterone makes males more aggressive than females.

C. The ratio of each hormone varies in males and females.

D. The predominance of female or male hormones influences the development of the fetal brain.

18. According to your textbook, which of the following statements is true?

A. Boys tend to be more verbal at an earlier age than girls do.

B. Girls have a greater tendency to be diagnosed with dyslexia.

C. Girls tend to be more analytical than boys, who are more active.

D. Girls tend to show more interest in people-oriented activities.

19. The theory associated with Lawrence Kohlberg, which claims that children first learn to label

themselves as “male” and “female” and then attempt to master the behaviors that fit their gender

category, is called:

A. psychosocial

B. psychoanalytical

C. cognitive learning

D. cognitive developmental

20. The process of transmitting culture, knowledge, skills, and dispositions that enable children to

participate effectively in group life is called:

A. conviviality

B. socialization

C. gender stereotyping

D. synchronization

Page 3 (Chapter 8 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 9 SURVEY

Middle Childhood: Physical and Cognitive Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. During middle childhood physical growth is __________ than it is during early childhood or

adolescence.

A. slower

B. faster

C. the same as

D. much faster

2. Lisa and Mark are both 8 years old. Whom would you expect to mature faster? Whom would you

expect to have more body fat?

A. They would both mature at the same rate and have the same proportion of body fat.

B. Mark would mature faster and have more body fat.

C Lisa would mature faster and have more body fat.

D. Mark would mature faster and Lisa would have more body fat.

3. Which of these is the most common childhood illness?

A. measles

B. mumps

C. chicken pox

D. upper respiratory infection

Answer: D

4. The major cause of death of children in middle childhood is:

A. cancer

B. diabetes

C. accidents

D. leukemia

5. Which group has the highest mortality rate for children in middle childhood?

A. white

B. black

C. Hispanic

D. Asian

6. The definition cited in your textbook for obesity is:

A. having a body mass index greater than the 95th percentile for age and gender

B. having a body mass index greater than the 50th percentile for age and gender

C. having 50 pounds of excess weight for age and gender

D. having 70 pounds of excess weight for age and gender

Page 1 (Chapter 9 Survey)

7. What proportion of children between the ages of 6 and 11 was overweight in 2004?

A. Nearly one in three B. Nearly one in seven

C. Nearly one in five D. Nearly one half

8. Which of the following health risks is related to overweight in children?

A. early cardiovascular disease

B. diabetes mellitus

C. orthopedic problems

D. all of these

9. Although childhood obesity and overweight are on the increase, _________ is on the decrease.

A. physical education in public schools

B. sedentary activity

C. school vending machines that offer “junk” foods

D. consumption of fast food

10. The awareness and understanding of one’s own mental processes is called:

A. mental maps

B. cognitive awareness

C. metacognition

D. cognitive compatibility

11. Research on creativity has found that:

A. formal education is essential to the development of creativity

B. creative people are often conventional thinkers with dull personalities

C. creative people were often encouraged when they were young

D. creativity relies on sheer talent to become evident

12. At about what age do children come to recognize certain regularities or unchanging qualities in

the inner dispositions and behaviors of individuals?

A. 11

B. 6

C. 8

D. 4

13. Children in the concrete operations stage:

A. cannot understand words not tied to their own personal experiences

B. can only describe objects, people, and events by their physical characteristics

C. cannot make comparisons between classes of objects

D. can describe objects, people, and events by categories and functions

14. Assessment instruments that attempt to measure abilities such as cognitive processing and

achievement are called:

A. psychometric tests

B. psychotropic tests

C. instrumental tests

D. assessment variables

Page 2 (Chapter 9 Survey)

15. 12-year-old John has an IQ of 60. He is not able to perform daily living skills independently and

lacks communication and social skills. John would most likely be classified as having:

A. a learning disability

B. functional deficits

C. mental retardation

D. social deficits

16. The determination of the severity of mental retardation is based upon:

A. observed behaviors

B. scores from IQ tests

C. physical appearance

D. genetic impairments

17. Warren has an IQ of 102 but has difficulty using spoken and written language. His mathematical

abilities are above average. Warren would most likely be classified as having:

A. a learning disability

B. functional deficits

C. mental retardation

D. social deficits

18. Raymond is impulsive, cannot follow directions, and finds it difficult to wait his turn for

outdoor activities. He frequently leaves his assignments before he is finished to pursue some other

activity. Raymond’s disability is most likely:

A. dyslexia

B. dysgraphia

C. ADHD

D. dyscalculia

19. An Individualized Education Plan (IEP) is provided for all students who are classified as having

a disability. Which of the following people are involved in developing this plan?

