by Carl Martins

STANDARDS ON ASSESSMENTS AND THERAPY

STANDARDS ON ASSESSMENTS AND THERAPY

STANDARDS ON ASSESSMENTS AND THERAPY

PART1-Due Thursday

Respond to the following in a minimum of 175 words:

Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:

  1. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
  2. Describe how you will apply that learning in your daily life, including your work life. STANDARDS ON ASSESSMENTS AND THERAPY
  3. Describe what may be unclear to you, and what you would like to learn.

PART2- 

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Case Study Seven Worksheet

Respond to the following questions in 1,250 to 1,500 words.

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

2. To what extent, if any, should Dr. Vaji consider Leo’s ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic White, Hispanic, on non-Hispanic Black?

3. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 17.05 relevant to this case? Which other standards might apply?

4. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and obligations to stakeholders?

5. What steps should Dr. Vaji take to ethically implement his decision and monitor its effects?

Reference

C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks, CA: Sage.

PART3-Develop an 2-slide Microsoft® PowerPoint® presentation with detailed speaker notes on the selection process of a culture-neutral assessment. Include examples of when culture-biased assessments have been problematic.

Use a minimum of 2 peer reviewed (scholarly journal articles) sources.

(I WILL ADD MORE DETAILS FOR PART 3 BY TUESDAY)

REFERENCE

Chapter 12 Standards on Assessment 9. Assessment

9.01 Bases for Assessments

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The balance icon represents legal standards.  This section mentions legal and military/criminal standards. This section mentions legal standards.   This section mentions legal and people standards.       This section mentions legal, HIPAA regulation, and military/criminal standards.    This section mentions legal, education, organizational, and HIPAA regulation standards.   This section mentions electronic media and electronic media standards.              This section mentions legal, military/criminal and HIPAA regulation standards.        This section mentions legal, health, HIPAA regulation, pharmaceutical, people, and electronic media standards. This section mentions legal and people standards. This section mentions legal standards. This section mentions legal standards. This section mentions legal standards.
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by Carl Martins

Multiple Regression Paper

Multiple Regression Paper

Multiple Regression Paper

this question has two parts, and it should be answered separately. You must have SPSS to answer this. Multiple Regression Paper

1. Discussion

2. Assignment

  • attachmentWk9MultipleRegression.docx
  • attachmentregression-diagnosticsWK9RESOURCE.pdf
  • attachmentregression-diagnostics2WK9RESOURCE.pdf
  • attachmentGSS2014_student_8210.sav
  • attachmentHSLongStudy_student.sav
  • attachmentAfrobarometerstudent821010.sav

Wk 9: Multiple Regression

Last week you explored the predictive nature of bivariate, simple linear regression. As you found out, and its name implies, bivariate regression only uses one predictor variable. As social scientists, we frequently have questions that require the use of multiple predictor variables. Moreover, we often want to include control variables (i.e., workforce experience, knowledge, education, etc.) in our model. Multiple regression allows the researcher to build on bivariate regression by including all of the important predictor and control variables in the same model. This, in turn, assists in reducing error and provides a better explanation of the complex social world.

In this week, you will examine multiple regression. In your examination, you will construct research questions, evaluate research design, and analyze results related to multiple regression.

Learning Objectives

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Students will:

· Construct research questions

· Evaluate research design through research questions

· Analyze multiple regression

· Analyze measures multiple regression

· Evaluate significance of multiple regression

· Analyze results for multiple regression testing

· Analyze assumptions of correlation and bivariate regression (assessed in Week 10)

· Analyze implications for social change (assessed in Week 10)

· Evaluate research related to correlation and bivariate regression

Learning Resources

Required Readings

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 12, “Regression and Correlation” (pp. 325-371) (previously read in Week 8)

Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 11, “Editing Output” (previously read in Week 2, 3, 4, 5. 6, 7, and 8)

Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210. Retrieved from http://academicguides.waldenu.edu/rsch8210

For help with this week’s research, see this Course Guide and related weekly assignment resources.

Document: Walden University: Research Design Alignment Table

Datasets

Document: Data Set 2014 General Social Survey (dataset file)

Use this dataset to complete this week’s Discussion.

