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Examine your strengths

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This paper will allow you to examine your strengths and develop a plan for moving forward. Please use the guide below as your framework and ensure all areas are addressed.

I. What Do You Do Best?

· Of all the things you do well, which two do you do best and why?

· Which activities do you seem to pick up quickly and why?

· Which activities bring you the greatest satisfaction and why?

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II. STRENGTHSFINDER Results

· What are your top five Signature Themes as identified by the Clifton STRENGTHSFINDER? Which theme resonates with you the most and why?

· Based on your Signature Themes, what should a manager/supervisor know about working with you and why?

· Based on your Signature Themes, what should a co-worker know about working with you and why?

· How can a manager/supervisor help you with your strengths more within your current role and why?

III. Celebrating Successes

· What was your most significant accomplishment in the past 12 months?

· When do you feel the most pride about your work?

·  How do you like to be supported in your work?

IV. Applying Talents to the Role

· What things distract you from being positive, productive, or accurate?

· Which talents do you have that could benefit the team if you had better opportunities to use them?

· What steps could be taken to ensure you have an opportunity to apply your natural talents to your role?

· Submit a 5-page paper double spaced

· Include a cover page and a reference page (not to be included in the 5 pages of paper content)

· Use the questions and bullets above as the framework and outline of your paper.

· Please provide at least four (4) relevant scholarly references to support your paper in addition to the STRENGTHSFINDER text.

· All references should be used as in-text citations.

· All work must be completed in APA format.

· You MUST submit your paper to the Smarthinking tool for review prior to submission.

Similarities and Differences – Best research writing services

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Similarities and Differences – Best research writing services

What do you see as similarities and differences between the research process, the
Evidence-Based Practice process, and the nursing process? Include rationale to support
your post.

Submission Instructions:
 Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least two academic sources. Your initial post is
worth 8 points.
 Quotes “…” cannot be used at a higher learning level for your assignments, so
sentences need to be paraphrased and referenced.
 Acceptable references include scholarly journal articles or primary legal
sources (statutes, court opinions), journal articles, and books published in the
last five years. No websites to be referenced

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Psychology Homework

II. Analysis: Ethical Dilemma

Jorge has to carry out a clinical intervention related to drug use by a 14-year-old adolescent. Jorge is interested in wanting to do a good intervention. It is his first case of his and he had never worked with a subject like that. In the hallway he meets Rosa and tells her that he has a case where he has to do clinical interventions with a client using controlled substances. Jorge told Rosa that he has about 5 techniques to apply with the young woman. Rosa asks him what they are and he replies that they are very effective. She said that she used them with a 17-year-old boy who had behavior problems. Rosa told him to be careful and told him that she could help him if he wanted. He replied that he had a master’s degree and that she talked about it in a class. In addition, he indicated to Rosa that he has a study carried out in Chile that says that these techniques work well when young. Rosa asked him if he consulted with the minor’s parents. He replied that he explained that I was talking about the Chilean study. He added that the parents had reservations at first, but he explained what he did in his college class assignments and convinced them to sign the authorization.

1. Analyze violations of the code of ethics (Use the NASW Code of Ethics for analysis)

2. Apply an ethical dilemma solution model to the case.

3. Identify the rights of the mental health patient that could be violated by the Social Worker

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6641093/

Assignment 3

The assignment involves updating your project plan to cover the costs associated with your identified activities.

While not an official area of the assignment, it may help to identify resources and vendors needed to ensure your cost estimates are as accurate as possible. By placing resources against your work packages, you can get a clear visual of what each work package may cost.

You will use the project schedule you developed to estimate costs and then translate those costs into your project budget baseline.

Project budget baselines, typically include cost estimates that cover the following:

  1. Work package estimates
  2. Estimates for supplies or materials
  3. Estimates for vendors & procurement activity
  4. Estimates for risks or unknown project activity

For this assignment, please submit your schedule along with cost estimates against each activity that measures your best appraisal for that task. Please also include a final quote for your project budget baseline

Behaviorism theory | Education homework help

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Behaviorism theory | Education homework help

Behaviorism theory | Education homework help. Behaviorism is the belief that instruction is achieved by observable, measurable, and controllable objectives set by the instructor and met by the learners who elicit a specific set of responses based upon a controlled set of stimuli. Behaviorism operates on the principle of stimulus-response and that negative and positive reinforcement increases the probability of behavior/learning. Theorists such as Pavlov, Skinner, and Thorndike are proponents of behaviorism.

Behaviorism does not concern itself with the learner’s internal mental states, constructs, and symbols that cognitivism considers in its focus on learning schemas. With cognitivism, the focus of research is on how the brain receives, internalizes, and recalls information. Behaviorism is not interested in internal mental states, but only in external outputs, learning products, and behavioral change. Behaviorism is not concerned with the willfulness, creativity, and autonomy of the learners that constructivism considers in its focus on the learning process. With constructivism, the focus of research is on how to help learners construct, rather than be controlled by the learning experience. Behaviorism is not interested in any behavior from the students that is not predicted beforehand by the learning objectives and demonstrated by the behavioral outcomes. Unlike humanism, behaviorism is not interested in the self-direction or self-actualization of the learner. It is not concerned about whether individual or social human needs arc met through the educational process, as is humanism. Behaviorism is concerned with learning outputs, with a set of single events controlled by the stimulus-response mechanism versus the learning and thinking that is the focus of humanism. Nevertheless, despite its detractors and opposing schools of learning (cognitivism, constructivism, and humanism), behaviorism is still a powerful force in how children and adults are taught nearly seventy years after Skinner began his research with animals.