A. school psychologist

B. child’s teacher

C. child advocate

D. all of these

20. According to your textbook, the largest proportion of students attends which alternative to

public schooling?

A. private schools

B. home schooling

C. charter schools

D. magnet schools

Page 3 (Chapter 9 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 11 SURVEY

Adolescence: Physical and Cognitive Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. The period in the life cycle when sexual and reproductive maturation become evident is called

A. maturation B. preadolescence

C. puberty D. growth spurt

2. The adolescent growth spurt tends to occur:

A. earlier in girls than in boys B. earlier in boys than in girls

C. at the same time in boys and girls D. only among certain ethnic groups

3. Alyssa has just experienced her first menstrual period. This is known as:

A. ovulation B. menarche

C. menopause D. PMS

4. According to the research cited in your textbook, which girls would be more likely to develop

symptoms such as depression, substance abuse, eating disorders, and disruptive behavior?

A. those who had later puberty B. those who had early puberty

C. those who had insecure attachment D. those who had the most siblings

5. According to the research cited in your textbook, young white and African American women in

the United States:

A. have similar views regarding their bodies and body image

B. both express dissatisfaction with their bodies

C. both express satisfaction with their bodies

D. differ dramatically in how they view their bodies

6. The most common eating disorder in the United States is:

A. obesity B. underweight

C. bulimia D. anorexia

7. According to the survey cited in your textbook, what percent of high school students reported that

they smoked tobacco?

A. 5 B. 12

C. 19 D. 22

8. The most common setting for teenage drinking is:

A. public park grounds B. public school grounds

C. other people’s homes D. teens’ own bedrooms

Page 1 (Chapter 11 Survey)

9. What is the most prevalent sexually transmitted infection in the United States?

A. syphilis B. gonorrhea

C. Chlamydia D. genital herpes

10. Which of the following statement is true regarding teens and sex?

A. More teens engage in oral sex because they believe it is more acceptable and less risky.

B. More teens engage in vaginal sex because they believe it is more acceptable and less risky.

C. Most teens do not use condoms.

D. U.S. teens have the lowest rates of gonorrhea, syphilis, and chlamydia of the sexually active

populations.

11. According to the research cited in your textbook, condom use among sexually active

adolescents:

A. has decreased slightly B. has increased significantly

C. has decreased significantly D. has increased slightly

12. Sixteen-year-old Bart is getting a tattoo. Which of the following could be a reason for him to

engage in body art?

A. to demonstrate social identity B. to commemorate a special event

C. to be entertained D. all of these

13. According to the statistics cited in your textbook, adolescent rates of “seriously considering

suicide” over the past decade have_______ while the rates of actual attempted suicide_________.

A. increased; decreased B. decreased; increased

C. remained the same; decreased D. increased; remained the same

14. What is the major cause of death for adolescents?

A. heart disease B. driving accidents

C. assault (homicide) D. suicide

15. According to Piaget, adolescence is the final and highest stage in the development of cognitive

functioning from infancy to adulthood. It is called the period of:

A. concrete operations B. formal operations

C. operant thinking D. cognitive operations

Page 2 (Chapter 11 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 13 SURVEY

Early Adulthood: Physical and Cognitive Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. A new developmental stage has been proposed. It spans the ages 18 through 25 and is a time that

involves greater exploration of possibilities in work, love, and worldviews. What is this stage is

called?

A. emerging adulthood B. post-adolescence

C. late adolescence D. evolving adulthood

2. The age cohort consisting of about 58 million adults who experienced events such as the Vietnam

War, the protest movement, and Woodstock is known as:

A. Generation X B. baby boomers

C. the Silent Generation D. the Millennials

3. The age cohort between the ages of 25 and 35 that generally shares an acceptance of diversity in

regard to race, ethnicity, family structure, sexual orientation, and lifestyle, and of whom more than

40 percent spent time in a single-parent home, is called:

A. Generation X B. the Silent Generation

C. baby boomers D. the Millennials

4. The age cohort born between the early 1980s and 2000s that is generally characterized as

sheltered, achievement oriented, and conventional is known as:

A. Generation X B. the Silent Generation

C. baby boomers D. Millennials

5. The set of changes that occurs in the structure and functioning of the human organism over time

is called:

A. social aging B. biological aging

C. transition points D. social norms

6. The set of changes in an individual’s assumption and relinquishment of roles over time is called:

A. social aging B. biological aging

C. transition points D. social norms

7. Beliefs that a person should not cut ahead in line at the grocery store, and that one should say

“Please” and “Thank you” are examples of:

A. normally sanctioned behavior B. age norms

C. transition points D. social norms

Page 1 (Chapter 13 Survey)

8. Social norms that define what is appropriate for people to be and to do at various ages are termed:

A. normally sanctioned behavior B. age norms

C. transition points D. social norms

9 According to your textbook, which of the following statements is true concerning social class and

the pace of the social clock?