Note: You will need the SPSS software to open this dataset.

Document: Data Set Afrobarometer (dataset file)

Use this dataset to complete this week’s Assignment.

Note: You will need the SPSS software to open this dataset.

Document: High School Longitudinal Study 2009 Dataset (dataset file)

Use this dataset to complete this week’s Assignment.

Note: You will need the SPSS software to open this dataset.

Required Media

Laureate Education (Producer). (2016g). Multiple regression [Video file]. Baltimore, MD: Author.

Discussion: Multiple Regression

This Discussion assists in solidifying your understanding of statistical testing by engaging in some data analysis. This week you will work with a real, secondary dataset to construct a research question, estimate a multiple regression model, and interpret the results.

Whether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. For this Discussion, you will post your response to the hypothesis test, along with the results. Be sure and remember that the goal is to obtain constructive feedback to improve the research and its interpretation, so please view this as an opportunity to learn from one another.

To prepare for this Discussion:

· Review this week’s Learning Resources and media program related to multiple regression.

· Create a research question using the General Social Survey that can be answered by multiple regression.

By Day 3

Use SPSS to answer the research question. Post your response to the following:

1. What is your research question?

2. What is the null hypothesis for your question?

3. What research design would align with this question?

4. What dependent variable was used and how is it measured?

5. What independent variable is used and how is it measured?

6. What other variables were added to the multiple regression models as controls?

7. What is the justification for adding the variables?

8. If you found significance, what is the strength of the effect?

9. Explain your results for a lay audience, explain what the answer to your research question.

Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Assignment: Multiple Regression in Practice

For this Assignment, you will continue your practice as a critical consumer of research. You will critically evaluate a scholarly article related to multiple regression.

To prepare for this Assignment:

· Use the Course Guide and Assignment Help found in this week’s Learning Resources and search for a quantitative article that includes multiple regression testing. Also, you can use as guide the Research Design Alignment Table located in this week’s Learning Resources.

For this Assignment:

Write a 3- to 5-paragraphs critique of the article (2 to 3 pages). In your critique, include responses to the following:

· Why did the authors use multiple regression?

· Do you think it’s the most appropriate choice? Why or why not?

· Did the authors display the data?

· Do the results stand alone? Why or why not?

· Did the authors report effect size? If yes, is this meaningful?

Use proper APA format, citations, and referencing.

By Day 7

Submit your Assignment: Multiple Regression Practice.

· NO Plagiarism, I agree to submit my paper(s) to the Global Reference Database.

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by Carl Martins

Standards On Education, Training Research And Publication

Standards On Education, Training Research And Publication

Standards On Education, Training Research And Publication

PART1- Due Thursday Respond to the following in a minimum of 175 words:

Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:

  1. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
  2. Describe how you will apply that learning in your daily life, including your work life. Standards On Education, Training Research And Publication
  3. Describe what may be unclear to you, and what you would like to learn.

PART2- 

University of Phoenix Material

Case Study Four Worksheet

Respond to the following questions in 1,500 to 1,750 words.

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

2. Does this situation meet the standards set by the duty to protect statue? How might whether or not Dr. Yeung’s state includes researchers under such a statute influence Dr. Yeung’s ethical decision making? How might the fact that Dr. Yeung is a research psychologist without training or licensure in clinical practice influence the ethical decision?

3. How are APA Ethical Standards 2.01a b, and c; 2.04; 3.04; 3.06; 4.01; 4.02; and 10.10a relevant to this case? Which other standards might apply?

4. What are Dr. Yeung’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and Dr. Yeung’s obligations to stakeholders?

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5. What steps should Dr. Yeung take to ethically implement her decision and monitor its effects?

Reference

Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks, CA: Sage.

PART3- I will post part 3 Tuesday, it will consist of two power-point slides.