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Guiding Questions

  • What is learning?  
  • How have Behaviorist approaches impacted teaching and learning and what is their significance?
  • In what ways do this week’s readings connect with your experiences of teaching and learning?

Pre-Reading 

Before attending to this week’s readings, think about the questions above. Much like you would do a K-W-L Chart with your students; determine what you KNOW about the topic and what you WANT to KNOW about the topic. Your R2R Post will indicate what you LEARNED about this week’s content. Refer to the R2R details and the success criteria outlined in the Syllabus.

Readings

Activities

    • Complete Assigned Readings
    • Post R2R#3
    • Comment on at least 3 of your classmates’ posts

 

 

  • Classmate  1 

Hi everyone!

This weeks reading focused on classical theories of learning, including behaviorism and the model of learning. Learning can be defined as knowledge or skill acquired by instruction or study; and also as modification of a behavioral tendency by experience (such as exposure to conditioning).

While reading this week, I stumbled across this quote, “It is most effective to present material in a way that is both interesting and understandable to those who are to learn it.” Phillips, D.C., & Soltis, J.F. (2009). Perspectives on Learning (5th ed.). New York: Teachers College Press. Page 9. There are many things that need to be in place in order to make learning happen. We have been taught that in order for learning to happen students need to have their basic needs met, interested in the topic, material is relevant,  demonstrates confidence, and has the skills necessary to learn; these are only a few examples.

The model of learning is made up of 3 components; learner inputs, learning agents, and learning outcomes. Learner inputs are skill (knowledge and ability), will (dispositions that affect learning), and thrill (motivations, emotions, and enjoyment of learning). “The inputs develop into the outcomes in achievement (skill) is as valuable as enhancing the dispositions towards learning (will) and as valuable as inviting students to reinvest more into their mastery of learning (thrill or motivations.”  The learning agents are success criteria, environment, and learning strategies. Hattie, John & Donoghue, Greg. (2016). Learning Strategies: A Synthesis and conceptual model. npj Science of Learning. 1. 16013. 10.1038/npjscilearn.2016.13. Page 101.

Behaviorism is the “theory that human and animal behavior can be explained in terms of conditioning, without appeal to thoughts or feelings, and that psychological disorders are best treated by altering behavior patterns.” Locke along with other behaviorists assumed that humans were biologically “wired” or equipped so that they could interact with the environment, and profit from this interaction. Behaviorism is the belief that conditioning is the single most thing that is responsible for producing learning, throughout the whole kingdom. Rewarding desirable behavior, and extinguishing (or even punishing) poor behavior is one of the techniques. Behavior is something that is learned; good or bad, and is always communication. Behaviorist approaches have impacted teaching and learning, it has changed what we teach and how we teach, and also how the students learn. Every student is different, and has their way of learning. Using the behavioral approach and paying attention to your students really helps when assessing if they are learning as you intended.

This weeks reading definitely connect with my experiences teaching AND learning. I am a teacher of students with autism. After reading this week I have seen that I see behaviorism in my classroom daily. Behaviors are a huge part of autism and I have learned so much about my students through their behaviors. I have absolutely rewarded students for positive behaviors, and have used planned ignoring in attempt to extinguish poor behaviors. Behavior is communication, we have all heard that probably a million times. My experiences have proven that to be true, my non-verbal students communicate through their behaviors, and my verbal students also communicate through behaviors. Knowing this allows me to plan better and how to respond to them.

I enjoyed this weeks reading, and look forward to reading everyone’s posts.

How have Behaviorist approaches impacted teaching and learning and what is their significance?

classmate  2

Learning is taking something you already know through experience and building from it to form a new understanding. It is important to me that learning starts with prior knowledge. Thorndike and Plato, also believed that prior knowledge was a reality and important for learning to take place. Whenever I teach a new subject I find that students more times than not have prior knowledge of a subject or knowledge that puts them in a position to understand a topic. I activate prior knowledge with a journal where students with no real support from me have to answer certain questions. It kind of freaks them out sometimes if I ask them a question and they are unsure of the answer because they want to get the right answer. What I try to convey to them is they usually have some part of an answer and they just need assistance from myself or other students to develop the best understanding.

When it comes to developing that best understanding what is important is the teacher understanding how learning best occurs. Hattie and Donoghue lay out for us, their model of learning.  With in their model is what they have coined “Skill, will, and thrill.”

