Benchmark – Mental Health Newsletter/Brochure

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Benchmark – Mental Health Newsletter/Brochure

After reviewing the topic assigned chapters and the electronic resources in your study Topic Resources, choose between bipolar, major depression, or a somatic disorder. Create a newsletter or brochure that is between 750–1,200 words, either through Canva.com, Microsoft Word, or Microsoft PowerPoint, to address the following:

  1. Describe the chosen disorder and the assigned code from the current DSM.
  2. Which psychological model best fits this disorder (i.e., biological, cognitive)?
  3. Discuss the etiology of this disorder and the common symptoms, including the manifestation of the symptoms.
  4. Identify the different forms of treatment and therapy commonly prescribed for this disorder. Discuss the efficacy while considering a multicultural worldview.
  5. Examine the values and belief systems about behavioral health disorders across cultures. How would the various stigmas or beliefs affect treatment options? Benchmark – Mental Health Newsletter/Brochure
  6. List national and local resources where someone can receive support for this disorder.
  7. Include a minimum of two scholarly sources to support your assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success

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After reviewing the topic assigned chapters and the electronic resources in your study Topic Resources, choose between bipolar, major depression, or a somatic disorder. Create a newsletter or brochure that is between 750–1,200 words, either through Canva.com, Microsoft Word, or Microsoft PowerPoint, to address the following:

  1. Describe the chosen disorder and the assigned code from the current DSM.
  2. Which psychological model best fits this disorder (i.e., biological, cognitive)?
  3. Discuss the etiology of this disorder and the common symptoms, including the manifestation of the symptoms.
  4. Identify the different forms of treatment and therapy commonly prescribed for this disorder. Discuss the efficacy while considering a multicultural worldview.
  5. Examine the values and belief systems about behavioral health disorders across cultures. How would the various stigmas or beliefs affect treatment options? Benchmark – Mental Health Newsletter/Brochure
  6. List national and local resources where someone can receive support for this disorder.
  7. Include a minimum of two scholarly sources to support your assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success

 

Psychology homework help

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Part one: Describe the different historical definitions, causal explanations, and responses to white collar crime
Part two: Apply anomie theory to white collar crime
Part three: Analyze the interactional contexts in which white collar crimes most often occur
Part four: Explain the ways in which white collar offenders manage the stigma of white collar crime

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  • Relevance: the ideas expressed indicate that the student has read and comprehended the assigned material.
  • Clarity, coherence: the ideas are stated clearly and coherently.
  • Critical thinking: there is evidence that the student has adequately analyzed, synthesized, and evaluated the assigned material.
  • Poses a question for discussion: the posting articulates a question for discussion that pertains to the assigned material.
  • Spelling, grammar: the posting must meet university-level standards of spelling and grammar.
  • Length: each submission must be no less than 250 words in length; there is no maximum length.The word count must be listed at the end of each post. Psychology homework help

Reasons for making career changes in midlife

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Reasons for making career changes in midlife

Special Assignment – PSY 340

INSTRUCTIONS: Please, answer the following question(s) (Times New Roman, 10 / *double spaced not necessary for non-essay questions*)

1. This stage of adulthood presents many opportunities to make good choices and bad

choices for yourself. What are some behaviors or choices you repeatedly make that you might need to improve? These may include habits, negative perceptions, unmanaged stress, or other health-related behaviors. How might these behaviors be obstacles to later- life success?

2. Make a list of “good behaviors” and “bad behaviors” you displayed in your REAL life before college. Do you believe these behaviors can later map onto “Good outcomes” and “bad outcomes”? How or why?

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3. What are some good decisions you can make in your life now that you hope will continue to lead you to good outcomes down the road? Think about physical health, money management, decisions, emotional well-being, relationships and social behaviors, and even identity choices and personal values that would play a role in later stages of your development. Reasons for making career changes in midlife

4. What parts of development do you predict might stay the same as you move into and through your adulthood years? What might influence this stability as you mature?

5. Think of some aspects of personality and development that might change as you grow older. Do you expect that nature/genetics or nurture/experience has more influence on your personality and development over time? How would you know whether nature or nurture is responsible for a change?

6. What are some reasons why individuals might choose to NOT raise children in their lifetime? These may include personal reasons and/or medical reasons. If you were deciding whether or not to have children, what sorts of variables within your control would you take into consideration?

7. Imagine you sit down to dinner with your long-time friend and she tells you she is having jealousy issues in her marriage. Her husband, whom you get along with, is upset that she has gotten to be too close with a male coworker, and he is interpreting their friendly banter as flirting. What advice might you give to your friend to help her alleviate the situation?