Reference

Psychologists responsible for education and training programs have an obligation to establish relationships of loyalty and trust with their institutions, students, and members of society who rely on academic institutions to provide the knowledge, skills, and career opportunities claimed by the specific degree program (Principle B: Fidelity and Responsibility). This requires knowledge of system change and competencies in academic program management and leadership skills (APA, 2012f; Standard 2.03, Maintaining Competence). Psychologists responsible for administering academic programs must ensure that course requirements meet recognized standards in the relevant field and that students have sufficient practicum, externship, and research experiences to meet the career outcome goals articulated by the program (Wise & Cellucci, 2014). Standards On Education, Training Research And Publication

  • Department chairs and other faculty responsible for undergraduate curricula development need to ensure that course requirements expose undergraduates majoring and minoring in psychology and students taking survey courses to the knowledge and skills considered fundamental to the discipline.
  • Chairs or directors of doctoral programs claiming to produce graduates competent to conduct psychological research need to ensure that students receive education and training in research ethics and the theoretical, methodological, and statistical skills required to competently conduct psychological science in the specific fields emphasized by the program (APA, 2011b; Fisher, Fried, & Feldman, 2009).
  • Psychologists responsible for professional degree programs need to ensure that course requirements and field experiences meet those required by potential employers, relevant state or professional organizations for program accreditation, internship placements where relevant, and applicable individual licensure and credentialing bodies.
  • Psychologists administering internship programs must ensure that supervisory and training experiences meet the standards of the specific areas of psychological practice claimed, appropriate state and professional accreditation criteria, and state licensing board requirements (APA, 2015e).

The term reasonable steps reflects recognition that despite a program administrator’s best efforts, there may be periods during which curriculum adjustments must be made in reaction to changes in faculty composition, departmental reorganizations, institutional demands, modifications in accreditation or licensure regulations, or evolving disciplinary standards.

Interprofessional Training for Practice and Research in Primary Care

Doctoral programs in psychology will increasingly need to equip students with the skills necessary for professional practice, quality improvement and outcomes research, and team management and consulting in the integrated patient care systems of the future. Systems such as patient-centered medical homes (PCMH) and accountable care organizations (ACO) will need psychologists trained in applying patient-centered, accountability-focused, evidence-based, and team-based approaches to enhancing access to quality (Belar, 2014; DeLeon, Sells, Cassidy, Waters, & Kasper, 2015; see also the section on the Patient Protection and Affordable Care Act (ACA) in Chapter 1). Program administrators need to be aware of evolving APA accreditation requirements for externships and internships that provide trainees with opportunities to acquire direct experience and supervision in interprofessional systems of care and when appropriate documentation of specialization as a basic credential for a practicing psychologist once licensed (Standard 7.01, Design of Education and Training Programs). Compliance with Standard 7.01 will also require curricula that foster competencies in the following:

  • Implementation of ACA and related health policy goals and infrastructure
  • Application of team science to outcome research within integrated health organizations
  • Selection and integration of evidence-based practices within an interprofessional care model
  • Appropriate integrated care patient electronic record keeping and billing
  • Skills facilitating consultation with medical providers on behavioral management techniques to improve patient adherence to health care regimens

Readers might also refer to Standards 2.04, Bases for Scientific and Professional Judgments; 3.09, Cooperation with Other Professionals; 6.01 Documentation of Professional and Scientific Work and Maintenance of Records as well as Nash et al. (2013) and Rozensky (2014a, 2014 b is not kept pace with the rapid evolution and availability of online education. Distance learning using information technology raises complex questions regarding the adequacy of psychology programs to meet education and training requirements for a diverse student body from across the United States and in different countries. Psychologists administering online distance education might consider the following questions (Anderson & Simpson, 2007; Brey, 2006):

  • Can the use of information technology ensure that the appropriate knowledge can be transmitted to students and that student acquisition of such knowledge can be appropriately evaluated?
  • To what extent does the program meet accreditation, certification, licensure, or other requirements across different localities? Is the program description clear regarding the states or countries in which it meets such requirements (see also Standard 7.02, Descriptions of Education and Training Programs)?
  • Does the use of web-based or Internet-mediated technology in higher education foster or undermine student diversity?
  • Are the program admissions criteria and educational materials appropriate for the diversity of students who will apply for and be admitted into the program?
  • Can experiential requirements be adequately provided, supervised, monitored, and evaluated at a distance through informational technology?
  • Can the ethical values of the discipline be successfully transmitted and student ethical behavior adequately monitored through electronic media?
  • Are faculty adequately trained in the use of online distance learning?