A. The lower the socioeconomic class, the later events such as getting a job, starting a family, and

getting married tend to be.

B. The higher the socioeconomic class, the later events such as getting a job, starting a family, and

getting married tend to be.

C. Socioeconomic class is not a factor in the timing of events such as getting a job, starting a

family, and getting married.

D. None of these is true.

10. The peak years for speed and agility are from:

A. 10 to 14 B. 15 to 17

C. 18 to 30 D. 30 to 35

11. According to the statistics cited in your textbook, what percent of people in the United States

did not have health insurance in 2004?

A. 6 percent B. 12 percent

C. 16 percent D. 22 percent

12. Who is LEAST likely to be uninsured?

A. Marlon, a 19-year-old college student

B. Joy, a part-time waitress

C. William, the CEO of a corporation

D. Anna, an immigrant

13. Which of the following statements is true?

A. Employers can lose more work days from sickness in young adults than in older adults.

B. The leading cause of death among young adults is from disease.

C. Work-related accidents account for the majority of the accidental deaths among young adults.

D. Exercise makes little difference in the health of young adults.

14. Most health experts recommend which of the following for cardiovascular fitness?

A. a quick-start, strenuous program of daily exercise for at least 45 minutes per day

B. 30 minutes moderate exercise 5x/week or 20 minutes vigorous exercise 3x/week

C. eliminating all saturated fat, refined sugar and flour, and insoluble fiber from the diet

D. engaging in a regular program of receiving intensive cardiovascular massage therapy

15. According to the statistics cited in your textbook, how many people worldwide are estimated to

be living with AIDS?

A. over 1 million B. over 6 million

C. over 26 million D. over 46 million

Page 2 (Chapter 13 Survey)

16. ___________ has the highest number of people living with AIDS.

A. South and Southeast Asia B. Eastern Europe

C. sub-Saharan Africa D. North America

17. According to the research cited in your textbook, about what percent of U.S. college students

admitted that they had engaged in binge drinking?

A. 10 B. 25

C. 40 D. 80

18. According to the research cited in your textbook, which of the following relates to depression in

women?

A. unequal employment opportunities

B. unequal pay and authority in the workplace

C. the burden of child care and housework

D. all of these

19. Hereditary predispositions to psychological disorders are most probably due to a defect in:

A. the encoding in some brain receptors

B. the metabolism of lipids and proteins

C. the function of the pituitary gland

D. the function of the lymphatic system

20. Psychologists who study stress have concluded that it resides neither in the individual nor in the

situation alone but in:

A. the person’s unique genetic composition

B. the impact of some environmental factors

C. how the person defines a particular event

D. the individual’s social and income levels

Page 3 (Chapter 13 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 14 SURVEY

Early Adulthood: Emotional and Social Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. A(n) _________ tie is a social link formed when we commit ourselves to another person and a(n)

___________ tie is a social link that is formed when we cooperate with another person to achieve a

limited goal.

A. expressive; instrumental B. instrumental; expressive

C. emotional; influential D. influential; emotional

2. Relationships that a person has with family, friends, and lovers are called:

A. private B. social

C. primary D. secondary

3. According to Erik Erikson, the primary task confronting young adults is:

A. intimacy vs. isolation B. integrity vs. despair

C. identity vs. role confusion D. generativity vs. stagnation

4. The median age at which men marry today is:

A. 19 B. 23

C. 25 D. 27

5. Research on the phases of adult female development has shown:

A. Men and women follow a similar pattern of adult development.

B. Women today are more likely to follow a variety of paths.

C. Intimacy is not an important factor in female development.

D. Female development closely approximates Erikson’s stages.

6. The three elements of passion, intimacy, and commitment are components of:

A. Levinson’s stage theory of development

B. Gilligan’s theory of women’s development

C. Sternberg’s triangular theory of love

D. Mogul’s theory of stock taking

7. The kind of love that only evokes passion is called:

A. nonlove B. companionate

C. infatuation D. romantic

8. A relationship that has intimacy and passion but lacks commitment is called

______________love.

A. nonlove B. companionate

C. infatuation D. romantic

Page 1 (Chapter 14 Survey)

