Psychology

which is more important for a parent in directing a child’s behavior: what they say or what they do? why? support your positions with the weekly readings or additional research

Choose a specific Defense Mechanism (your choice) from the text and write a story about it.   Write a story about a Delusion as it is used in the text in your own words. Hint: Myers talks about delusion as a symptom of a specific disorder.  Make sure that disorder is in your story. Write a story about Transference.  Hint: Myers describes it as a component of a therapy technique. Make sure that is included in your story If you need a content refresher, use the links below. How to write your story Rules for writing stories Scoring rubric Checklist for the assignment.  Use this to make sure you have all the parts.  Please use this to make sure you have included all the content.  I’ve written samples to get you started.  Don’t include the definitions. I’ve added them to help you understand the story. Definition: A defense mechanism is used to reduce anxiety.  You could choose any one for your example.   I chose reaction formation. Reaction formation happens when you behave in the opposite way to how you feel.  Story: The key point is defense mechanism and I chose reaction formation.  When I was in third grade, I had a crush on Bethany, the girl who sat across from me in third grade. I was afraid to tell her how I really felt about her.  It was too scary to do so.  To reduce my anxiety, every time we were on the playground, I would chase and tease her but I never told her how I really felt.  This is a story bout the defense mechanism reaction formation because I was acting toward Bethany the opposite of how I felt.  Definition: Delusion is a symptom of schizophrenia as it’s used in the Myers text so your example has to say the person is suffering from it or a psychotic disorder.  It is a false belief system — the person has a belief system that isn’t consistent with reality. Story: The key point is delusion.  Bill, who has been diagnosed with schizophrenia, believes the white van he sees parked across the street from his house is really a CIA van and the people inside are recording his every move.  In truth, the white van belongs to his neighbor Amir.  Amir owns a grocery story in town and has never worked for the CIA.  He uses his van for his grocery business.  It has never been used by the CIA.  When the van is parked in Bill’s neighborhood, there is never anyone inside.  This is a story about a delusion because Bill believes the white van belongs to the CIA who is spying on him, when in fact, it belongs to his neighbor Amir who is not a CIA agent and the van is empty.  Definition:  Transference is a component of psychoanalytic therapy. In transference the patient reacts to the therapist in the same way they reacted as a child to the parent of the same sex. In the text, Myers talks about transferring feelings. Story: The key point is transference. Destiny is very angry at their father because he was always putting her down and telling her she is not good enough.   He would tell her she’ll never be successful in life and never be able to find a good mate.  This has caused her a lot of problems so she decides to seek help from a therapist.  Soon after starting therapy, she realizes that her therapist looks a lot like her father and is a male.  She becomes progressively  angry with the therapist because he reminds her of her father.  This is a story about transference because Destiny is transferring the anger she had towards their father to her therapist.

I will be doing the actual slides myself so you don’t have to do too much but it is supposed to be a PowerPoint …Dyslexia is a reading disorder, one that does not result from the general visual, motor, or intellectual deficits. As a future professional in the field of psychology, you will more than likely work with an individual that is impacted by this disorder because of the prevalence in society. For this assignment you will complete a 5-7 slide PowerPoint presentation covering the following topics: List and describe one research study that supports dyslexia as a brain disorder. List one past research study, which is no longer considered correct, that supported dyslexia was not a brain disorder. Define and differentiate between the two fundamental types of dyslexia. Describe the causes and neural mechanisms of developmental dyslexia. Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Define and give examples of surface dyslexia and deep dyslexia.