Department and program chairs and psychologists responsible for internship training programs must also ensure that prospective and current students have an accurate description of the nature of the academic and training programs to which they may apply or have been admitted. This standard of the APA Ethics Code (APA, 2010c) requires psychologists responsible for these programs to keep program descriptions up-to-date regarding (a) required coursework and field experiences; (b) educational and career objectives supported by the program; (c) current faculty or supervisory staff; (d) currently offered courses; and (e) the dollar amount of available student stipends and benefits, the process of applying for these, and the obligations incurred by students, interns, or postdoctoral fellows who receive stipends or benefits.

Standard 7.02 specifically obligates teaching psychologists to ensure that prospective and current students, externs, or interns are aware of program requirements to participate in personal psychotherapy or counseling, experiential groups, or any other courses or activities that require them to reveal personal thoughts or feelings. Many program descriptions now appear on university or institutional websites. Psychologists need to ensure to the extent possible that these websites are appropriately updated. The term reasonable steps recognizes that efforts to ensure up-to-date information may be constrained by publication schedules for course catalogs, webmasters not directly under the auspices of the department or program, and other institutional functions over which psychologists may have limited control.

  • ☒ A psychology graduate department described itself as offering an industrial–organizational track that included paid summer placements at companies in the city in which the university is located. The required curriculum included only one class in industrial–organizational psychology taught by an adjunct professor. Other required courses for the industrial–organizational track consisted of traditional intelligence and personality test administration classes, test construction classes, and statistics courses offered by faculty in the department’s clinical and psychometric programs. For the past 2 years, the department had been able to place only one or two students in paid summer internships.

Need to Know: Language-Matching Training Experiences

The increasing language diversity of client/patient populations in the United States sometimes leads to matching bilingual graduate students with externship and internship populations for which their language skills are considered an advantage. Limiting bilingual trainees to work experiences with non-English-speaking clients or to one cultural–language group may deprive students of the broad educational training opportunities promised by the graduate or training program (Fields, 2010; see also Standard 3.08, Exploitative Relationships). Such assignments may also implicitly lead to misconceptions by bilingual and other students in the program that language competence is equivalent to multicultural treatment competence (Schwartz, Rodríguez, Santiago-Rivera, Arredondo, & Field, 2010). Faculty advisers and supervisors should actively assess bilingual students’ training needs as well as their comfort and desire to work with same-language populations to ensure these students are afforded the same quality of education, respect, and autonomy that other trainees enjoy (Schwartz et al., 2010). English-only-speaking supervisors who rely on a trainee’s language translations of sessions should also be aware that they may be providing feedback on clients that they cannot actually work with themselves (Standard 2.01b, Boundaries of Competence), and in some states, this lack of “proper” supervision might mean that the trainee is perceived to be practicing “independently” without a license (Schwartz et al., 2010).

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by Carl Martins

Understanding Stan From Feminist And Postmodern Perspectives

Understanding Stan From Feminist And Postmodern Perspectives

Understanding Stan From Feminist And Postmodern Perspectives

Required Textbook Readings:

  • Chapter 12 – Feminist Therapy
  • Chapter 13 – Post-Modern Approaches

Required Multimedia:

  • Watch: Chapter 13 Video Activity-Narrative Therapy In MindTap on Cengage site. Under Chapter 13: How do I practice what I’ve learned
  • Watch: Chapter 13 Video Activity-Solution Focused Brief Therapy In MindTap on Cengage site. Under Chapter 13: How do I practice what I’ve learned

Optional Learning Resources:

Instructions:

Watch The Case of Stan video clips on your DVD for Feminist, SFBT, and Narrative therapies.

Then, answer the following questions thoughtfully:

  • Analyze what you know of Stan according to Feminist, SFBT, and Narrative therapies. Through each lens, highlight the things you know about Stan that would be important to focus on in treatment with him. Use at least two references per therapeutic style (6 total) in this section.
  • For each style of therapy, name at least two things (skills, topics you would explore with him, etc.) you would use with Stan if you were his therapist. Refer to the skills and principles discussed in the text and used in the video clips.
  • Lastly, to what degree do you believe that each of these therapies coincides with your faith perspective? Explain using at least one reference per each therapeutic style (3 total).