9. Emme and Philip both describe their relationship as having passion, intimacy, and commitment.

According to Sternberg’s theory their relationship can be described as:

A. romantic love B. companionate love

C. fatuous love D. consummate love

10. According to the research cited in your textbook, marrying one’s great love:

A. is not associated with greater happiness in marriage

B. is associated with marital duration and satisfaction

C. is associated with higher rates of divorce

D. is no different than marrying someone else

Answer: B

11. The overall pattern of living whereby we attempt to meet our biological, social, and emotional

needs is known as:

A. lifeways B. life patterns

C. lifestyle D. relationships

12. A major step in the transition to adulthood is leaving the family home. In the past this usually

came about because of:

A. crowded conditions B. getting married

C. a family feud D. cheap housing

13. The pattern in the United States and many Western nations today is toward:

A. leaving the parental home at younger ages than in the past

B. marrying earlier yet choosing to live with the parents of one of the spouses

C. people aged 18 to 34 staying in the parental home as the primary residence

D. people aged 18 to 34 living on their own in communities composed mostly of young people

14. According to the recent U.S. Census data cited in your textbook, the percentage of 18- to 34-

year-olds never married is:

A. 60 percent male and 60 percent female

B. 50 percent male and 60 percent female

C. 50 percent male and 50 percent female

D. 40 percent male and 30 percent female

15. From 1970 to 2000, the median age at first marriage:

A. has decreased for both men and women

B. has increased for both men and women

C. has decreased for women but increased for men

D. has decreased for men but increased for men

16. Which of the following factors contributes to the increase in single households?

A. deferral of marriage among young adults

B. a high rate of separation and divorce

C. ability of the elderly to maintain their own homes

D. all of these

Page 2 (Chapter 14 Survey)

17. Since 1960, the rates of cohabitation have:

A. declined slightly B. declined sharply

C. increased sharply D. remained the same

18. According to your textbook, which of the following statements is true regarding sexual

orientation?

A. Sexual orientation in all people is clearly delineated as homosexual or heterosexual.

B. Sexual orientation is a matter of “either/or”; there are no degrees of variation.

C. Some individuals show varying degrees of orientation, including bisexuality.

D. Orientation is fixed at birth and never changes for all people.

19. A lifestyle practice that exists in all contemporary societies is:

A. polyandry B. polygyny

C. bigamy D. marriage

20. King David and King Solomon each had several wives. This practice is called:

A. polyandry B. polygyny

C. group marriage D. serial monogamy

Page 3 (Chapter 14 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 15 SURVEY

Middle Adulthood: Physical and Cognitive Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. As of 2005, the average life expectancy of U.S. men and women at age 65 was:

A. mid 60s B. late 60s

C. 70s D. 80s

2. Some of the common causes of hearing loss include:

A. cochlear damage due to prolonged exposure to loud noise

B. lack of good muscle tone in the middle ear

C. job-related noise levels

D. all of these

3. Regina and Joanne are in their mid 40s. They are discussing the signs of aging that are affecting

their appearance. What in particular are they likely to be discussing?

A. skin that is drier, thinner, and less elastic

B. skin that is sagging and wrinkled on the face and at the joints

C. dark patches of skin on the face and hands

D. all of these

4. In general, compared to women, men have better-looking skin as they age because:

A. They do not moisturize their skin as women do.

B. They do not wear make-up the way that women do.

C. Their skin tends to be thicker than women’s skin.

D. They slough off dead skin cells when they shave.

5. Ron and Delores are both 35 years old, but tests show that Delores has lost bone mass while Ron

has not. This is because:

A. men have more bone mass than women

B. men retain more calcium

C. women lose bone mass more slowly as they age

D. men are more muscular

6. An inflammatory disease that causes pain, swelling, stiffness, and loss of function of the joints is

called:

A. rheumatoid arthritis B. arteriosclerosis

C. osteoarthritis D. calcitonin

Page 1 (Chapter 15 Survey)

7. Which of the following statements is true about prostate cancer?

A. It is the second leading cause of cancer death in men.

B. In general, most prostate cancers are fast growing.

C. Japanese men have the highest rates of prostate cancer.

D. Prostate cancer is most prevalent in men under 50 years of age.

8. According to a study cited in your textbook, what percent of men over the age of 40 experience

potency problems?