“The model starts with three inputs, the thrill, skill, and will….Each of these inputs and more desirably the outputs…are open to being influenced by teaching both directly and indirectly, both intentionally and unintentionally.” I have never heard a teacher or administrator use thrill, skill or will or reference this work, it is kind of new but it is a reflection of most advice given to teachers. Teachers that want to succeed have to try and understand their students in order for them to learn. If you do not understand the skills they already have, their determination  to accomplish a task, or the enjoyment they may get out of certain learning over others or what gives them that enjoyment then your practice will not stick with the kids the ways in which you would want.

Behaviorists know the importance of at least part of the skill, thrill, and will. They want to achieve the right outputs from students yes but they primarily focus on the stimuli they provide and not external factors outside of their control. Behaviorism is rooted in psychology and when psychology was trying to gain legitimacy by conducting  experiments that were very scientific in nature. This reminded me when I worked in an elementary school and we used Classroom Dojo.  Dojo is an application or website that assigns students an avatar and they can receive or lose points. I used this system for a year before I noticed and other teachers told me that I have to make  sure the sound of my phone is on.  Students gaining points and losing points have different tones. Regardless if students know if they are giving points or not the tone can cause them to change their behavior.  Learning that and practicing it made me feel uneasy because I felt like I was treating them like Pavlo’s dog.

I enjoyed the work of Thorndike because he really believes in making sure students need to understand the purpose of their learning. Phillips and Soltis also support the importance of students being able to see how their skills work together. I always believed English and Social Studies worked well and supported one another. In my classroom students recently completed a unit that allowed them to explore different aspects of identity and how they impact people and their perspectives.  It allowed students to make connections with yes historical figures and authors as well themselves and their classmates. I would like to think that since their learning was usable in so may different areas that they found it more beneficial than a stand alone unit.

classmate 3

People believe that learning is just what the student is being taught but true learning is found in a model. Hattie and Donoghue (2016) describe a learning model “comprises the following three component: learner inputs, learning agents, and learning outcomes.” (p.99) Much of learning focuses on the first part which is learner inputs. This part is where you find the skill of the student, their will, and the thrill of learning. When you take into account all three of those pieces, you can find the best way to get the student started at their most successful place. From there the teacher then uses and tries different learning agents in which there is an abundant number to try from. The educator does want to think about the learning that takes place at two different levels. The first one is factual-content which is more surface level learning, which is critical when moving on to the next level which is integrated and relational (deep) level. When you take a look at all these different parts and how they fit together, that is when you get learning.

Another view on learning comes from Plato where he believes that “knowledge is innate, it is in place in the mind at birth.” (Phillips and Soltis, 2009, p.10) The knowledge that a student learns is only because that is what they were born already knowing, but needing to be retaught to them. Then there was Locke’s model where he believed that, “the newborn baby knows nothing, but it immediately states to have experiences of its environment via its sense.” (Phillips and Soltis 2009, p. 14) From that point those experiences build on each other which then produces complex ideas that they now know. This lends itself well to what Hattie and Donoghue were talking about because having that background knowledge is critical to build more complex learning opportunities.

The Behaviorist approach doesn’t care much for “how new knowledge is acquired; instead it was: How is new behavior acquired.” (Phillips and Soltis 2009, p. 23) They wanted to study how student behaviors impact their learning and can they be led to do specific behaviors that will show they are successful. This has impacted learning because teachers now focus much of their time on behavior strategies to get the students to do what they want and when they want it done. Teachers often do that with a reward or reinforcement. That then starts to take away part of the learning model which is the will and thrill of learning.

The first reading I did this week was by Hattie and Donoghue which was about the learning model and its different parts. As I read that, I made some connections to my own classroom. One example would be, “More often than not, a student must have sufficient surface knowledge before moving to deep learning and then to the transfer of these understandings.” (Hattie and Donoghue, 2016, p. 105) When I am getting ready to teach a lesson, I take on the assumption that they have very little background knowledge. This means that I do things such as focus on key vocabulary, give them some real life examples in visual form, and have them summarize the information from that lesson. However, at times I do recall lessons not going well because I tried to just jump right into that deeper learning which I didn’t set them up for. That is why this chapter really made an impact on me because it led me to reflect on my own teachings which is something I do consistently.  Hattie and Donoghue (2016) stated, “It is also our observation that the teaching of ‘learning’ has diminished to near extinction in many teacher education programs.” (p. 98) Being in the classroom, it has become clear over time that teaching and learning are two very different things but do go hand in hand. Thinking back to the classes that I took for my degree, I would have to agree with Hattie and Donoghue because I don’t recall there being much of a difference taught between the two in my classes. With my real life experience, I find that it does not set future teachers or students up for immediate success.

Psychology discussion questions | Psychology homework help

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Psychology discussion questions | Psychology homework help. Please feel free to discuss any other material that you feel is relevant and interests you.  In addition, respond to, at least, one or two posts from other students.

1.  Piaget’s theory of cognitive development is popular in developmental psychology.  Discuss his theory and apply his concepts to your own lifespan development.

2.  Discuss the various styles of attachment and how they influence romantic love, as well as parenting styles.  Try to apply the styles to your own life experiences.