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This assignment should be 3 full pages minimum-4 full pages maximum in length (excluding cover page and reference page), size 12 Times New Roman font, double-spaced, with 1-inch margins.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument

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by Carl Martins

Psychoanalytic And Adlerian Therapy With Stan.

Psychoanalytic And Adlerian Therapy With Stan.

Psychoanalytic And Adlerian Therapy With Stan.

After watching the counseling sessions with Stan, compare how psychoanalytic theory and Adlerian theory were applied. What were some theory-specific techniques that the counselor used and how did those techniques support the key concepts of the theories? Identify a technique used in one of the videos that seemed particularly skillful or useful, that you would consider using in your counseling work.

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Link  https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentId=7550249013089235442500564&eISBN=9781285381503&id=522998818&snapshotId=1249186&

Response Guidelines

Read the posts of your peers, responding to at least one. Expand the discussion in some way by asking questions, clarifying, offering another viewpoint or sharing resources.

Learning Components

This activity will help you achieve the following learning components: Psychoanalytic And Adlerian Therapy With Stan.

  • Apply psychotherapeutic theories to a case study.
  • Identify the key concepts of psychotherapeutic theories.
  • Develop communications appropriate for the audience.
  • Use the lexicon of the field.
  • Apply knowledge of APA style for references and citations.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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by Carl Martins

Explain the processes involved when drugs such as cocaine, marijuana, mescaline or alcohol enter the brain. You may draw a diagram to amplify your explanation.

Explain the processes involved when drugs such as cocaine, marijuana, mescaline or alcohol enter the brain. You may draw a diagram to amplify your explanation.

Explain the processes involved when drugs such as cocaine, marijuana, mescaline or alcohol enter the brain. You may draw a diagram to amplify your explanation.

 Explain the processes involved when drugs such as cocaine, marijuana,  mescaline or alcohol enter the brain. You may draw a diagram to amplify  your explanation.

NOTE: Make sure you answer all parts of the discussion  question. You will be graded on: General Requirement(s): Preparation:  Read the directions for the discussion board prior to participation. Make sure to use proper  grammar, punctuation, and proper APA citation, when writing your initial  post.

no photo

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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by Carl Martins

Communication/Speaking Out, & How They View, Interact With The Idea Of Communication/Speaking Out

Communication/Speaking Out, & How They View, Interact With The Idea Of Communication/Speaking Out

Communication/Speaking Out, & How They View, Interact With The Idea Of Communication/Speaking Out

Write: Upon reflection, use “The Audacity of Voice. Lena Dunham’s new memoir speaks to—and from—a generation By Roxane Gay” essay and write at least three paragraphs (200-300 words for each paragraph) where you accomplish the following:

  • Summarize what you read and explain what parts of the SQ3R process helped you.
  • Make connections between what you read about communicating/speaking out and other knowledge/experience/observations you have had about communicating/speaking out.
  • Articulate any questions/curiosities/predictions/challenges you have based on the reading and use examples from the essay to explain those.
  • Incorporate a quote and/or paraphrase where appropriate with proper APA citation.

Your initial post must be at least 600 words in length and posted by Day 3. Support your claims with examples from the required material(s) and/or other scholarly sources, and properly cite any references as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)Links to an external site..

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The Culture

Books

during the first season of her criti- cally acclaimed HBO series, Girls, Lena Dunham’s character Hannah Horvath, high on opium, tells her parents, “I don’t want to freak you out, but I think that I may be the voice of my generation—or at least a voice of a generation.” The line made waves as people conflated the fic- tional character with her creator, perhaps not wrongly. How dare a young woman make such a bold claim? All too often our culture tells young women their voices don’t matter or deserve to be heard.