A. 10 percent B. 20 percent

C. 35 percent D. 50 percent

9. Hypertension affects what percent of adults in the United States?

A. half B. one in ten

C. one in four D. one in twenty

10. According to your textbook, the leading cause of death for women in the U.S. is:

A. colon cancer B. lung cancer

C. breast cancer D. skin cancer

11. When blood circulation to the brain fails, it leads to:

A. cardiovascular disease B. stroke

C. Parkinson’s disease D. seizure

12. Trembling in hands, arms, legs, jaw, and face; rigidity or stiffness of limbs and trunk; slowness

of movement; postural instability or impaired balance and coordination are symptoms most closely

associated with:

A. Alzheimer’s disease B. stroke

C. cardiovascular disease D. Parkinson’s disease

13. Which of the following statements is true?

A. Studies report infidelity occurring in 20 to 25% of marriages.

B. About 50 percent of married men and 50 percent of married women say they have been

unfaithful.

C. More women than men have admitted to being unfaithful.

D. A majority of both men and women have had only one sex partner since the age of 18.

14. The probability of HIV-positive women infecting their male partners with the virus was found

to be:

A. significantly high B. significantly low

C. about the same as the probability of HIV-positive men infecting their female partners

D. about the same as the probability of HIV-positive women infecting their female partners

15. How is crystallized intelligence acquired?

A. in the course of social experience

B. through genetically preset maturation

C. through changes in crystal structures in the brain

D. solely through formal education

Page 2 (Chapter 15 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 19 SURVEY

Dying and Death

NAME_____________________________________DATE_______________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. The study of death is called:

A. epistemology B. teleology

C. theology D. thanatology

2. ______ euthanasia allows death to occur by withholding or removing treatments that would

prolong life.

A. Passive B. Involuntary

C. Voluntary D. Active

3. A legal document that states an individual’s wishes regarding medical care (such as refusal of

“heroic measures” to prolong his or her life in the event of terminal illness) in case the person

becomes incapacitated and unable to participate in decisions about his or her medical care is known

as a:

A. testament B. living will

C. death wish D. none of these

4. The survivors of a loved one’s death most likely to feel isolated are those whose loved one:

A. died from AIDS B. died in war

C. died from suicide D. died by euthanasia

5. More ______attempt suicide but more ______succeed at suicide.

A. males; females B. females; males

C. elderly people; young people D. young people; elderly people

6. Which of the following ethnic groups has the highest suicide rate?

A. Native American B. White American

C. Asian American D. Hispanic American

7. According to the statistics cited in your textbook, the fastest growing suicide rate is occurring

among:

A. White women B. young Hispanics

C. Asian men D. Black women

8. What do members of these professions: dentists, artists, machinists, auto mechanics, and

carpenters, have in common?

A. lower than average suicide rates B. rates equal to the average for suicide

C. higher than average suicide rates D. none of these

Page 1 (Chapter 19 Survey)

9. Suicide rates are highest during which periods of the lifespan?

A. adolescence and late adulthood B. young adulthood and middle age

C. middle age and late adulthood D. late childhood and middle age

10. An estimated 7 million people have experienced an event commonly precipitated by medical

illness, traumatic accident, surgical operation, childbirth, or drug ingestion, in which, after being

pronounced clinically dead, they have the sensation of leaving their bodies and undergoing

otherworldly experiences before being resuscitated. This is known as:

A. brain death B. terminal drop

C. near-death experience D. a spiritual awakening

11. When an individual resists acknowledging the reality of impending death, this refers to which of

Kübler-Ross’ stages of dying?

A. anger B. depression

C. denial D. bargaining

12. When a dying individual asks, “Why me?” and makes life difficult for friends, family, and

medical personnel with little justification, this most likely refers to which of Kübler-Ross’ stages of

dying?

A. anger B. depression

C. denial D. bargaining

13. According to the statistics cited in your textbook, for the majority of people in the United States,

where does death occur?

A. at home B. in a nursing home

C. in a hospital D. in a hospice

14. The socially established manner of displaying signs of sorrow over a person’s death is known

as:

A. grief B. mourning

C. bereavement D. anticipatory grief

15. According to the statistics cited in your textbook, what proportion of people who are widowed

each year still suffer from serious depression a year or more later?

A. one-half B. one-third

C. one-quarter D. three-quarters

Page 2 (Chapter 19 Survey)

 
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Psychology homework help

Matching

  Title

ABC/123 Version X

1
  Week 1 Assignment Worksheet

PSY/203 Version 1

5

University of Phoenix Material

Week 1 Assignment Worksheet

Matching

Match the following descriptions to the correct perspective:

1. ___B.___ perspective focuses on how learning experiences affect behavior, and focuses on behavior that is observable.