3.  What do you think it will be like to grow older in our society?  What are the implications and consequences for the elderly?  Since we are New Yorkers, what do you think it is like to grow old in an urban environment, as compared to a suburban or rural environment?

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Chapter 10 – Lifespan Development II

1.  Discuss Kohlberg’s theory of moral development, and how you think it applies to other cultures.  What do you think of the possible gender bias of Kohlberg’s theory?  Try to give both cultural and gender examples.

2.  Discuss both or either of the neurodevelopmental disorders, in our chapter, that interest you.  Do you think ADHD is over diagnosed? Why or why not?  Are vaccines related to ASD? Should parents not vaccinate their children? Why or why not?

3.  Discuss John Gottman’s Seven Basic Principles of enduring love.  Apply them to yourself and an important love relationship in your life.

https://www.youtube.com/watch?v=bounwXLkme4

4.  Our final topic for developmental psychology is thanatology; the study of death and dying.  To paraphrase Elisabeth Kubler-Ross, “for when you live as if you’ll live forever, it becomes easy to postpone things you must do, and when you understand that each day could be your last, you take the time to grow, to become aware of whom you really are and to reach out to others.”  How do you think this quote influences your life?  What are your thoughts on death and dying?

Please read attachment of the overview of chapter 5 and 6, then answer the questions.

Is a college psychology online class discussion, so don’t have to use really complicated words and each question please answer in 2-3 sentences.

Assignment 2

Managing Quality (Chapter 6)
Process Strategy (Chapter 7)
Layout Strategy (Chapter 9)
Supply Chain Management (Chapter 11)
Inventory Management (Chapter 12)
In a minimum of 1,500 words, discuss the following:

Briefly summarize the issue. Note that only a small portion of your paper’s content should be devoted to summarizing the issue.
Respond to the question(s) shown within your selected ethical dilemma (i.e., within the gold box). Please do not respond to the end-of-chapter Discussion Questions.
How can your selected dilemma be addressed from a Christian worldview? In other words, what guidance from a biblical perspective could be applied to understand and possibly resolve the dilemma? The following GCU website may be helpful: https://www.gcu.edu/about-gcu/christian-identity-and-heritage.php
In addition to addressing questions for item 3 above, you may also optionally frame the issue using ethical theories (utilitarianism, Kantian ethics, distributive justice, virtue ethics, and covenantal ethics). Note, however, that the questions in item 3 must still be addressed.
Your paper should have at least six external references (in additional to any biblical citations) to help frame the issue. Cite your references within the body of your paper. No Wikipedia references are allowed.
Submit your file in a Microsoft Word document. Ensure that your last name is in your file name.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Neuroleadership | Management homework help

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Neuroleadership | Management homework help

Neuroleadership is an emerging trend in the field of management. As we look at the importance of global leadership in our ever-changing business environment, we find a connection between our way of thinking and our leadership and decision-making style. Below are several articles related to this topic.

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Please choose 2-3 articles from below to read on the subject and then evaluate and discuss the rise of neuroleadership in the human resource and organizational development disciplines.

Articles:

David Rock. (2013). T + D, 67(10), 84-85.

Dr. David Rock presented on the brain science behind performance at PeopleFluent global user conference WISDOM 2015. (2015, Mar 10). Business Wire.

Dr. David Rock presents ‘the brain science behind performance’ at PeopleFluent WISDOM 2015. (2015). Professional Services Close – Up.

Fox, A. (2011). Leading with the brain. HRMagazine, 56(6), 52-53.

In an interview, David Rock, founder of the NeuroLeadership Institute, talked about how scientists’ growing understanding of the brain illuminates techniques for leadership and decision-making. Rock said mindfulness is the ability to be meta-cognitive or to think about your thinking. Labeling is the ability to put words on your mental state — for instance, to articulate when you are feeling anxious. All involve an area of the brain that is central for self-regulation — the ventrolateral prefrontal cortex. Researchers are discovering that self-regulation — regulating emotion, regulating your thoughts, regulating your attention — is essential in leadership. The optimal leader is adaptive. Leaders have to know when to be dogmatic in their beliefs and when to be collaborative, when to get granular and when to be big-picture-focused. To be adaptive, you must have an integrated brain. A big part of the creative process is using your non-conscious brain, because the problems being tackled are simply too big for conscious processing resources.

Hogan, T. (2010). Neuroscience provides tools to navigate the new business reality. People and Strategy, 33(4), 8-9.

The four domains of NeuroLeadership; problem solving, emotion regulation, collaborating and facilitating change provide an interesting lens through which to examine the field of global leadership development. Leaders today face greater challenges than ever before as they work across multiple geographies, functions, product lines and national cultures. Neuorscience provides a useful framework for understanding how leaders gain insights while learning to work in new ways across traditional boundaries in a borderless world. Leaders, therefore, need to be able to see and process information in new ways, making connections between phenomena that have never been linked before in their minds. This is systems thinking, and it is the hallmark of resourceful and innovative leaders throughout history.

Kiefer, T. (2010).  Neuroleadership-more than another leadership framework. People and Strategy, 33(4), 10-11.

