discuss both the phenomenological research methods in psychology that emerged from the philosophies of Husserl and Heidegger and the theorists/psychologists who developed those methods.

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The quest to understand the lived experience and the philosophical structures of experience and consciousness is the focus of a movement that began in the early years of the 20th Century. The movement is called phenomenology because the movement explores the lived experience of phenomena. Edmund Husserl and Martin Heidegger were two of the prominent philosophers who developed this method of inquiry though each took a significantly different philosophical approach to understanding human experience. In this assignment, you will discuss the psychology research methods that emerged from the philosophies of Husserl and Heidegger and the researchers who developed those methods.

General Requirements:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Write a paper (1,250-1,500 words) in which you discuss both the phenomenological research methods in psychology that emerged from the philosophies of Husserl and Heidegger and the theorists/psychologists who developed those methods. Include the following in your paper:

  1. A discussion of at least two phenomenological research methods that emerged from the phenomenological philosophy of Husserl. What were the central tenets of each method? What is known about the theorists/psychologists who developed each method?
  2. A discussion of at least two phenomenological research methods that emerged from the phenomenological philosophy of Heidegger. What were the central tenets of each method? What is known about the theorists/psychologists who developed each method?
  3. A contrast of the primary differences among the phenomenological research methods identified above. How does each method address approaches to data gathering, data analysis, and the role of the researcher?
  4. A research-based statement of and rationale for the method you believe allows the best understanding of human experience.

What roles do the mitigating and aggravating circumstances play in capital sentencing?

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3.1 Assignment 1: Case Study Analysis

Case Study: The Role of the Forensic Psychology Professional in Capital Punishment Sentencing

Mr. Fryer has a long history of psychiatric hospitalizations related to his diagnosis of paranoid schizophrenia. His delusions revolve around the belief in uniformed spies who have been sent to execute him. He reports auditory and visual hallucinations when not on his medication. He was arrested for trespassing after he was found sleeping in the delivery shed of a warehouse.

During his stay in jail, he was put on antipsychotic medications, and he was released with time served after spending fifty-four days in the jail. Upon his release, he returned to live on the streets and stopped taking his medications. While sleeping on a park’s bench, he was assaulted by several youths, who hit and kicked him. Although his assailants left him on the ground with no serious injuries, Mr. Fryer was convinced that the juveniles who assaulted him were spies who would return to assassinate him.

He found a seventeen-inch pipe to use as a defensive weapon, and, fearing for his life, he hid in the shadows the remainder of the evening. In the morning, he saw two uniformed youths approaching him. A twelve-year-old boy and his fourteen-year-old brother were on their way to a Boy Scout meeting. Mr. Fryer ran up behind the boys and started swinging the pipe wildly, screaming they would never take him alive. He struck the twelve-year-old boy on the head, causing him severe brain trauma. The fourteen-year-old boy was able to flee but only after receiving a blow on the face. Mr. Fryer returned to the twelve-year-old boy and bludgeoned him to death.

He was still hitting the lifeless body when the police arrived. As soon as the police car pulled up, he dropped the pipe and sat in silence as he was subdued. He was determined by the court to be not competent to stand trial and was committed to a state hospital for restoration of competence. After eight months of pharmacological treatment, he was determined by the court to be competent to stand trial and was subsequently tried and convicted of capital murder.

The following are the mitigating circumstances in this case:

· At the time of the offense, Mr. Fryer was under extreme emotional and mental distress.

· At the time of the offense, Mr. Fryer was substantially unable to appreciate the wrongfulness of his act or conform his actions to the requirements of the law.

The following are the aggravating circumstances in this case:

· The crime was committed in a wanton, atrocious, and cruel manner.

· Mr. Fryer is likely to commit criminal acts in the future.

250 words:

· You are hired by the defense to assist in the sentencing phase. Analyze the case study and address the following:

o How should you proceed? Provide reasons to support your answer.

o What roles do the mitigating and aggravating circumstances play in capital sentencing?

o What issues will you address as a forensic psychology professional?

o How will you support your opinion in front of the court? Provide examples and references.