In her debut essay collection, Not That Kind of Girl: A Young Woman Tells You What She’s “Learned,” Dunham demon- strates her 28-year-old voice’s admirable range. While some celebrity essay col- lections and memoirs are lackluster, even embarrassing to read, Not That Kind of Girl suffers few missteps. Dunham’s cinematic flair translates to the page with vigor and clarity—not unlike the late Nora Ephron, to whom she is often compared and to whom the book is dedicated (along with Dunham’s family and her boyfriend Jack Antonoff of the indie-rock band fun.). Instead of tossing pithy, pseudo-motivational observations at the reader, Dunham has crafted warm, intelligent writing that is both deeply personal and engaging, clustered in five topical sections: “Love & Sex,” “Body,” “Friendship,” “Work” and “Big Picture.”

Each of the 29 pieces—essays mixed with lists, like “18 Unlikely Things I’ve Said Flirtatiously”—is confident and assured, sidestepping self-deprecation and instead offering intense self- examination. Dunham’s self-awareness can almost overwhelm with truthiness, as in “Barry,” her glancing, tragicomic account of being raped by a “mustachioed campus Republican” who, among other nonconsensual acts, removes his condom without her permission or knowledge. “A sexual encounter that no one can classify properly” sounds precisely like a voice of her generation, one struggling to come to terms with rape culture.

(And yet, “I feel like there are fifty ways it’s my fault . . . But I also know that at no moment did I consent to being handled that way” sounds like a voice of every generation of women.)

Unlike Hannah Horvath, Dunham in her self-awareness does not come across as self-obsessed. When she is absurd, she acknowledges that absurdity. “13 Things I’ve Learned Are Not Okay to Say to Friends” is among the most drolly enlightened of the lists, made up of osten- sible real-life Dunham quotes like “No, please don’t apologize. If I had your moth- er I’d be a nightmare, too” and “There’s nothing about you in my book.”

She reveals her vulnerabilities in a deadpan manner, showing us how she loves and has been loved, how she has wronged and been wronged. But it’s not all laughing around the hard stuff. At the end of “Barry” comes a teary phone call with Antonoff, in which she tells him what happened with the hipster rapist; here the narrative turns deeply confidential, allowing the reader into what you realize is Dunham’s truest interior life, as fragile and authentic as yours or anyone’s.

Not That Kind of Girl is evidently what she has learned thus far, and Dunham is far from an autocratic memoirist, even warning us, “I’m an unreliable narrator. Because I add an invented detail to al- most every story I tell about my mother. Because my sister claims every memory we ‘share’ has been fabricated by me to impress a crowd.”

Dunham has received a great deal of criticism from critics, including me,

The Audacity of Voice. Lena Dunham’s new memoir speaks to—and from—a generation By Roxane Gay

over the lack of racial diversity on Girls. That assessment is well but narrowly placed. The lack of diversity is a fault of Hollywood more than of Dunham. Thankfully, this essay collection trans- lates far beyond the white, urban demo- graphic of Girls.

Some things, like our humanity, are universal. We all examine our families’ bonds and oddities. We all experience the insecurity of becoming an adult and navigating the world in an imper- fect, human body. In Dunham’s case, body image and family are inextricably linked. She believes her penchant for exhibitionism and onscreen nudity came from her mother, the artist Laurie Simmons, who took nude ur-selfies with a Nikon back in the day. We all love and hate and nurture ambitions and nurse failings. We all worry about death and cancer—“I’m not scared enough to do any 10K walks, but I’m pretty scared,” Dunham jokes in “My Top 10 Health Concerns” (which include tonsil stones and infertility). Her privilege is undeni- able in her television work and even in these pages, but by revealing so much of herself in such an intelligent manner, she allows us to see past that privilege and into her person.

And what is a voice of a generation, really? The phrase offers a seductive rhe- torical flourish that speaks, at its core, to a yearning. We are forever in search of someone who will speak not only to us but for us. In the introduction, Dunham writes, “There is nothing gutsier to me than a person announcing that their story is one that deserves to be told, es- pecially if that person is a woman.” Not That Kind of Girl is from that kind of girl: gutsy, audacious, willing to stand up and shout. And that is why Dunham is not only a voice who deserves to be heard but also one who will inspire other impor- tant voices to tell their stories too. n

Gay is the author of Bad Feminist, a new collection of essays

Nearly two years after her book proposal

fetched a $3.7 million advance, Dunham’s

debut essay collection finally hits

shelves Sept. 30

Illustration by James Gulliver Hancock for TIME

The Culture

time October 6, 2014 51

I’VE GOT A LITTLE LIST

Sprinkled among the essays in

Dunham’s book are lists that

give quick rundowns of lessons she’s

learned, ranging from things not to say to friends (which includes telling them they

don’t appear in the book) to the best bits of advice her

parents gave her

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YOU WILL TRAVEL IN A LAND OF MARVELS.