The author is in the process of designing a new leadership program. He experiences the frustration of more than 60,000 leadership books. He decides to go a different route: Design a change program with the “learner’s brain in mind” — by combining deep emotional moments that require peak attention from participants and finally bring participants to generate their own insights and takeaways. Neuroscience has started to impact leadership development and it will further shape it. NeuroLeadership is more than a framework. It influences entire training designs and approaches — on multiple levels: 1. value of leadership programs, 2. training design and investment, and 3. understanding fundamentals of how the brain works.

Lafferty, C. L., & Alford, K. L. (2010). NeuroLeadership: Sustaining research relevance into the 21st century. S.A.M.Advanced Management Journal, 75(3), 32-37,39-40,2.

Moving beyond the voluminous research on management leadership that focuses on psychology and behaviorism, the newest field of investigation, NeuroLeadership, looks inside the brain to analyze what might affect leadership abilities. MRI technology has provided the breakthrough, because it maps brain functions in real time reacting to real stimuli. This paper discusses how neuroscience may affect four domains of leadership: decision-making and problem-solving, emotion regulation, collaboration and influence, and facilitating change. Of particular interest is the role of stress and its influence on change, collaboration, and memory.

Rock, D. (2010). Impacting leadership with neuroscience. People and Strategy, 33(4), 6-7.

A 2008 study showed that ‘improving leadership’ was the second most urgent human capital imperative for most companies’ business strategies. Up until now, most of the leadership theories evolved out of behavioral observations, or through social psychology research. It appears that this approach has not delivered what it was supposed to do. Recent developments within neuroscience have given people the ability to shed some new light on how the brain functions in real time. This new brain research may provide the missing link between leadership behavior and leadership development. Since 2007, there has been an effort to gather relevant neuroscience findings into a new field called ‘NeuroLeadership.’ NeuroLeadership explores the neuroscience underpinning four key leadership skills, called the four domains of NeuroLeadership. Using neuroscience to explain leadership issues now is happening across major corporate, government and non-profit organizations, including NASA, the National Defense University, Citibank, Microsoft and other firms around the globe.

Rock, D. (2011). NeuroLeadership. Leadership Excellence, 28(8), 11-12.

People in leadership positions are often logical, analytical thinkers. But the human brain is a social organ. Its reactions are directly shaped by social interaction. Although work is often seen as economic transaction, in which people exchange labor for financial compensation, the brain experiences the workplace first and foremost as a social system. Indeed, the ability to intentionally address the social brain in the service of optimal performance will become a distinguishing leadership capability. Five social qualities enable leaders to minimize the threat response and enable the reward response: status, certainty, autonomy, relatedness, and fairness (SCARF). The SCARF model helps alert you to people’s core concerns and shows you how to calibrate your words and actions. The more practiced you are at reading yourself the more effective you will be.

Conducting a diagnostic interview with a mental status exam

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Assignment: Conducting a Diagnostic Interview With a Mental Status Exam

Please see attachments 

 Please view the video link- https://www.youtube.com/watch?v=RdmG739KFF8

mental status exam video, the DSM-5 Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press  and an example of a diagnostic summary write-up and two required readings.

Video link of Carl’s Scenario: https://www.youtube.com/watch?v=RdmG739KFF8

 the case example of F is example how it should be written

Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press  and an example of a diagnostic summary write-up and two required readings.  

Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.

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The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.

When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.

To prepare:

  • Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview. https://youtu.be/RdmG739KFF8
  • Review the Morrison (2014) reading on the elements of a diagnostic interview.
  • Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
  • Review the case example of a diagnostic summary write-up provided in this Week’s resources.
  • Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.

Watch the “Mental Status Examination” segment starting at 01:22:23. This is the case of Carl, which will be used for the Application.

Submit a 2- to 3-page case presentation paper in which you complete both parts outlined below:

Part I: Diagnostic Summary and MSE

Provide a diagnostic summary of the client, Carl. Within this summary include:

  • Watch the “Mental Status Examination” segment starting at 01:22:23. This is the case of Carl, which will be used for the Application.
  • Identifying Data/Client demographics
  • Chief complaint/Presenting Problem
  • Present illness
  • Past psychiatric illness
  • Substance use history
  • Past medical history
  • Family history
  • Mental Status Exam (Be professional and concise for all nine areas)
    • Appearance
    • Behavior or psychomotor activity
    • Attitudes toward the interviewer or examiner
    • Affect and mood
    • Speech and thought
    • Perceptual disturbances
    • Orientation and consciousness
    • Memory and intelligence
    • Reliability, judgment, and insight
Part II: Analysis of MSE

After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:

  • Identify any areas in your MSE that require follow-up data collection.
  • Explain how using the cross-cutting measure would add to the information gathered.
  • Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
  • Would you discuss a possible diagnosis with Carl at this point in time? Why?