Creating an original case study is the culminating assignment in his course.  This case study will allow you to create a “real-life scenario” you might face working with children, and then asks you to use what you have learned in this course to analyze the problem and recommend solutions.  As a practitioner beginning to work in the schools you will use many of the Educational Psychology knowledge and skills learned as part of this class.  Not every student you meet will fit neatly into the same mold. As a result, you will have to take steps to better understand the student’s strengths and areas for improvement. To better understand each student you will likely use a combination of standardized testing, classroom observations, parent report, teacher report, student report, and current literature as a rationale for the action you choose to support the student. All of these methods are useful to better understand the student and are part of a comprehensive assessment occurring over time. This case study assignment has been designed to synthesize what you learned in this course.   You will be working with a student, as you plan your course of action to support the student you have chosen to focus on. You will begin by making up a student you work with on a daily basis. You should select one student from the pre-K to high school levels for this study. You will need to come up with background information.  The information could be similar to what is collected on this student using parent report, teacher report, or record review to better understand this student history. It is important to make a realistic case.   Ultimately, you will have a document that clearly paints a picture of the student you have chosen for this assignment. Without meeting your student, the reader should be able to understand the student’s strengths and areas of concern. With this overall profile complete, you will design a support plan for the student that is relevant and meaningful for the student and will be clearly understood by all personnel working with the student. As this plan is constructed you will need to use the current research literature and our textbook to support your decisions about the case study.   You should develop an action plan that will allow you to determine the level of functioning of the subject in his/her environment(s) using variety of educational (s) psychology measures. Qualities of a good case study: Poses a problem that has no obvious right answer; Identifies actor(s) who must solve the problem and make decisions; Requires the reader to use the information in the case to address the problem; Evaluates the problem or potential solutions and requires the reader to think critically and analytically; and Has enough information for a good analysis.   Rubric: Criteria Level 4 Level 3 Level 2 Level 1 Context and background information (10 points) The case study is clearly situated with the appropriate details e.g. grade level, appropriate actors, reports reviews, etc. The case study is situated with most of the appropriate details The case study has few of the appropriate details No context or background information Incidents/Issues (10 points) Clearly identifies incidents/ issues in the case study. Incidents are interesting and realistically portrayed.  Presents at least 3 incidents Identifies a couple of incidents/ issues.   Incidents are interesting but not realistically portrayed Identifies one incident/issue in the case study.   Incidents are realistically portrayed but not interesting No issues identified.   Incidents are neither interesting nor realistically portrayed Identification and analysis of the Issues (10 points) Presents an insightful and thorough analysis of all issues identified Presents a thorough analysis of most issues identified Presents a superficial analysis of some of the issues identified. Presents an incomplete analysis of the issues identified Links to course readings: Understanding of coursework (15 points) Makes appropriate and powerful connections between the issues identified and the strategic concepts studied in the readings Makes appropriate connections between the issues identified and the strategic concepts studied in the reading Makes appropriate but somewhat vague connections between the issues and concepts studied in the reading Makes little or no connection between the issues identified and the strategic concepts studied in the reading Links to course readings: Recommendations (20 points) Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts from the reading Presents specific, realistic, and appropriate recommendations supported by the information presented and concepts from the reading Presents realistic or appropriate recommendations supported by the information presented and concepts from the reading Presents realistic or appropriate recommendations with little, if any, support from the information presented and concepts from the reading Links to peer reviewed/ Scholarly Educational Psychology Research (15 points) Supplements case study with relevant research; clearly and thoroughly documents all sources of information Supplements case study with relevant research; documents all sources of information Supplements case study with limited research; provides limited documentation of sources consulted Supplements case study, if at all, with incomplete research and documentation Writing mechanics (10 points) Writing demonstrates a sophisticated clarity, conciseness, and correctness; includes thorough details and relevant data and information; extremely well-organized. The paper is 10-12 pages. Writing is accomplished in terms of clarity and conciseness and contains only a few errors; includes sufficient details and relevant data and information; well-organized. The paper is less than 10 pages. Writing lacks clarity or conciseness and contains numerous errors; gives insufficient detail and relevant data and information; lacks organization. The paper is less than 10 pages. Writing is unfocused, rambling, or contains serious errors; lacks detail and relevant data and information; poorly organized. The paper is less than 10 pages. APA guidelines (10 points) Uses APA guidelines accurately and consistently to cite sources Uses APA guidelines with minor violations to cite sources Reflects incomplete knowledge of APA guidelines Does not use APA guidelines