How would you prepare for direct examinations and cross-examinations?

What standards are used by courts to determine who is an expert witness?

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Consultation

 

2:2 Assignment 2: Court Standards

Tasks:

Explore court standards, rules, and regulations and the differences among them for selecting and approving professional witnesses and determining admissibility of expert testimony. Use resources from professional literature and conduct research to support your responses. Professional literature may include relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov).

Write a 3- to 4-page paper, including the following:

· What standards are used by courts to determine who is an expert witness?

· What standards are used by courts to determine the admissibility of expert testimony?

· What are the differences between standards for sentencing, commitment, and competencies in civil and criminal courts?

Formulate a treatment plan including short- and long-term goals.

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Application: Applying Bowenian and Structural Theories

Theory-based treatment planning, the type you will use throughout this course, is informed, and guided by your theoretical orientation. Incorporating your theoretical orientation into treatment planning will help you set goals and choose treatment techniques and interventions appropriate for the client(s) you serve (Gehart & Tuttle, 2003). This week you apply two counseling theories, Bowenian and structural, to formulate your treatment planning and apply appropriate interventions.

In this Application Assignment, you watch videos of counselors demonstrating the use of Bowenian and structural theories in family counseling. You then formulate treatment plans for the families in the videos, applying the theories in question and justifying the use of appropriate interventions. Keep in mind that while you may not have adopted either of these theories as your theoretical orientation, you should still base your treatment planning and interventions on them for the purposes of this Application Assignment.

Reference: Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists. Belmont, CA: Brooks/Cole.

The assignment (4–6 pages) Based on the theory demonstrated in both videos:

· Define the problem.

· Formulate a treatment plan including short- and long-term goals.

· Describe two theory-based interventions you would use and justify your selection.

· Explain one anticipated outcome of each.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To view this week’s media resources, please use the streaming media players below.

Required Resources

Media

· Video: Psychotherapy.net. (Producer). (n.d.). Bowenian family therapy [Motion picture]. [With Philip Guerin, MD]. United States: Psychotherapy.net. Retrieved from the Walden Library databases.

· Video: Psychotherapy.net. (Producer). (n.d.). Structural family therapy [Motion picture]. [With Harry Aponte, LCSW]. United States: Psychotherapy.net. Retrieved from the Walden Library databases.

Readings

· Course Text: Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists. Belmont, CA: Brooks/Cole.

·

. Chapter 1, “Treatment Planning”

. Chapter 2, “Structural Family Therapy”

. Chapter 8, “Intergenerational Family Therapy”

· Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.

·

. Chapter 9, “Bowen Family Systems Couple Therapy”

. Chapter 13, “Structural Couple Therapy”

· Article: Brown, N. D., & Samis, M. C. (1986). The application of structural family therapy in developing the binuclear family. Mediation Quarterly, (14/15), 51–69. Retrieved from the Walden Library databases.

· Article: Farmer, C., & Geller, M. (2005). The integration of psychodrama with Bowen’s theories in couples therapy. Journal of Group Psychotherapy, Psychodrama & Sociometry, 58(2), 70–85. Retrieved from the Walden Library databases.

· Article: Larson, J. H., & Wilson, S. M. (1998). Family of origin influences on young adult career decision problems: A test of Bowenian theory. American Journal of Family Therapy, 26(1), 39–53. Retrieved from the Walden Library databases.

Optional Resources Readings

· Book: Bitter, J. R., Long, L. L., & Young, M. E. (2010). Introduction to marriage, couple, and family counseling. Mason, OH: Cengage.

·

. Chapter 4, “Multigenerational Family Therapy”

. Chapter 8, “Structural Family Therapy”

Guilty or Not Guilty: Does It Matter?

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Consultation

2:1 Assignment 1: Case Study Analysis

Case Study: Guilty or Not Guilty: Does It Matter?