 

 

8. Do you see yourself as the kind of person who will stay in the same type of job for a long time, perhaps into retirement, or as more of a job hopper in order to climb the professional ladder? Explain why you see yourself this way and what factors would influence your decision.

9. What are some actions that you, or someone you know, could take to create a healthy, successful marriage?

10. Consider the timing of when people have children. For those who have children during Adolescence or Emerging Adulthood, how might their life outcomes differ from those who have children during Young Adulthood or even Middle Adulthood? If you could choose the age at which you have children, which age would you choose, and what sorts of variables within your control would you take into consideration?

11. What kinds of stress responses do you tend to display in your real life? Make a list of some of your adaptive stress responses and consider how these serve as measures of resiliency. What are some maladaptive stress responses you’ve noticed about yourself or others? How might these responses contribute to even more stressful experiences? Reasons for making career changes in midlife

12. Based on class discussions, describe what circumstances you think leads an individual to a midlife crisis. What type of theory best explains this experience?

13. Overall, divorce rates have declined in the last 20 years, but among middle-aged couples, the rates are rising. Do an internet search to find what current statistics are available for different groups of individuals, then describe three factors that contribute to contemporary rises in middle-aged divorce rates.

14. Describe advantages and disadvantages of experiencing divorce in midlife. You might consider factors such as income, identity, mutual friends, investments, children and other family members, and the fact that dividing households later in a marriage will require divvying up items bought as a couple. How might divorce during young adulthood or late adulthood be different in terms of such factors? How might separation be different for long-term relationships where partners have been together but not married?

15. Based upon the theory and research about mid-life crises discussed in your textbook and class, how might you explain a 40-something-year-old family member’s sudden change towards unpredictable behaviors and emotionality?

16. How might some unique aspects of your cohort or generation have shaped your views of gender, sexual orientation, political viewpoints, or other categories of individual differences?

 

 

17. Long-term health effects are something to consider at nearly every age. What are some

behaviors or choices a person could make during midlife that could be obstacles to later- life success? These may include habits, negative perceptions, unmanaged stress, or other health-related behaviors.

18. How does your tolerance of people who are different from you compare to that of people in your parents’ generation? Is there a difference at all in your own family? Qualify your answer with examples and discuss why you believe differences, if any, exist.

19. How well do you think you would cope with balancing the needs of two generations of family members in the same home if both generations were living in YOUR home? As you manage and focus on your own relationship needs, as well as work responsibilities, bills, life goals and plans how do you think you’d cope with having others living in your home who may have their own (different) needs or plans? Explain why you would or would not cope well.

20. Describe how your job(s) can shape your perceptions and assessments of your overall life

satisfaction. Would the age at which you conduct a life review have any influence on how you rate your overall satisfaction? Why or why not?

21. How do you think your work history will play into your transition into and through

retirement, as you forecast into the later adulthood years? Consider financial factors, such as social security, retirement-savings planning, and whether to stay employed part-time, in your response.

22. What do you think might lead some people to experience a full-on midlife crisis, while

others experience a mild crisis or simply a strong need to change just one thing to accomplish a work or life goal?

23. Current national trends indicate that more middle-aged adults are caring for others than

ever before. “Others” often include boomerang children, or children who move back in to their parents’ home. What are some likely reasons for increases in parents having boomerang children?

24. Imagine that several of your peers changed companies at the same time that you were

considering a change into a new career. They cited a number of reasons for making career changes in midlife, including the following: there was little challenge at their current job; the challenges became routine; their jobs changed in ways they do not like; they lost their current jobs, so they are switching careers all together; they were asked to do more with fewer resources; technological advances rendered their jobs no longer enjoyable; they were unhappy with their status and wanted a fresh start; they feel burned out; this is the last time they can make a meaningful change towards more job satisfaction before running out of time. Which of these reasons would compel YOU to change jobs in midlife? Describe your thoughts for each answer you select.

25. Imagine that several of your peers changed companies at the same time that you were considering a change into a new career. They cited a number of reasons for making career changes in midlife, including the following: there was little challenge at their current job; the challenges became routine; their jobs changed in ways they do not like; they lost their current jobs, so they are switching careers all together; they were asked to do more with fewer resources; technological advances rendered their jobs no longer enjoyable; they were unhappy with their status and wanted a fresh start; they feel burned out; this is the last time they can make a meaningful change towards more job satisfaction before running out of time. Which of these reasons would compel YOU to change jobs in midlife? Describe your thoughts for each answer you select.

26. How do you see your midlife years leading you to successful (or unsuccessful) aging in

the near future?

27. Regardless of whether you are a parent or step-parent in your virtual life that you are leading, why do you think many parents report difficulties in maintaining or increasing intimacy with their adult children? In your answer, consider that for some parents their children often provide a perceived source of validation of their own beliefs, values, and standards. What are some reasons why or how children might resist their parents’ desires to maintain a close intimacy with them?