—JULES VERNE

BRILLIANTLY CRISP DISPLAY • REMARKABLY THIN DESIGN EFFORTLESS PAGE TURNING • LIGHT THAT ADJUSTS WITH YOU

INTRODUCING

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This content is for personal, non-commercial use, and can only be shared with other authorized users of the EBSCO products and databases for their personal, non-commercial use.

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by Carl Martins

Case of Sharon and her Family

Case of Sharon and her Family

Case of Sharon and her Family

  • In this 6 to 8-page paper (page count excludes title page and reference page), you will discuss  the transgenerational  model) and the classic family therapy models from module 4 (the structural model) and apply the chosen models to the Case of Sharon and her Family (Thomlison pp. 196-197).
  • Do not use an abstract with this paper, start with a standard APA title page.
  • Include an introductory paragraph that includes a clear thesis statement as well as a brief explanation of why you chose the two models you selected.
  • The main body of your paper should be 4 to 5 pages and must demonstrate the differences in the two approaches chosen, including a brief description of each model and the key intervention strategies and expected outcomes of each approach. Be sure to include specific examples of what the family therapist would do and say in each of these models and how the therapist would work with the family overall. Your work should clearly address the question; what is the family therapist most interested in when they are working in each of these models and how do they engage the family in the therapeutic process? Include cultural and ethical considerations that might arise in working with this family from these perspectives.
  • Conclude your paper with a 1 to 2-page summary that compares and contrasts both approaches along with a critical analysis of which model you feel would be most beneficial to this family; including the degree to which you believe these models are or are not strengths-based and sensitive to culture and trauma-informed principles of care.
  • Please use the Goldenberg text along with a minimum of 6 other academic sources to support your work. There are a number of excellent references listed in the Thomlison text, you are welcome to use some of these as long as you cite something beyond what is cited in Thomlison, you will need to retrieve a copy of the full articles to do this. You must appropriately cite all resources used in the paper and include a list of APA-style references at the end of your paper.

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Case of Sharon and Her Family: Family Structure and Family Supports Barbara Thomlison and Karen Blasé

“If I know anything about raising my family, it’s that no one is going to pay attention unless it’s really bad. So I’ve learned to holler real loud until somebody listens.” Those are Sharon’s perceptions as a single parent raising three children, holding down two jobs, and facing the challenges presented by her oldest son. Sharon is 33 years old and is the sole provider for herself and her three children: Brian, who is 15, Cindy, age 14, and Mark, who is 11. The family lives in a transitional neighborhood and would be characterized as “working poor.” Sharon holds down a job as a bus driver and cleans offices and homes in the evening and on weekends. She is determined to avoid welfare but is increasingly frustrated as she tries to make ends meet. The family typically accesses the food bank at least once a month. There is no financial or emotional support from either of the two men who fathered the chil- dren. Brian and Cindy’s father abandoned his common-law relationship with Sharon shortly after Cindy was born and has not contacted the family since. Mark’s father was very physically and emo- tionally abusive to Sharon, and she ran to a women’s shelter when Mark was three. All three children witnessed the abuse of Sharon.

During the last few years, Sharon, who is very committed to her children, has struggled to get help for her oldest son, Brian, and to keep her family together. Brian maintained a 70 average in grade seven. Then he began to be withdrawn and depressed, and he periodically left suicide notes and notes referring to his mother’s violent death. He also was caught exposing himself several times at school activities. His physical aggression towards his mother and his siblings became a weekly if not daily occurrence. During an agonizing two-year period of escalating problems, Sharon frequently called Social Services and discussed the issues with her family physician, and she repeatedly accessed the emer- gency room at the hospital in efforts to get help for her family. While Brian was placed on a waiting list for counseling as a result of a physician referral, other services recommended that the police be called to deal with Brian’s aggression and property destruction. Social Services did not see the issues as related to child welfare mandates, and the hospital had no services to offer. Before Brian could receive counseling, he was caught sexually molesting a younger girl at his school, was expelled from school, and was subsequently arrested, resulting in three months in an open-custody setting.