Support Part II with citations/references. The DSM 5 and case study do not need to be cited.  Utilize the other course readings to support your response
Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press.
Chapter 10, “Diagnosis and the Mental Status Exam” (pp. 119–126)
Chapter 17, “Beyond Diagnosis: Compliance, Suicide, Violence” (pp. 271–280) ( I attached the book as a link)

Kebedetch and Ms. Larson case study

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Kebedetch and Ms. Larson case study

The school day ended. Tired Ms. Larson took her classroom problems home with her. She shared her concerns at an

informal cocktail party, particularly her frustration with teaching English in the Ethiopian government school. “For three years, I’ve tried to get these girls to behave like normal human beings, to have some pride, to hold up their heads, look me in the eye, and answer a question in a voice I can hear without straining. They’re so bright; they learn as fast as the children back home, but they have no dignity. For all the good I’ve done here, I might as well have stayed home in Iowa.”

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The school day ended. Kebedetch walked stiffly home. The strange steel she had forced into her neck muscles seemed to have spread throughout her body. She felt rigid, brave, and frightened. Entering the gojo (small house or hut), Kebedetch was greeted warmly. Father asked the usual, daily question: “What did you learn today?” Kebedetch threw back her head, looked her father in the eye, and proclaimed in a loud, clear voice, “Ethiopia is composed of twelve provinces plus the Federated State of Eritrea. . . .”

Momma and Poppa talked late that night. What had happened to Kebedetch? She was no longer behaving as a normal human being.

“Did you notice how she threw back her head like a man?” asked Poppa. “What has happened to her shyness as a woman?”

“And her voice,” added Momma. “How happy I am that our parents were not present to hear a daughter of ours speak with the voice of a foreigner.”

“She showed no modesty; she seemed to feel no pride. If she were normal, she would be ashamed to raise her head like that, being a girl-child, and to speak so loudly,” Poppa added with a deep sigh.

“Kebedetch has learned so much,” said Momma. “She knows more than I, and this has given me great joy. But if her learnings are making her a strange, ungentle, beast-like person, I do not want her to learn more. She is my only daughter.”

Poppa pondered. Finally he shook his head and spoke. “You are right, Mebrat; our daughter must not return to school. The new education is not good, and only the strongest can survive. I had hoped Kebedetch could learn and remain normal and gentle, could become a woman of dignity. The frightening behavior of hers tonight has convinced me. She has lost her sense of pride, lost her sense of shame, lost her dignity. She must not return to the school. We shall try to help her find herself again.”

1.  What specific nonverbal behaviors did Kebedetch’s parents find objectionable? What meanings had Ms. Larson ascribed to these behaviors? What meanings had Momma and Poppa ascribed to these behavior?

2.  Within this story, what cultural information (values, attitudes, and expectations about parenting, education, etiquette, behavior of men and women, etc.) about the U.S. and Ethiopia is communicated through the words of Ms. Larson, Momma, and Poppa?

3.  Should certain changes be made if Kebedetch is to return to school? If yes, describe the changes that should be implemented. If not, think of any consequences that might occur as a result.

4. Was Ms. Larson teaching her Ethiopian students something valuable? What did she fail to take into consideration? How could she have prevented Kebedetch’s withdrawal from her classes?

Social psychology homework help

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Social psychology homework help; Random Act of Kindness

One important topic in the field of social psychology is explaining why people help others.  The purpose of this assignment is to better understand the psychology of helping by performing a “random act of kindness,” a good deed done when there is no expectation for help and there is no possibility of reward for the deed.

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You may choose any random act of kindness that you wish, with the following restrictions:

 

  1. Your act of kindness does not need to be something big or expensive.  You are NOT being graded on how big of an act of kindness you do.  I am more interested in how well you relate your behavior to the theories of helping.
  2. What you do must be completely legal and ethical, cannot get you into trouble in any way, and cannot put yourself or anyone else at risk of either physical or psychological harm.
  3. The act of kindness must be something that is outside of your normal routine.  Doing your chores at home, for example, would not count as a random act of kindness.
  4. The act must be something that you do deliberately and on purpose, rather than something that you do that just happens to be helpful to someone else.

 

 

After performing the task, write a short (1 page) essay in which you

 

  1. describe what you did:  when, where, and to whom
  2. describe the emotional experience of helping:  what emotions did you feel before, during and after your act of kindness?
  3. briefly relate your experience to one of the models  that explain why people help:  was your behavior better explained by the egoistic model, the evolutionary model, or the or the empathy-altruism model?  Explain.

  6. Assignment two

  7. Discuss how some authors have critically established that objectivity, certainty (or “absolute truth”) and individualistic knowledge are simplified and problematic conceptions regarding the production of scientific and casual knowledge.  Take into consideration why this discussion is important in the realm of Psychology and how it opens up new and complex ways of understanding human actions.

     

    When elaborating your essay take into account the following:

    1)There’s three (3) conceptions that need to be critically examined (objectivity, certainty and individualistic knowledge), BUT you can decide to focus on one more than the others (since, as you will notice, the three are inter-related).

    2)When discussing the case of Psychology, which is mostly discussed in Glasersfeld’s and Gergen’s text, try to elaborate at least one example (either inspired by the texts or one of

    the many that appear in said texts) that show the importance of constructivism (or knowledge as a construction), subjectivity, language-games or, among other things, a psychology that takes into consideration the diversity of human experience.