Dr. Jennifer Bauer has been asked by the defense attorney to assist in jury selection. The defendant is a battered wife who has been accused of murdering her abusive husband one night when he was drunk and became verbally abusive.

The defense attorney has also hired a prominent psychiatrist who has suggested that the defense attorney use the battered woman syndrome as a defense strategy. Dr. Bauer thinks that this is a poor decision since the syndrome evidence has not been very successful in court cases, and she believes that the argument would be more successful using posttraumatic stress disorder (PTSD) as a defense. However, she was hired to assist in jury selection and not to help develop the defense strategy. Additionally, the psychiatrist retained by the attorney has developed a career arguing the syndrome evidence in courts and is not very receptive to criticism.

Dr. Bauer reads through the discovery materials, including the evidence provided by the defense and the prosecution. Despite her empathy for battered women, Dr. Bauer feels that the weak defense strategy along with the strong evidence against the defendant will lead to a guilty verdict for the defendant.

During the voir dire process, Dr. Bauer decides that many of the potential jurors are not sympathetic toward the defendant. She decides that the only possibility is to hope for a mistrial by employing the poison pill strategy. She hopes to select jurors whose strong personality differences make them clash so much during the deliberations that they are unable to come to a unanimous verdict.

· How should Dr. Bauer proceed? Provide reasons to support your answer.

· Should she offer her advice regarding the syndrome evidence? Why or why not?

· Should she pursue the poison pill strategy? Why or why not?

Describe any gaps that may exist in the interventions that the resource provides.

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Application: Community Counseling Resources

George Albee, commonly known as the “father” of prevention, stated in 1958 that the mental health profession will never be able to train enough mental health professionals to adequately treat those individuals with mental health problems. The solution, he suggested, is to target mental health services toward the prevention of mental health difficulties (Albee, 1959). The counseling profession as a whole has prevention at its historical and aspirational roots, and marriage, couple, and family counseling is no exception. In fact, marriage, couple, and family counseling possesses unique qualities that can aid in preventative interventions to families and couples across the lifespan.

As a marriage, couple, and family counselor, you will be required to be aware of and be able to evaluate the mental health services provided in your community, from treatment to primary preventative interventions. For this Assignment, select one issue from the following list: substance abuse, domestic violence, child abuse and neglect, child/adolescent drug/alcohol abuse, or depression. Identify a resource in your own community that provides primary, secondary, and tertiary interventions for the issue you selected. Then, consider any gaps that may exist in the interventions provided and how you might address them.

Reference: Albee, G. W. (1959). Mental health manpower trends. New York: Basic Books.

The assignment (2–3 pages)

· Analyze primary, secondary, and tertiary couple and family counseling interventions provided by community resources. Remember that “primary services” focus mainly on preventative efforts and those services geared towards early intervention. “Secondary services” can be described as those services, such as screening, assessment, and intervention in which direct care is provide for active concerns and issues. “Tertiary Care” is defined as specialized care and/or services provided to a client family upon referral, such as vocational rehabilitation, case management, and specialized aftercare.”(Ballard, n.d.)

· Identify the issue you selected.

· Describe the community resource you selected related to this issue, including the primary, secondary, and/or tertiary intervention(s) it provides for your community.

· Describe any gaps that may exist in the interventions that the resource provides.

· Explain how you might address these gaps. Be specific.

Learning Resources

Required Resources

Readings

· Course Introduction (located in the left navigation bar)

· Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.

·

. Chapter 1, “The Theory and Practice of Couple Therapy: History, Contemporary Models, and a Framework for Comparative Analysis”

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

· Article: Albee, G. W., & Ryan, K. (1998). An overview of primary prevention. Journal of Mental Health, 7(5), 441–449. Retrieved from the Walden Library databases.

· Article: Case, E. A., & Lindhorst, T. P. (2009). Toward a multi-level, ecological approach to the primary prevention of sexual assault: Prevention in peer and community contexts. Trauma, Violence, & Abuse, 10(2), 91–114. Retrieved from the Walden Library databases.