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by Carl Martins

Essay Questions Psychology

Essay Questions Psychology

Essay Questions Psychology

You will complete 10 short answer essay questions which focus on the course readings. Essay answers must be attached as Word documents to the appropriate assignment page, not typed into the assignment student comments boxes. In addition to writing a 300 word answer to each essay question with APA formatted citations and references (APA title page and reference page are required. Each question should be answered clearly and numbered) answer each question thoroughly and completely, providing examples where required. A minimum of 5 scholarly references are required for this exam.

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Answer the questions below for this assignment.

· Synthesize the work of Watson and Rayner with Little Albert.

· Evaluate how you might have cured Little Albert’s phobia.

· Synthesize how a person might learn to be embarrassed by the word strawberry.

· How do the experiments of Carolyn and Arthur Staats help us understand prejudice?

· Evaluate Garcia’s work on taste aversion. Explain how his work differed from most studies of Pavlovian conditioning.

· How might you use Pavlovian conditioning to produce a boost in the body’s immune system in response to a CS?

· Compare and contrast classical conditioning and operant learning.

· What is the chief problem with the two-process theory of avoidance?

· Synthesize e how you would use shaping to train a pigeon to hop on one foot.

· Why is insight not an adequate explanation of problem solving?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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by Carl Martins

Discussion: TAF Assessment

Discussion: TAF Assessment

Discussion: TAF Assessment

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from James, R. K., & Gilliland, B. E. (2017). I have attached several documents that you will need to complete this discussion. Please follow the instructions to get full credit for the discussion. I need this completed by 09/11/18 at 7pm.

Discussion: TAF Assessment

When providing a clinical assessment for clients, several colleagues may work with the same client and come up with varying perceptions of how the client is functioning. It is essential to work collaboratively with colleagues to provide the best client care. You need to be able to provide a respectful rationale to defend your assessment as well as be open to varying perspectives to come to a consensus on the best way to move forward with the client based on this assessment process. Discussion: TAF Assessment

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For this Discussion, you will examine a case study of a mock client and determine the client care needs for this client.

To Prepare:

· Review the case study of a mock client and The TAF Form found in this week’s Learning Resources.

· Complete The TAF Form for the mock client in the case study and select one scale for this Discussion.

By Day 3 

Post your scoring of the mock client in the case study and explain the rationale of what information you assessed to that scoring in order to defend your position.

Required Resources

Readings

James, R. K., & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning.

  • Chapter 2, “Culturally      Effective Helping in Crisis”
  • Chapter 3, “The Intervention      and Assessment Models”
  • Chapter 7, “Posttraumatic Stress Disorder”

Document: The Triage Assessment Form (TAF) (Word document)

Document: Case Study: Amy (PDF)

Optional Resources

American Psychiatric Association. (2017). Clinical practice guideline for the treatment of posttraumatic stress disorder (PTSD). Retrieved from http://www.apa.org/ptsd-guideline/ 

Hatala, A. R. (2013). Towards a biopsychosocial–spiritual approach in health psychology: Exploring theoretical orientations and future directions. Journal of Spirituality in Mental Health, 15(4), 256–276. doi:10.1080/19349637.2013.776448

National Child Traumatic Stress Network. (n.d.-c). Trauma-informed screening & assessment. Retrieved March 2, 2018, from http://www.nctsn.org/resources/topics/trauma-informed-screening-assessment 

Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). Trauma-informed care in behavioral health services. Treatment Improvement Protocol (TIP) Series 57. Retrieved from https://store.samhsa.gov/shin/content/SMA14-4816/SMA14-4816.pdf 

Wilson, C., Lonsway, K. A., Archambault, J., & Hopper, J. (2016). Understanding the neurobiology of trauma and implications for interviewing victims. End Violence Against Women International. Retrieved from https://www.evawintl.org/Library/DocumentLibraryHandler.ashx?id=842

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