    3)You have to make use of at least three (3) of the assigned texts.

    PartI. Use the traditional and modern squares of opposition to determine whether the following arguments are valid or invalid. For those that are invalid, name the fallacy that is committed.
    1. All teenage smokers are persons who jeopardize their health. Therefore, some teenage smokers are persons who jeopardize their health.
    2. No werewolves are creatures that lurk around in the daytime. Therefore, some werewolves are not creatures that lurk around in the daytime.
    3. It is false that some cities in Japan are high crime areas. Therefore, some cities in Japan are not high crime areas.
    4. All current residents of Atlantis are people with gills. Therefore, it is false that some current residents of Atlantis are not people with gills.
    5. Some Miami policemen are not officers involved in drug trafficking. Therefore, no Miami policemen are officers involved in drug trafficking.
    6. It is false that all opponent of school prayer are people who object to a moment of silence. Therefore, no opponents of school prayer are people who object of a moment of silence.
    7. No palm trees indigenous to the Arctic are natural habitats for rodents. Therefore, it is false that all palm trees indigenous to the Arctic are natural habitats for rodents.
    8. No vampires are avid connoisseurs of garlic bread. Therefore, it is false that some vampires are avid connoisseurs of garlic bread.
    9. It is false that some juvenile killers are not criminals who deserve to be tried as adults. Therefore, it is false that no juvenile killers are criminals who deserve to be tried as adults.
    10. It is false that some lung cancer vaccines are readily obtainable inoculations. Therefore, some lung cancer vaccines are not readily obtainable inoculations

     

     

    All assigned texts are attached (all relatively short)

Abnormal psychology homework help

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Abnormal psychology homework help

Oct 3 at 4:28pmManage Discussion Entry

In evaluating the degree to which the presenter followed the ethical standards as outlined in Section 4 relative to the APA’s Ethical Principles of Psychologists and Code of Conduct, it is the responsibility of the psychologist to aid and assist the patient in a manner that will be beneficial to the patient.  Dr. Brewer met with Bob over a 6-month period with the plan to support him in overcoming his concern with career choice and life direction. Information was gained at this time concerning Bob’s life, friends and family with Bob being cooperative but becoming guarded when asked about family.  The patient assessment occurred based on Section 9.06 of the APA Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 2016).  I do question if the psychologist should have hired the private investigator to locate the mother since the client had not signed a release form relative to his mother.

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The beginning diagnosis’ for the patient of adjustment disorder with anxiety was appropriate until the gathering of collateral information from friends.  The relevant information from the patient’s history that can be used to inform the conceptualization of the patient’s problems and diagnosis is the fact that while in therapy, the patient was cooperative but guarded with his friends’ sharing that over the past few months he has went through some personality changes while being suspicious of other people’s behavior, disappearing for weeks and not returning calls. The friends also believe that Bob may be using drugs which need to be verified.

In providing an evaluation of the patient’s symptoms while presenting problems within the context of a theoretical orientation that seems to be the most appropriate would be consideration of the psychodynamic or psychoanalytic theory and therapy.  The psychoanalysis will emphasize the fact that adult problems’ roots can be traced to the patient’s childhood.

Based on the DSM-5,  I believe that the differential diagnosis for borderline personality disorder is appropriate as there are mood, mood variability mode, and personal and family history of the same.  Questions for other colleagues would include a discussion concerning the characteristics of the psychotic symptoms that can be useful relative to differentiation.

References

American Psychological Association. (2016). Ethical principles of psychologists and code of conduct [Ebook] (pp. 2-10). American Psychological Association. Retrieved from https://www.apa.org/ethics/code/ethics-code-2017.pdf

Ashford University. (2018). Fictional Case Scenario – (Bob) [Video]. Retrieved from https://ashford.mediaspace.kaltura.com/media/t/0_a7mxm6pt

First, M. (2014). DSM-5 handbook of differential diagnosis (p. 189). Washington: American Psychiatric

 

 HERE IS THE QUESTION

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.

Grand Rounds

Prior to beginning work on this interactive assignment, please view the required video PSY645 Grand RoundsPresentation (Links to an external site.)Links to an external site.; read Chapters 15, 20, and the Classes (or Names) of Medications That Can Cause Mental Disorders appendix in DSM-5 Made Easy: The Clinician’s Guide to Diagnosis; read Chapter 1 of DSM-5: Handbook of Differential Diagnosis; and read Section 4: Privacy and Confidentiality (Links to an external site.)Links to an external site. from the APA’s Ethical Principles of Psychologists and Code of Conduct: Including 2010 Amendments.

To view the written transcript, please click here.