· Article: Hansen, J. T. (2009). Self-awareness revisited: Reconsidering a core value of the counseling profession. Journal of Counseling & Development, 87(2), 186–193. Retrieved from the Walden Library databases.

· Article: McCarthy, B., Ginsberg, R. L., & Cintron, J. A. (2008). Primary prevention in the first two years of marriage. Journal of Family Psychotherapy, 19(2), 143–156. Book Excerpt: Lewis, J. A., Lewis, M. D., Daniels, J. A., & D’Andrea, M. J. (2002). The Community Counseling Model Click for more options . In J. A. Lewis, M. D. Lewis, J. A. Daniels, & M. J. D’Andrea, Community counseling: Empowerment strategies for a diverse society (pp. 1–44). Belmont, CA: Brooks/Cole.

Optional Resources

Articles

· American Counseling Association. (2005). ACA code of ethics. Retrieved from http://www.counseling.org/Resources/aca-code-of-ethics.pdf

· International Association of Marriage and Family Counselors. (n.d.). IAMFC ethical codes. Retrieved from http://www.iamfconline.org/public/department3.cfm

With these Learning Resources in mind, please proceed to the Discussi

how do good moods lead to mastery orientation which leads to self-authored forms of mind. 

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Conduct two low-risk experiments to test your “big assumptions” as outlined in your Purpose Map + Experimental Design (Explained in Documents Below).

Write your reflections on your overall developmental journey (can be made up) and integrate those reflections with the concepts and readings from the course in your analysis (concepts outlined below). Based on that integration, design a medium-risk experiment that you could undertake following completion of the course. This experiment would test a “big assumption” as it relates to at least one feedback loop between two topics.

The total length of your reflections is limited to 10 double-spaced pages. Please use Times New Roman 12 point font. 

Feedback Loop Topics:

-Moods

-Mastery and Helpless Oriented Patterns

-Forms of Mind

Feedback Loop: How bad moods lead to helpless oriented patterns which lead to socialized forms of mind or how good moods lead to mastery orientation which leads to self-authored forms of mind. 

As if a loop exists in the brain which makes negative go to negative and positive to positive in repetitive cycles. 

(All topics are described in respective documents below)

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    ScreenShot2018-11-21at7.20.45PM.png
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    PurposeMaps.docx
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    BigAssumption-HowTo.docx
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    Moods.pdf
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    MateryHelpless.pdf
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    FormsofMind-1.pdf
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    FormsofMind-2.pdf

explain any challenges you may face when working with couples and families based on your current skills

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Discussion 1

The Dynamics of Marriage, Couple, and Family Counseling Many of the counseling theories and techniques you have studied thus far in your program are applicable to both individual and marriage, couple, and family counseling. However, working with couples and families presents numerous theoretical, ethical, and practical challenges that are not present when counseling individuals. Delineating these challenges and recognizing the differences between the two subsets of counseling is an important exercise as you gain more advanced counseling knowledge and skills. This exercise will help you capture the complexity of working with clients from a systems perspective and have self-awareness of any skills you need to develop. With these thoughts in mind: Discussion Question:

Give three examples of how marriage, couple, and family counseling differs from individual counseling. Then, explain any challenges you may face when working with couples and families based on your current skills. Be specific.

·

· Resources

·

· Article: Albee, G. W., & Ryan, K. (1998). An overview of primary prevention. Journal of Mental Health, 7(5), 441–449. Retrieved from the Walden Library databases.

· Article: Case, E. A., & Lindhorst, T. P. (2009). Toward a multi-level, ecological approach to the primary prevention of sexual assault: Prevention in peer and community contexts. Trauma, Violence, & Abuse, 10(2), 91–114. Retrieved from the Walden Library databases.

· Article: Hansen, J. T. (2009). Self-awareness revisited: Reconsidering a core value of the counseling profession. Journal of Counseling & Development, 87(2), 186–193. Retrieved from the Walden Library databases.