28. Sometimes older adults hesitate to give their adult children or other family members

unsolicited advice or feedback because it might cause tension in the relationship if that feedback is negative. How do you feel about giving younger adults your advice or opinions, particularly if it might cause tension? Are there times when it is appropriate or inappropriate to give someone unsolicited advice? Draw on your own experiences or even your virtual person to provide examples.

29. Based upon the theory and research about mid-life crises discussed in your textbook and

class, how might you explain a 40-something-year-old family member’s sudden change towards unpredictable behaviors and emotionality?

30. How can involvement in civic or religious activity buffer you against stress effects? Give

some examples from your personal life.

31. What are some reasons why you or your friends might continue to work past the age of retirement?

 

32. Imagine you are 65 years old and you are experiencing conflicts with your adult children over a number of things: communication and style of interaction; lifestyle choices and habits; parenting practices; values, religion, ideology, and politics; work habits; and standards of household maintenance. How might you approach these conflicts or communicate with your children about them? Which differences could you feel at ease with and which would really bother you? Reasons for making career changes in midlife

 

33. What employment problems might an older person face that could be the result of their age?

34. What are some internal and external factors that might contribute to a positive outlook about aging?

35. According to Nancy Schlossberg, there are multiple paths of retirement that adults may follow. (a) Continuers; (b) Involved spectators; (c) Adventurers; (d) Searchers; (e) Easy gliders; (f) Retreaters. Which of these paths seem most probable for you? Why?

36. How much and in what ways are older persons like yourself influenced by gender identity

beliefs? Do you think that gender issues are of concern for older adults?

37. What factors might lead a person to select gender atypical activities and life roles?

38. Some of the best predictors of successful aging are an individual’s general outlook on life and his or her ability to adapt to life’s events-expected and unexpected! Looking back over your virtual life, which experiences could contribute to successful aging, and which could have put you at risk for unsuccessful aging?

39. What are the benefits of connecting with others throughout life and particularly during

Late Adulthood? If you could do your virtual life over, would you do anything differently?

40. What model would you use to describe your coping with death and dying? Use your

textbook to identify the model and describe how the stages you confront might be played out in your late adulthood years. Comment on previous experiences in your life (in childhood, adolescence, or emerging adulthood ages) which might also contribute to such a response.

41. What model would you use to describe your coping with death and dying? Use your

textbook to identify the model and describe how the stages you confront might be played out in your late adulthood years. Comment on previous experiences in your life (in childhood, adolescence, or emerging adulthood ages) which might also contribute to such a response.

42. Do you expect to have a sense of ego integrity or ego despair as you move into and

through late adulthood? What might make you more or less likely to have a sense of integrity? What decisions might you have made either now or in your virtual past to cope differently with either negative or positive experiences you have had in your virtual life?

43. Why are siblings such an important factor in elderly individuals having successful coping

skills? Does this mean that aging persons without siblings (either due to loss or perhaps because they were an only child) are more at risk for problems in coping with aging?

 

 

How might only children compensate for lacking siblings and have positive outcomes in later adulthood?

44. As a projective assignment, write your own obituary about your virtual life. What

significant others in your life remain after you? What would you list as your meaningful moments or accomplishments, either those addressed within this virtual life course, or drawn from experiences not mentioned previously? You can write this from an observer’s point of view (third-person), or from your own perspective (first-person) as an autobiographical letter. Your instructor will provide you with more details about this assignment Reasons for making career changes in midlife.

Human Services Values Resources

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Human Services Values Resources

  • Discussion Participation Scoring Guide.

Reflect on the human services values described in this unit’s reading in An Introduction to Human Services, addressing the following:

  • Which human services value is the most difficult for you to practice? Include an example of a situation that encompasses that value and why it would be difficult for you to use it.
  • Which human services value is the most important to you and why?
  • How might your understanding of the values that guide practice help you determine your future professional development needs? Human Services Values Resources

After reading this chapter, you will be able to:

· • Write a description of the five commonly accepted human service values.

· • List four characteristics or qualities of helpers.

· • Distinguish among the three categories of helpers.

· • Identify the other helping professionals with whom a human service professional may interact.

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· • List the three areas of job responsibilities for human service professionals.

· • Provide examples of the roles included in each of the three areas of professional responsibilities.

Helping means assisting other people to understand, overcome, or cope with problems. The helper is the person who offers this assistance. This chapter’s discussion of the motivations for choosing a helping profession, the values and philosophies of helpers, and the special characteristics and traits helpers have assists in establishing an identity for the helper. We also define helpers as human service professionals, as well as introduce other professionals with whom they may interact. An important key to understanding human service professionals is an awareness of the many roles they engage in as they work with their clients and with other professionals.