Mental health professionals hold grand rounds events to maintain their current knowledge of health care practices and to consult with colleagues on particularly difficult cases. During these professional events, mental health professionals sometimes present a case and seek feedback from peers regarding conceptualization and treatment of a patient’s problems. This interactive assignment is an opportunity to simulate a grand rounds event.
For your initial post in this forum, you will provide written feedback regarding your colleague’s presentation and questions. Your post must include the following:

  • Provide an evaluation of the degree to which the presenter followed the ethical standards outlined in Section 4 (Links to an external site.)Links to an external site. of the APA’s Ethical Principles of Psychologists and Code of Conduct: Including 2010 Amendments.
    • Highlight the relevant information from the patient’s history you will use to inform your conceptualization of the patient’s problems and diagnosis.
    • Provide an evaluation of the patient’s symptoms and presenting problems within the context of a theoretical orientation that seems to be most appropriate for the situation. Be sure to indicate which theory you are using for your evaluation and provide a justification for your choice. To get the most out of this assignment, you are encouraged to use the same theoretical orientation from which you chose to write your Week Two Initial Assessment discussion’s guided response.
    • Provide a diagnosis for the patient based on one of the diagnostic manuals available (e.g., DSM-5, Psychodynamic Diagnostic Manual, etc.). Justify your choice of this diagnostic manual.
    • Describe at least one evidence-based and one non-evidence-based treatment option for this diagnosis. Compare the benefits and costs of these treatment options.
    • Based on specific theoretical and historical perspectives, provide questions for your colleagues seeking their thoughts and feedback.
    • Pose appropriate questions that may help refine the diagnostic impression of this patient.

Guided Response: Review several of your colleagues’ posts, and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion.

Examine your colleague’s feedback and formulate a response based on your colleague’s questions. Assess the validity of your colleague’s diagnosis from a sociocultural perspective using the theoretical orientation from which you wrote your initial post. The goal of your response is to present information and feedback from your theoretical orientation for your colleague’s consideration, rather than forcing your colleague to take on your orientation as their own. Describe how your conceptualization differs from your colleague’s, if there is a significant difference.

Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week, and respond to anyone who replies to your initial post. Be sure to indicate whether your diagnosis and conceptualization has changed based on your colleague’s feedback.

Suicide risk factors in prison

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Suicide risk factors in prison

To prepare

  • Review the Learning Resources.
  • Analyze the following articles:
    • “The Cleveland Kidnapping Case: A Timeline of Events”
    • “Suicide Kills More Inmates Than Homicides, Overdoses, Accidents Combined”

Post a response to the following:

  • Explain the suicide-related forensic assessment procedures utilized by forensic professionals in correctional settings.
  • What are the primary risk factors that a forensic professional should be concerned about in an inmate population?
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  • How might the risk factors differ in an outpatient population?

Required Readings

Donaghue, E. (2014, May 6). The Cleveland kidnapping case: A timeline of events. CBS News. Retrieved from http://www.cbsnews.com/news/timeline-of-events-the-cleveland-kidnapping-case/

Noonan, M., Rohloff, H., & Ginder, S. (2015). Mortality in local jails and state prisons, 2000–2013 – statistical tables. Retrieved from http://www.bjs.gov/content/pub/pdf/mljsp0013st.pdf

Rivlin, A., Ferris, R., Marzano, L., Fazel, S., & Hawton, K. (2013). A typology of male prisoners making near-lethal suicide attempts. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 34(5), 335–347. doi:10.1027/0227-5910/a000205
Note: You will access this article from the Walden Library databases.

Smith, A. (2013, September 4). Suicide kills more inmates than homicides, overdoses, accidents combined. NBC News. Retrieved from http://www.nbcnews.com/news/other/suicides-kill-more-inmates-homicide-overdoses-accidents-combined-f8C11072563

University of Nebraska Medical Center. (n.d.). SIG-E-CAPS. Retrieved September 12, 2016, from http://www.unmc.edu/media/intmed/geriatrics/reynolds/pearlcards/depression/sigecaps.htm

U.S. Department of Justice. (2015). Mortality in jails and state prisons, 2000–2013 -statistical tables. Retrieved from http://www.bjs.gov/index.cfm?ty=pbdetail&iid=5341

Weiner, I. B., & Otto, R. K. (2013). The handbook of forensic psychology (4th ed.). New York, NY: Wiley.
Chapter 23, “Practicing Psychology in Correctional Settings” (pp. 759–794)

Week 4 – Assignment

Research and Critique a Qualitative Study

Prior to beginning work on this assignment, be sure to have read all the required resources for the week.

Locate a peer-reviewed qualitative research study in the Ashford University Library on the topic you chose in Week One for your Final Research Proposal. You may choose to use a qualitative study that was included in the literature review you used in the Week One assignment by searching the reference list for qualitative research studies on the topic. It is also acceptable to utilize a qualitative research study on your topic that was not included in your literature review.

Once you have located an appropriate qualitative study, identify the specific qualitative research design used. Summarize the main points of the study including information on the research question, sampling strategy, research design, data analysis method(s), findings, and conclusion(s). Evaluate the published qualitative research study focusing on and identifying the researcher’s paradigm or worldview and any evidence of reflexivity described in the report. Explain whether or not potential biases were adequately addressed by the researchers. Describe how the researchers applied ethical principles in the research study.

The Research and Critique a Qualitative Study

  • Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least one peer-reviewed source from the Ashford University Library in addition to those required for this week.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.