2. __E___ perspective focuses on the effect of unresolved conflicts from childhood, and how those conflicts unconsciously shape behavior.

3. __D___ perspective focuses on free will, conscious choices, and self-awareness, and views humans as distinct individuals with unique characteristics.

4. ___C__ perspective examines the mental processes used to obtain knowledge, and focuses on how information is processed, stored, retrieved, and manipulated.

5. __A___ perspective focuses on how factors like age, ethnicity, gender, sexual orientation, and income level influence behavior, attitudes, and mental processes.

A. Sociocultural

B. Behavioral

C. Cognitive

D. Humanistic

E. Psychodynamic

Table

Provide a description of the function of the structures or hormones listed.

Structure Hormone(s) released (if applicable) Description or function
Frontal lobe CRH Corticotropin-releasing hormone Helps with decision making
Somatosensory cortex CRH Sensory receptive area for the sense of touch
Pancreas Glucagon and insulin A long flat gland that lies behind the stomach
Thyroid Thyroxie, triodothyronine Covers the windpipe from 3 sides.helps the body produce and regulatehormones adrenalie
Adrenal glands Cortisol Located at the top of each kidney, produce hormones to help control blood sugar

Short Answer

Read the following examples and indicate whether they are describing sensation or perception. If the example describes sensation, list which sense is involved. If the example describes perception, list the concept or principle of perception that is involved.

I think I see Bob approaching me from a distance, but as the man gets closer to me, I realize it isn’t Bob. Perception Harmonic perception, on the other hand, owes to the understanding that the ear usually perceives inter-related notes, as one, to create meaning in sounds

While studying for a test at the library, I hear other people talking and laughing; however, I am able to block out the noise and concentrate on reading my textbook. perception__ Harmonic perception, on the other hand, owes to the understanding that the ear usually perceives inter-related notes, as one, to create meaning in sounds

My math teacher draws a triangle on the board, and even thought she uses dotted lines, I am still able to see the shape of the triangle. perception_ Harmonic perception, on the other hand, owes to the understanding that the ear usually perceives inter-related notes, as one, to create meaning in sounds.

I am walking down the street and I see two people walking together, but to my surprise, they walk off in different directions without acknowledging that the other person is leaving. perception_ Finally, form perception indicates the contextualization of particular objects in a given environment, whereby the eyes sees them as primarily 2-D and at times as 3-D depending on the way of their placement. It is also the understanding of what characterizes the inner and outer core of an object_

1. When I look at a white piece of paper, I can still recognize it as white whether I am outside in bright sunlight, or sitting in a dark room. perception__ Color perception, on the other hand, describes the way the visual senses, denoting the eyes, observe hues and contextualize them in the environment I notice that the light is on in the living room. sensation_Exteroceptive senses which are sense that perceives the body’s own position, motion and state.

Music is playing in the elevator. . sensation_ Exteroceptive senses which are sense that perceives the body’s own position, motion and state.

2. I notice that my mom is baking bread as I walk into the house to greet her. sensation Interoceptive senses are senses that perceive sensations in internal organs

When I wash my hands at school, I notice that the water feels hot. sensation___Exteroceptive senses which are sense that perceives the body’s own position, motion and state.

When I had an infected tooth extracted, I experienced pressure as the tooth separated from the gums. sensation Interoceptive senses are senses that perceive sensations in internal organsx

I am able to type this sentence without looking at the keyboard on my computer. _perception_ Amodal perception is one of the most recognizable types of perception in psychology. It is the observation and interpretation of things in terms of depth and motion._

I experience motion sickness whenever I ride in a boat. sensation Interoceptive senses are senses that perceive sensations in internal organs

Essay

Read the following scenarios.

Write a 100- to 150-word response to the following questions associated with each scenario.