In this chapter you will meet two human service professionals, Beth Bruce and Carmen Rodriguez. Beth is a counselor at a mental health center and has previous experience working with the elderly and adolescents. Carmen is a case manager at a state human service agency. She has varied responsibilities related to preparing clients for and finding gainful employment. Human Services Values Resources

WHO IS THE HELPER?

In human services, the helper is an individual who assists others. This very broad definition includes professional helpers with extensive training, such as  psychiatrists  and psychologists, as well as those who have little or no training, such as volunteers and other  nonprofessional helpers . Regardless of the length or intensity of the helper’s training, his or her basic focus is to assist clients with their problems and help them help themselves (Chang, Scott, & Decker, 2013; Okun & Kantrowitz, 2008).

The human service professional is a helper who can be described in many different ways. For example, effective helpers are people whose thinking, emotions, and behaviors are integrated (Cochran & Cochran, 2006). Such a helper, believing that each client is a unique individual different from all other clients, will greet each one by name, with a handshake and a smile. Others view a helping person as an individual whose life experiences most closely match those of the person to be helped. The recovering alcoholic working with substance abusers is an example of this perspective. Still another view of the helper, and the one with which you are most familiar from your reading of this text, is the  generalist  human service professional who brings together knowledge and skills from a variety of disciplines to work with the client as a whole person. Human Services Values Resources

Your understanding of the human service professional will become clearer as this section examines the reasons why individuals choose this type of work, the traits and characteristics they share, and the different categories of their actual job functions.

MOTIVATIONS FOR CHOOSING A HELPING PROFESSION

Work is an important part of life in the United States. It is a valued activity that provides many individuals with a sense of identity as well as a livelihood. It is also a means for individuals to experience satisfying relationships with others, under agreeable conditions.

Understanding vocational choice is as complex and difficult a process as actually choosing a vocation. Factors that have been found to influence career choice include individuals’ needs, their aptitudes and interests, and their self-concepts. Special personal or social experiences also influence the choice of a career. There have been attempts to establish a relationship between vocational choice and certain factors such as interests, values, and attitudes, but it is generally agreed that no one factor can explain or predict a person’s vocational choice. Donald Super, a leader in vocational development theory, believes that the vocational development process is one of implementing a self-concept. This occurs through the interaction of social and individual factors, the opportunity to try various roles, and the perceived amount of approval from peers and supervisors for the roles assumed. There are many other views of this process, but most theorists agree that vocational choice is a developmental process. Human Services Values Resources

How do people choose helping professions as careers? Among the factors that influence career choice are direct work experience, college courses and instructors, and the involvement of friends, acquaintances, or relatives in helping professions. Money or salary is a small concern compared with the goals and functions of the work itself. In other words, for individuals who choose helping as their life’s work, the kind of work they will do is more important than the pay they will receive.

There are several reasons why people choose the helping professions. It is important to be aware of these motivations because each may have positive and negative aspects. One primary reason why individuals choose helping professions (and the reason that most will admit) is the desire to help others. To feel worthwhile as a result of contributing to another’s growth is exciting; however, helpers must also ask themselves the following questions: To what extent am I meeting my own needs? Even more important, do my needs to feel worthwhile and to be a caring person take precedence over the client’s needs? Human Services Values Resources

Related to this primary motivation is the desire for self-exploration. The wish to find out more about themselves as thinking, feeling individuals leads some people to major in psychology, sociology, or human services. This is a positive factor, because these people will most likely be concerned with gaining insights into their own behaviors and improving their knowledge and skills. After employment, it may become a negative factor if the helper’s needs for self-exploration or self-development take precedence over the clients’ needs. When this happens, either the helper becomes the client and the client the helper, or there are two clients, neither of whose needs are met. This situation can be avoided when the helper is aware that self-exploration is a personal motivation and can be fulfilled more appropriately outside the helping relationship. Human Services Values Resources

Discussion Social Psychology

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Discussion Social Psychology

Research Proposal Paper: Each student will be asked to design a social psychologicalstudy. (The study should not be carried out.) The paper describing the study should be written inAPA style and should contain: 1) a title page; 2) an abstract; 3) an introduction, or literature review (with at least three references),ending with an original hypothesis; 4) a method section (in which the design is explained); and 4) a reference section. The report should be at least six pages long. Do not use websites as citations. ***Please do NOT put any type of results.This is a proposal of what study you would do if you were allowed, not what you have done.Thus, the abstract and method section should be written in future tense. a. Students are strongly encouraged to take drafts of their reports to the Writing Tutors at Academic Services