· Article: McCarthy, B., Ginsberg, R. L., & Cintron, J. A. (2008). Primary prevention in the first two years of marriage. Journal of Family Psychotherapy, 19(2), 143–156. Book Excerpt: Lewis, J. A., Lewis, M. D., Daniels, J. A., & D’Andrea, M. J. (2002). The Community Counseling Model Click for more options . In J. A. Lewis, M. D. Lewis, J. A. Daniels, & M. J. D’Andrea, Community counseling: Empowerment strategies for a diverse society (pp. 1–44). Belmont, CA: Brooks/Cole.

Optional Resources

Articles

· American Counseling Association. (2005). ACA code of ethics. Retrieved from http://www.counseling.org/Resources/aca-code-of-ethics.pdf

· International Association of Marriage and Family Counselors. (n.d.). IAMFC ethical codes. Retrieved from http://www.iamfconline.org/public/department3.cfm

how does understanding your own biopsychosocial development help you as a social worker

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 III. Psychological

a. pick one theory such as Erikson, Kolhberg, Fowler, or Racial Cultural Development and describe/define it.

b. discuss your psychological development through the theory you selected

IV. Social

a. how did you move from parent dependence to independence

b. how were your interactions with your peer groups

c. did you ever get in trouble for repetitive negative behaviors

i. if you did, how did you reverse the negative behaviors.
V. Foundation Frameworks

a. pick a foundational framework, either strengths perspective or ecosystems theory (micro, meso, macro) and describe/define it

b. Talk about your adolescence through one of these two lenses.

VI. Conclusion

a. how does understanding your own biopsychosocial development help you as a social worker

Explain the trend towards cultural-clinical psychology and the suitability of clinical assessments with diverse clients.

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Literature Review

Prior to beginning work on this assignment, read the Ryder, Ban, & Chentsova-Dutton (2011) “Towards a Cultural-Clinical Psychology,” American Psychological Association (2014) “Guidelines for Prevention in Psychology,” Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

Clinical and counseling psychology is a dynamic field that is constantly evolving and striving toward better treatment options and modalities. In this literature review, you will explore and integrate psychological research into a literature review, addressing current trends in three major areas of clinical and counseling psychology: assessment, clinical work, and prevention.

In your review, include the following headings, and address the required content.

Assessment
Support this section with information from the Ryder et al. (2011) article “Towards a Cultural-Clinical Psychology” and at least one additional peer-reviewed article from the Ashford University Library.

  • Compare the assessments currently in use by clinical and counseling psychologists.
  • Explain the trend towards cultural-clinical psychology and the suitability of clinical assessments with diverse clients.

Clinical work
Support this section using a minimum of three peer-reviewed articles from the Ashford University Library. The recommended articles for this week may be useful in generating your response.

  • Compare and contrast technical eclecticism, assimilative integration and theoretical integration.
  • Provide a historical context and identify the major theorists for each perspective.
  • Assess the trends in psychotherapy integration.
  • List three pros and cons for each perspective, sharing which perspective most closely aligns with your own.
  • Analyze the major trends in psychology and explain the connection between evidenced-based practices and psychotherapy integration.

Prevention
Review the “Guidelines for Prevention in Psychology” (American Psychological Association, 2014), and support this section with information from the Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

  • Describe general prevention strategies implemented by clinical and counseling psychologists at the micro, meso, exo, and macro levels.

The Literature Review

  • Must be 7 to 10 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 seven peer-reviewed sources in addition to the course text.
  • 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.

Waypoint Assignment Submission

The assignments in this course will be submitted to Waypoint.  Please refer to the instructions below to submit your assignment.

  1. Click on the Assignment Submission button below. The Waypoint “Student Dashboard” will open in a new browser window.
  2. Browse for your assignment.
  3. Click Upload.
  4. Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint.

For more detailed instructions, refer to the Waypoint Tutorial (Links to an external site.)