This week, you will complete and submit the Signature Assignment for the course. It provides you with the opportunity to bring together all that you have prepared related to your chosen model of therapy. You will use last week’s annotated outline as a guide, along with the texts and other learning materials as content resources. This effort will help you to describe your chosen model of therapy. It is an opportunity to lay the foundation for adopting a model of therapy that will, over time, become your own. Finding your model is a very personal process. Hopefully, as you have gone through MFT-5104 and this course, you have thought about how you believe changes happen, what attracts you to each model, and what about each model is a fit for you and what is not. Some people immediately know what model fits them. Others try several different models during their course work and even into their practicum and internship. Your clinical work will benefit from having one model that you study very deeply and is the foundation of your work. From that foundation, you can draw interventions from other approaches that you can use from the perspective of your approach. This week, you will choose one of the postmodern models and write about it as your model. You will deepen your knowledge of that model by identifying additional resources and integrating what you have learned. You will identify how the model fits you, and you will apply it to a client case. This is an important step in identifying your personal model. Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments. Using the annotated outline you developed in Week 10, articulate the following information in a comprehensive report. Consider using the following headings to structure your report. Please select one model from the following approaches: Postmodern Models: Solution-focused (de Shazer and Insoo Kim Berg) Solution-oriented (Bill O’Hanlon*) Ericksonian (Milton Erickson*) Narrative (Michael White and David Epston) Collaborative (Harlene Anderson) Model Description Provide the context of the model. Include key theorists, model formation, connection to systems theory, and model assumptions (including a description of how change occurs). Explain the role of the therapist in facilitating change. Determine legal and ethical considerations unique to the model. Explain which client population/presenting problems this model would work for and where it would not be appropriate. Be sure to support this with 2-3 research articles form your Week 10 annotated outline.  Model Fit Document the strengths you have that will fit well with this model. Indicate personal areas of improvement that will make this model a better fit for you. Include ways that you will watch for bias and potential misuse of power. Feel free to revisit the presentation that you constructed in Week 3. Recovery Model and (insert your model here) Articulate the principles or concepts from the mental health recovery model that fit with your personal model. Model Application Create a brief case example. You can base your family system on a movie that you have seen, a family you know, your own family, or your imagination. Describe the family system, including important information about their context (this will include aspects of their culture, belief systems, etc.) and presenting problem(s). This section should be brief – a paragraph or so. Include assessment strategies related to the model. Recommend a treatment plan based on your model specific for the family system you described above. Support your report with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included. Length: 10-12 pages, not including title and references pages Your report should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. An Introduction to MFT Systems Theory and Foundational Models External Learning Tool  The model that I prefer is the Solution-Focused Model (de Shazer and Insoo Kim Berg). You may need to ask me multiple questions to complete this just send me a list and I will have it for you.

Summarize the findings in this article and then comment on how a traumatic event in your history might have been handled better.  The event can be one that actually happened to you or one experienced by someone else, e.g., mass school shootings.  As always, proof read your paper carefully before submitting.   The Effects of Trauma Do Not Have to Last a Lifetime Most people will experience a trauma at some point in their lives, and as a result, some will experience debilitating symptoms that interfere with daily life. The good news is that psychological interventions are effective in preventing many long-term effects. Findings Posttraumatic Stress Disorder (PTSD) is an anxiety disorder that can develop after exposure to a terrifying event or ordeal in which grave physical harm occurred or was threatened. Traumatic events that may trigger PTSD include violent personal assaults, natural or human-caused disasters, such as terrorist attacks, motor vehicle accidents, rape, physical and sexual abuse, and other crimes, or military combat. Those suffering from PTSD can have trouble functioning in their jobs or personal relationships. Children can be traumatized and have difficulty in school, become isolated from others and develop phobias. Many people with PTSD repeatedly re-experience the ordeal in the form of flashback episodes, memories, nightmares, or frightening thoughts, especially when they are exposed to events or objects that remind them of the trauma. PTSD is diagnosed when symptoms last more than one month. Psychologist Roxane Silver has studied the effects of the 9/11/01 terrorist attacks on New York City and Washington, D.C. Her research focused on the immediate and long-term responses to the attacks and found that the severity of exposure to the event, rather than the degree of loss, predicted the level of distress among people. For example, people who reported seeing the planes smash into the trade center buildings experienced more PTSD symptoms than average, but people who experienced financial losses because of the attacks did not. Other studies have shown that simply watching traumatic events on TV can be traumatic to some, especially those individuals who had pre-existing mental or physical health difficulties or had a greater exposure to the attacks. The good news is, research has shown that psychological interventions can help prevent these long-term, chronic psychological consequences. In