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Discussion Social Psychology (see http://www.nova.edu/tutoring-testing/index.html). Because this is a college course, grammatically correct writing is expected. b. This paper needs to be an EXPERIMENT or CORRELATIONAL STUDY with a testable hypothesis. The paper should not be written about an observationalstudy. c. This paper needs to be inAPA style.You should have the American PsychologicalAssociation Publication Manualas your guide. You can also use some of the information on the APA style website at www.apastyle.org. d. Of course, students must not plagiarize in this paper. It is your responsibility to know what plagiarism is and avoid doing it; however, one quick tip is that whenever you read information from somewhere else, you need to give that author(s) credit, right at that point in the paper, so that the reader knows exactly where you got your information. Note: Papers are to be submitted prior to or on the DUE date. Papers submitted late will be subject to a penalty of one-third of a letter grade per day. No paper will be accepted after the last day of the semester. For papers, websites are NOT acceptable as sources. If you have websites as sources, you will be marked off. If your paper is not in APA style, you will be marked off.

the topic will be about  Violence and Aggression  Discussion Social Psychology

the resource should be books not websites

Self-Reflection: Hays ADDRESSING Model

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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.

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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. Self-Reflection: Hays ADDRESSING Model

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

  • Self-Reflection: Hays ADDRESSING Model Scoring Guide.
  • Hays ADDRESSING Model Template [DOC].
  • Looking Into the Clinician’s Mirror: Cultural Self-Assessment. Self-Reflection: Hays ADDRESSING Model

Early Childhood: Physical and Cognitive Development

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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? Early Childhood: Physical and Cognitive Development

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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: Early Childhood: Physical and Cognitive Development

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 Early Childhood: Physical and Cognitive Development

. 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: Early Childhood: Physical and Cognitive Development

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: Early Childhood: Physical and Cognitive Development

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. Early Childhood: Physical and Cognitive Development

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) Early Childhood: Physical and Cognitive Development

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? Early Childhood: Physical and Cognitive Development

Structural Family Therapy Treatment Goals

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Structural Family Therapy Treatment Goals

You were introduced to a family in the structural family therapy demonstration video in this unit’s study (linked in Resources). Use the information about the family from the session you watched as your guide, and keep in mind what you read in each text (chapter 10) about goal development and treatment planning. Then, complete the following: (300 words or more)

  • 1. Identify the presenting problem.
  • 2. Devise three specific goals for this family based on the information from the demonstration. Include one goal addressing each of the early, middle, and late phases of treatment.
  • 3. Clearly and thoroughly discuss how you arrived at these goals and how these goals align with the structural family therapy model. Structural Family Therapy Treatment Goals

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Based on what you learned about the client family from the demonstration video (linked in Resources), imagine you are the therapist who will see them for their next visit. Identify an intervention from the structural family therapy model that you would apply in the session. In this discussion, briefly describe the intervention, including the following: (300 words or more)

  • Its general purpose and goal.
  • Who and what is the target of the intervention.
  • Some questions that would be used to apply this intervention.
  • The desired outcome of the intervention.
  • The elements that make this intervention systemic in nature.

Use the literature from the unit and any additional literature to support your discussion post. (chapter 7) Structural Family Therapy Treatment Goals

Theoretical Orientation Development Plan Paper

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Theoretical Orientation Development Plan Paper

I need this paper back by Wednesday January 24, 2018 at 10am, with a minimum of 7 scholarly references.

Behavior Therapy or Cognitive Behavior therapy

Required Assignments (RAs) are substantive assignments intended to measure student performance against selected course objectives and/or program outcomes within a course. RAs are completed by all students across all Argosy University campuses and delivery formats without exception.

Each RA contributes to a significant portion of the overall course grade and is assessed by faculty using the grading criteria designed for that assignment. These are individual assignments and students earn individual grades. Required Assignment: Theoretical Orientation Development Plan Paper 300 pts

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Description of RA: From what you have learned in this course, select a theoretical perspective that interests you the most. In this assignment, you will conduct a literature search on that theoretical approach and develop a personalized plan for your continued development. Theoretical Orientation Development Plan Paper

Theoretical Orientation Development Plan Paper Review the literature and construct a paper presenting and supporting your personal counseling theoretical preference (choosing from the major theories studied in this course). You should conduct a computerized literature search on the particular theoretical approach that feels like the best fit. Remember to select a theory that aligns with your worldview and your perspective of the best therapeutic relationship. References should be from empirical/scholarly works that support and further define the position. You should include the following in your paper:

• Summarize the fundamental elements of your theory of choice, including definitions of important terms, personality development, and major historical figures associated with the theory.