A psychologist is interested in learning more about how children interact with each other during the school day. The psychologist is particularly interested in discovering the ways in which children behave when they do not think they are being watched. What research method would be best used to conduct this type of research, and why? What ethical concerns might be an issue in this type of research? ) Observational research method would be suitable because it includes case studies, ethnographic studies, ethological studies, etc. The primary characteristic of each of these types of studies is that phenomena are being observed and recorded. Often times, the studies are qualitative in nature. For example, a psychological case study would entail extensive notes based on observations of and interviews with the client. A detailed report with analysis would be written and reported constituting the study of this individual case. For example, an ethological study interaction of children as they play with each other may include measures of behavior durations i.e. the amount of time the children are engaged in a specified behavior. This measure of time would be quantitative. Observational research can be problematic if not conducted well. Clearly, there are many problems with internal validity. One can describe the individual(s) being observed but one cannot make any sort of causative conclusions based on the observations. Additionally, construct validity can be impacted by lack of background work before the observations or study, observer and experimenter biases or expectencies, etc. In developmental psychology, this form of research is often early work in the exploration of a developmental topic. In this research approach, behaviors are counted, correct answers or errors are counted, and other types of measures are recorded in terms of quantity. Observational research involves both experimental and non-experimental research. Ethical issues Observational research focus on protecting individuals that receive an intervention. For example, an intervention may involve training participants in group communication where a great deal of self-disclosure is required. Self-disclosure is a technique whereby people are encouraged to discuss their feelings, attitudes, and experiences (some of which may be quite personal). Does there searcher have the right to use such a treatment? Dealing with this question is a personal decision on the part of the researcher.

1. As a researcher, I am interested in learning whether or not there is a connection between sleep and test scores. I want to know if an increase in sleep improves test scores, for example. What type of research method would I use, and why? What ethical concerns might present an issue when conducting this type of research? True Experiments: The true experiment is often thought of as a laboratory study. However, this is not always the case. A true experiment is defined as an experiment conducted where an effort is made to impose control over all other variables except the one under study. It is often easier to impose this sort of control in a laboratory setting. True experiments have often been erroneously identified as laboratory studies. To understand the nature of the experiment, we must first define a few terms: Experimental or treatment group – this is the group that receives the experimental treatment i.e. the group that we use to examine the relationship between sleep and improvement of test scores, manipulation, or is different from the control group on the variable under study. Control group – this group is used to produce comparisons. The treatment of interest is deliberately withheld or manipulated to provide a baseline performance with which to compare the experimental or treatment group’s performance. Independent variable – this is the variable that the experimenter/researcher manipulates in a study. It can be any aspect of the environment that is empirically investigated for the purpose of examining its influence on the dependent variable which is the variable that is measured in a study. The experimenter does not control this variable. A major ethical concern would be double blind where by neither the subject nor the experimenter knows whether the subject is in the treatment of the control condition.

If I want to research whether or not a new medication has an effect on depression, and I want to compare the medication against a placebo, what research method might I use, and why? What ethical concerns might be an issue in this type of research? In the case of research to establish whether or not a new medication has an effect on depression Correlational research can be used as a good research method. In general, correlational research examines the co-variation of two or more variables. Correlational research can be accomplished by a variety of techniques which include the collection of empirical data. Often times, correlational research is considered a type of observational research as nothing is manipulated by the experimenter or individual conducting the research. The early studies on cigarette smoking did not manipulate how many cigarettes were smoked. The researcher only collected the data on the two variables. Nothing was controlled by the researchers and therefore, no cause and effect statements were made out. Further experimental research clearly demonstrated the negative effects of cigarette smoking. Correlational research is not causal research. In other words, we cannot make statements concerning cause and effect on the basis of this type of research. There are two major reasons why we cannot make cause and effect statements. First, we don’t know the direction of the cause. Second, a third variable may be involved of which we are not aware. An example may help clarify these points. In major clinical depressions, the neurotransmitters serotonin or norepinephrine has been found to be depleted (Coppen, 1967; Schildkraut & Kety, 1967). In other words, low levels of these two neurotransmitters have been found to be associated with increased levels of clinical depression. However, while we know that the two variables covary – a relationship exists – we do not know if a causal relationship exists. Thus, it is unclear whether depletion in serotonin/norepinephrine cause depression or whether depression causes depletion is neurotransmitter levels. This demonstrates the first problem with correlational research; we don’t know the direction of the cause. Second, a third variable has been uncovered which may be affecting both of the variables under study. The number of receptors on the postsynaptic neuron has been found to be increased in depression. Thus, it is possible that the increased number of receptors on the postsynaptic neuron is actually responsible for the relationship between neurotransmitter levels and depression. As you can see from the discussion above, one cannot make a simple cause and effect statement concerning neurotransmitter levels and depression based on correlational research. To reiterate, it is inappropriate in correlational research to make statements concerning cause and effect. Correlational research is often conducted as exploratory or beginning research. Once variables have been identified and defined, experiments are conductable. Correlational research involves data that are recorded in narrative descriptions, not numbers. Researchers use correlational methods to observe and describe conditions rather than control them. A basic ethical principle for correlative researchers is this. Do not tamper with the natural setting or group under study.