• Explain how your personal worldview (e.g. core beliefs about others and the world) connects to the theory of choice. • Explain how the therapeutic relationship aligns with your interpersonal style. Theoretical Orientation Development Plan Paper

• Discuss how your theory of choice addresses the multicultural nature of our diverse society.

• Present support for the effectiveness of your chosen theoretical approach by examining and analyzing the existing efficacy-based research. Include findings across age groups, gender, and/or multicultural groups.

• Discuss limitations of your chosen therapeutic approach, including any clients or presenting problems for which it may not be appropriate. Support your ideas with findings from existing research on the approach.

• Identify the ethical standards from the American Counseling Association’s Code of Ethics (2014) that apply to the use of an approach determined to be unsuitable for a particular group or presenting problem. Discuss the potential harm that could be caused by applying an unsuitable approach. Spring 1 – 2018

• Provide an example of how you would apply a minimum of two specific theoretical techniques to a fictitious client’s need.

• Provide a plan for how you will continue to develop your knowledge and skills related to that theory.

Your final deliverable will be a Word document, approximately 8-10 pages in length, utilizing a minimum of 7 scholarly references. Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, punctuation, and APA format. Theoretical Orientation Development Plan Paper

CACREP Standards: 2.F.5.a, 5.C.1.a, 5.C.1.b, 2.F.5.g, 2.F.5.h, 2.F.5.j, 5.C.3.b, 2.F.5.n, 2.F.2.c,

5.C.2.c, 2.F.1.i, 5.C.2.l

Theoretical Summary:   Summarize the fundamental elements of your theory of choice, including   definitions of important terms, personality development, and major historical   figures associated with the theory.

Summary clearly states all critical elements of the theory of choice.   All relevant technical terms are defined, theoretical understanding of   personality development is described, and the importance of each historical   figure is clearly and accurately stated. /40   pts.

Personal Worldview: Explain how your personal worldview connects   to the theory of choice.

Correlation between the   student’s worldview and the theory of choice is clearly stated. The effect of   the worldview towards the use of the theory is appropriate. /20   pts.

Interpersonal Style: Explain how the   therapeutic relationship described in your theory of choice aligns with your   interpersonal style.

Correlation   between important aspects of the therapeutic relationship and the student’s   interpersonal style is clearly stated. How the student’s interpersonal style   would be appropriate or be a challenge is clearly stated. /20   pts.

Cultural and

Developmental Considerations: Discuss how your   theory of choice addresses the multicultural nature of our diverse society   and individual developmental needs.

The effect of the theory   towards a variety of clients is accurate and clearly stated. /38   pts.

 

Theoretical Strengths: Present   research findings in support of the effectiveness of your chosen theoretical   approach.

Findings   are presented of at least one peer-reviewed, efficacy study on the chosen   theoretical approach. /30   pts.

 

Theoretical Limitations: Present   research findings related to the limitations of your chosen theoretical   approach.

Findings   are presented of at least one peer-reviewed study examining the limitations   of the chosen approach. /30   pts.  Theoretical Orientation Development Plan Paper

 

Ethical Considerations: Identify at   least two ethical standards from the ACA Code of Ethics that address the   inappropriate use of an approach or technique. Discuss specific, potential   harmful effects of doing so.

At   least two relevant ethical standards are identified, defined, and applied to   the potential misapplication of a technique or approach. At least two examples of potential harmful   effects are identified. /30   pts.

 

Technique Application: Provide an   example of how you would apply a minimum of two

specifically theoretical   techniques to a fictitious client’s need.

The   description of implementation correctly aligns with each theory. Specific   needs of the client are addressed, and the description of how each theory   addresses the specific needs is clear and accurate. /54   pts.

 

Plan for Development:   Describe how you will continue to develop your knowledge and skills related   to the selected theory.

The   plan includes details and specific resources that will be accessed and   utilized to increase and enhance knowledge and skills related to the theory   of choice. /10   pts.

Academic Writing

Write in a clear, concise, and organized manner; demonstrate ethical   scholarship in accurate representation and attribution of sources (i.e. APA);   and display accurate spelling, grammar, and punctuation.

Written   in a clear, concise, and organized manner; demonstrated ethical scholarship   in appropriate and accurate representation and attribution of sources; and   displayed accurate spelling, grammar, and punctuation. Use of scholarly   sources aligns with specified assignment requirements. /28   pts Theoretical Orientation Development Plan Paper.

 

Total /300   pts

SCIENTIFIC UNDERSTANDING OF BEHAVIOR

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SCIENTIFIC UNDERSTANDING OF BEHAVIOR

LEARNING OBJECTIVES

· Describe why an understanding of research methods is important.

· Describe the scientific approach to learning about behavior and contrast it with pseudoscientific research.

· Define and give examples of the four goals of scientific research: description, prediction, determination of cause, and explanation of behavior.

· Discuss the three elements for inferring causation: temporal order, covariation of cause and effect, and elimination of alternative explanations.

· Define, describe, compare, and contrast basic and applied research.

Page 2DO SOCIAL MEDIA SITES LIKE FACEBOOK AND INSTAGRAM IMPACT OUR RELATIONSHIPS? What causes alcoholism? How do our early childhood experiences affect our later lives? How do we remember things, what causes us to forget, and how can memory be improved? Why do we procrastinate? Why do some people experience anxiety so extreme that it disrupts their lives while others—facing the same situation—seem to be unaffected? How can we help people who suffer from depression? Why do we like certain people and dislike others? SCIENTIFIC UNDERSTANDING OF BEHAVIOR

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Curiosity about questions like these is probably the most important reason that many students decide to take courses in the behavioral sciences. Science is the best way to explore and answer these sorts of questions. In this book, we will examine the methods of scientific research in the behavioral sciences. In this introductory chapter, we will focus on ways in which knowledge of research methods can be useful in understanding the world around us. Further, we will review the characteristics of a scientific approach to the study of behavior and the general types of research questions that concern behavioral scientists.

IMPORTANCE OF RESEARCH METHODS

We are continuously bombarded with research results: “Happiness Wards Off Heart Disease,” “Recession Causes Increase in Teen Dating Violence,” “Breast-Fed Children Found Smarter,” “Facebook Users Get Worse Grades in College.” Articles and books make claims about the beneficial or harmful effects of particular diets or vitamins on one’s sex life, personality, or health. Survey results are frequently reported that draw conclusions about our beliefs concerning a variety of topics. The key question is, how do you evaluate such reports? Do you simply accept the findings because they are supposed to be scientific? A background in research methods will help you read these reports critically, evaluate the methods employed, and decide whether the conclusions are reasonable. SCIENTIFIC UNDERSTANDING OF BEHAVIOR

Many occupations require the use of research findings. For example, mental health professionals must make decisions about treatment methods, assignment of clients to different types of facilities, medications, and testing procedures. Such decisions are made on the basis of research; to make good decisions, mental health professionals must be able to read the research literature in the field and apply it to their professional lives. Similarly, people who work in business environments frequently rely on research to make decisions about marketing strategies, ways of improving employee productivity and morale, and methods of selecting and training new employees. Educators must keep up with research on topics such as the effectiveness of different teaching strategies or programs to deal with special student problems. Knowledge of research methods and the ability to evaluate research reports are useful in many fields.

Page 3It is also important to recognize that scientific research has become increasingly prominent in public policy decisions. Legislators and political leaders at all levels of government frequently take political positions and propose legislation based on research findings. Research may also influence judicial decisions: A classic example of this is the Social Science Brief that was prepared by psychologists and accepted as evidence in the landmark 1954 case of Brown v. Board of Education in which the U.S. Supreme Court banned school segregation in the United States. One of the studies cited in the brief was conducted by Clark and Clark (1947), who found that when allowed to choose between light-skinned and dark-skinned dolls, both Black and White children preferred to play with the light-skinned dolls (see Stephan, 1983, for a further discussion of the implications of this study)SCIENTIFIC UNDERSTANDING OF BEHAVIOR.

Behavioral research on human development has influenced U.S. Supreme Court decisions related to juvenile crime. In 2005, for instance, the Supreme Court decided that juveniles could not face the death penalty (Roper v. Simmons), and the decision was informed by neurological and behavioral research showing that the brain, social, and character differences between adults and juveniles make juveniles less culpable than adults for the same crimes. Similarly, in the 2010 Supreme Court decision Graham v. Florida, the Supreme Court decided that juvenile offenders could not be sentenced to life in prison without parole for non-homicide offenses. This decision was influenced by research in developmental psychology and neuroscience. The court majority pointed to this research in their conclusion that assessment of blame and standards for sentencing should be different for juveniles and adults because of juveniles’ lack of maturity and poorly formed character development (Clay, 2010).

Research is also important when developing and assessing the effectiveness of programs designed to achieve certain goals—for example, to increase retention of students in school, influence people to engage in behaviors that reduce their risk of contracting HIV, or teach employees how to reduce the effects of stress. We need to be able to determine whether these programs are successfully meeting their goals.

Finally, research methods are important because they can provide us with the best answers to questions like those we posed at the outset of the chapter. Research methods can be the way to satisfy our native curiosity about ourselves, our world, and those around us.