REFERENCES

Wettlaufer, Alexandra K. (2003). In the mind’s eye : the visual impulse in Diderot, Baudelaire and Ruskin, pg. 257. Amsterdam: Rodopi. ISBN 90-420-1035-5.

The Secret Advantage Of Being Short by Robert Krulwich. All Things Considered, NPR.

Atkinson, Rita L.; Atkinson, Richard C.; Smith, Edward E. (March 1990). Introduction to psychology. Harcourt Brace Jovanovich. pp. 177–183. ISBN 978-0-15-543689-3.

Gordon B. (2005). Social cognition: understanding self and others. Guilford Press. p. 421. ISBN 978-1-59385-085-2.

Popper, Arthur N. (30 November 2010). Music Perception. Springer. p. 150. ISBN 978-1-4419-6113-6.

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2013 by University of Phoenix. All rights reserved.

 

 
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PSY/110 Week 5 Vision Board homework help

PSY/110 Week 5 Vision Board homework help

Part 1
For this portion of the assignment, you will be creating a vision board. A vision board is a collage of images, pictures and affirmations of one’s dreams, desires, and goals designed to serve as a source of inspiration and motivation. A vision board uses the law of attraction to attain your goals.

Complete the following steps to create your vision board:

1. Print and fill out the diagram on the last page of this worksheet or sketch a similar diagram on a piece of poster board to fill out. It is important to use BOTH words and images to represent your goals.

Write down notes on your thoughts in each category, focusing on:

a. What you are doing currently to fulfill this aspect of your life?

b. What are your goals for this area of your life?

2. Write your goals and ideas onto the poster in their associated sections. For example, a possible goal that would go in the Career/Life Path section could be, Land My Dream Job. For each goal, think about and write down how the other sections of the vision board are related to your path to reaching that goal. Consider why you are motivated to achieve the goal, what skills and knowledge you will need to achieve the goal, how much time you will need to reach the goal, and who might be able to help you achieve the goal.

3. Find words and images that represent your goals in magazines, online, or in newspapers.

4. Print or cut out your words and images, and sort them based on which section of your vision board they belong.

5. Edit and place your words and images on your vision board.

6. Add any of your own words or drawings that you think add value to each section that you did not find in Step 4.

7. If you wish to use PowerPoint, you can arrange all 9 pictures on the one slide and then make sure to copy and paste that slide to the worksheet.

8. Display your vision board in a place where you can see it each day.

** You may also copy photos from clip art found on the Internet and paste them into each of the categories below to create your vision board. Perhaps save this vision board image as your screen saver!

Take a picture of your completed vision board to submit with this worksheet.

(Note: Students are not required to create a printed hard copy of their Vision Board. Students can create an electronic version of their Vision Board using Microsoft® Word, PowerPoint®, or similar software. However, they must follow the same instructions detailed above.)

Part 2
Respond to each of the following questions:

1. Write 75 to 90 words describing three or four words or pictures you included on your vision board. Why did you select each of these items?

 

<Enter your response here.>

2. Write 75 to 90 words about the steps you can now take to achieve the goals on your vision board. List the intrinsic and extrinsic factors motivating you to achieve what is represented on your vision board. Remember intrinsic motivation is motivation that comes from inside, while extrinsic motivation is motivation that comes from the outside. Both of these types of motivation are described on p. 271 in Ch. 7 of Psychology of Success.

 

<Enter your response here.>

3. Write 50 to 75 words about what motivates you in your academic life. Are these motivators different from what motivates you in your personal life? Why or why not?

 

<Enter your response here.>

Vision board

prosperity

Graduate college with my Bachelors degree in Psychology

In the next 3 years

aspiration

Growing my start up business

Build more clientele

Pay off all my school loans in the next 4 years

family

Huge supporters

Mother and father

My brother constantly helps me when I get stuck and do not know where my next move is

motivators

My family

Huge financial supporters, but constantly motivates to get to the finish line(graduation)

(my best friend)

Keeps me level headed and grounded

(my boyfriend)

Reminds me to stay focus on the big picture, and to never give up on your hope and dreams.

goals

College tuition paid off in the next 4 years

Have my start up business flourishing and open a new location

Skills knowledge

Bachelors degree in Psychology

Internships

Background working in child care

Career/ life path

Land My Dream Job

Child psychologist

 
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