WAYS OF KNOWING

We opened this chapter with several questions about human behavior and suggested that scientific research is a valuable means of answering them. How does the scientific approach differ from other ways of learning about behavior? People have always observed the world around them and sought explanations for what they see and experience. However, instead of using a scientific approach, many people rely on  intuition  and  authority  as primary ways of knowing.

Page 4

Intuition

Most of us either know or have heard about a married couple who, after years of trying to conceive, adopt a child. Then, within a very short period of time, they find that the woman is pregnant. This observation leads to a common belief that adoption increases the likelihood of pregnancy among couples who are having difficulties conceiving a child. Such a conclusion seems intuitively reasonable, and people usually have an explanation for this effect—for example, the adoption reduces a major source of marital stress, and the stress reduction in turn increases the chances of conception (see Gilovich, 1991).

This example illustrates the use of intuition and anecdotal evidence to draw general conclusions about the world around us. When you rely on intuition, you accept unquestioningly what your own personal judgment or a single story about one person’s experience tells you. The intuitive approach takes many forms. Often, it involves finding an explanation for our own behaviors or the behaviors of others. For example, you might develop an explanation for why you keep having conflicts with your roommate, such as “he hates me” or “having to share a bathroom creates conflict.” Other times, intuition is used to explain intriguing events that you observe, as in the case of concluding that adoption increases the chances of conception among couples having difficulty conceiving a child.

A problem with intuition is that numerous cognitive and motivational biases affect our perceptions, and so we may draw erroneous conclusions about cause and effect (cf. Fiske & Taylor, 1984; Gilovich, 1991; Nisbett & Ross, 1980; Nisbett & Wilson, 1977). Gilovich points out that there is in fact no relationship between adoption and subsequent pregnancy, according to scientific research investigations. So why do we hold this belief? Most likely it is because of a cognitive bias called illusory correlation that occurs when we focus on two events that stand out and occur together. When an adoption is closely followed by a pregnancy, our attention is drawn to the situation, and we are biased to conclude that there must be a causal connection. Such illusory correlations are also likely to occur when we are highly motivated to believe in the causal relationship. Although this is a natural thing for us to do, it is not scientific. A scientific approach requires much more evidence before conclusions can be drawn SCIENTIFIC UNDERSTANDING OF BEHAVIOR.

Authority

The philosopher Aristotle said: “Persuasion is achieved by the speaker’s personal character when the speech is so spoken as to make us think him credible. We believe good men more fully and readily than others.” Aristotle would argue that we are more likely to be persuaded by a speaker who seems prestigious, trustworthy, and respectable than by one who appears to lack such qualities.

Many of us might accept Aristotle’s arguments simply because he is considered a prestigious authority—a convincing and influential source—and his Page 5writings remain important. Similarly, many people are all too ready to accept anything they learn from the Internet, news media, books, government officials, celebrities, religious figures, or even a professor! They believe that the statements of such authorities must be true. The problem, of course, is that the statements may not be true. The scientific approach rejects the notion that one can accept on faith the statements of any authority; again, more evidence is needed before we can draw scientific conclusions.

Empiricism

The scientific approach to acquiring knowledge recognizes that both intuition and authority can be sources of ideas about behavior. However, scientists do not unquestioningly accept anyone’s intuitions—including their own. Scientists recognize that their ideas are just as likely to be wrong as anyone else’s. Also, scientists do not accept on faith the pronouncements of anyone, regardless of that person’s prestige or authority. Thus, scientists are very skeptical about what they see and hear. Scientific skepticism means that ideas must be evaluated on the basis of careful logic and results from scientific investigations.

If scientists reject intuition and blind acceptance of authority as ways of knowing about the world, how do they go about gaining knowledge? The fundamental characteristic of the scientific method is empiricism—the idea that knowledge is based on observations. Data are collected that form the basis of conclusions about the nature of the world. The scientific method embodies a number of rules for collecting and evaluating data; these rules will be explored throughout the book.

The Scientific Approach

The power of the scientific approach can be seen all around us. Whether you look at biology, chemistry, medicine, physics, anthropology, or psychology, you will see amazing advances over the past 5, 25, 50, or 100 years. We have a greater understanding of the world around us, and the applications of that understanding have kept pace. Goodstein (2000) describes an “evolved theory of science” that defines the characteristics of scientific inquiry. These characteristics are summarized below.

· Data play a central role For scientists, knowledge is primarily based on observations. Scientists enthusiastically search for observations that will verify or reject their ideas about the world. They develop theories, argue that existing data support their theories, and conduct research that can increase our confidence that the theories are correct. Observations can be criticized, alternatives can be suggested, and data collection methods can be called into question. But in each of these cases, the role of data is central and fundamental. Scientists have a “show me, don’t tell me” attitude SCIENTIFIC UNDERSTANDING OF BEHAVIOR.