general, cognitive-behavioral therapies (CBT) (which strive to help traumatized individuals understand and manage the anxiety and fear they are experiencing) have proven very effective in producing significant reductions in PTSD symptoms (generally 60-80%) in several civilian populations, especially rape survivors. Even combat veterans who have experienced PTSD after chronic, repeated exposure to horrific events experience moderate benefits from CBT (though, not surprisingly, this kind of repeated trauma is harder to treat). Research also suggests that brief, specialized interventions may effectively prevent PTSD in some subgroups of trauma patients. Psychologist E. B. Foa and colleagues have developed brief cognitive-behavioral treatments (lasting four to five sessions) that include, (1) education, (2) various forms of relaxation therapy, (3) in vivo exposure (repeated confrontations with the actual traumatic stressor and with situations that evoke trauma-related fears), and (4) cognitive restructuring (techniques for replacing catastrophic, self-defeating thought patterns with more adaptive, self-reassuring statements). If used within a few weeks of exposure to traumas, this brief form of therapy often prevents PTSD in survivors of both sexual and nonsexual assaults. R. A. Bryant’s research found that cognitive-behavioral treatment is also effective in preventing the occurrence of PTSD in survivors of motor vehicle and industrial accidents. In addition to targeted, brief interventions, some trauma survivors may benefit from ongoing counseling or treatment, according to Bryant, and candidates for such treatment include survivors with a history of previous traumatization (e.g., survivors of the current trauma who have a history of childhood physical or sexual abuse) or those who have preexisting mental health problems. Significance Trauma disorders are a common and costly problem in the United States. An estimated 5.2 million American adults ages 18 to 54, or approximately 3.6 percent of people in this age group in a given year, have PTSD. In 1990, anxiety disorders cost the U.S. an estimated $46.6 billion. Untreated PTSD from any trauma is unlikely to disappear and can contribute to chronic pain, depression, drug and alcohol abuse and sleep problems that impede a person’s ability to work and interact with others. According to psychologist R.C. Kessler’s findings from The National Cormorbidity Survey Report (NCS) that examined over 8,000 individuals between the ages of 15 to 54, almost 8 % of adult Americans will experience PTSD at some point in their lives, with women (10.4%) twice as likely to be victims as men (5%). Practical Application The challenge for the mental health community is to learn how best to help people who are suffering from ill effects of traumatic events. Within the past decade, a number of programs have been created to bring appropriately trained mental health services to trauma victims. Examples include: The American Psychological Association developed its Disaster Response Network (DRN) in response to the need for mental health professionals to be onsite with emergency workers to assist with the psychological care of trauma victims. Over 1,500 psychologist volunteers provide free, onsite mental health services to disaster survivors and the relief workers who assist them. The APA has worked with the American Red Cross, the Federal Emergency Management Agency (FEMA), state emergency management teams and other relief groups on every major disaster our country has experienced and many smaller disasters since 1992. Under the auspices of The National Association of State Mental Health Program Directors (NASMHPD) 15 state departments of mental health have initiated formal efforts to better address the needs of persons exposed to trauma with state-wide trauma initiatives and resources. Now “tool kits” have been developed to better help trauma victims. The University of South Dakota developed the Disaster Mental Health Institute (DMHI) in 1993. Psychologist Gerad Jacobs, Ph.D., helped create the Institute in response to his involvement in helping airline crash victims in the 1989 Sioux City airline crash. The DMHI is designed to bring together practice and research in disaster mental health and help prepare psychologists to deliver mental health services during emergencies and their aftermath. Furthermore, educational opportunities exist for students to learn how to serve their communities in times of disaster. This undergraduate program includes working with the American Red Cross Disaster Service. Pacific Graduate College and Stanford University created the National Center on Disaster Psychology and Terrorism (which has been renamed National Center on the Psychology of Terrorism), which trains doctoral students to help victims of catastrophic events. Cited Research Blanchard, E.B., Hickling, E.J., Barton, K.A., Taylor, A.E., Loos, W.R., & Jones-Alexander, J. (1996). One-year prospective follow-up of motor vehicle accident victims. Behaviour Research and Therapy, Vol. 34, No. 10, pp. 775-786. Bryant, R.A., Sackville, T., Dang, S.T., Moulds, M.L., & Guthrie, R. (1999). Treating Acute Stress Disorder: An evaluation of cognitive behavior therapy and supportive counseling techniques. American Journal of Psychiatry, Vol. 156, No. 11, pp. 1780-1786. Bryant, R.A., Harvey, A.G., Dang, S.T., Sackville, T., & Basten, C. (1998). Treatment of Acute Stress Disorder: A comparison of cognitive-behavioral therapy and supportive counseling. Journal of Consulting and Clinical Psychology, Vol. 66, No. 5, pp. 862-866. Frueh, B. C., Cusack, K.J., Hiers, T. G., Monogan, S., Cousins, V. C., & Cavenaugh, S. D. (2001). The South Carolina Trauma Initiative. Psychiatric Services, Vol. 52, pp. 129-146. Foa, E.B., Hearst-Ikeda, D.E., & Perry, K. J. (1995). Evaluation of a brief cognitive-behavioral program for the prevention of chronic PTSD in recent assault victims. Journal of Consulting and Clinical Psychology, Vol. 63, No. 6, pp. 948-955. Foa, E. B., Dancu, C.V., Hembreee, E. A., Jaycox, L. H., Meadows, E. A., & Street, G. P. (1999). A Comparison of Exposure Therapy, Stress Inoculation Training and their Combination for Reducing Posttraumatic Stress Disorder in Female Assault Victims. Journal of Consulting and Clinical Psychology, Vol. 67, pp. 194-200. Kessler, R. C., McGonagle, K. A., Zhao, S., Nelson, C. B., Hughes, M., et al. (1994). Lifetime and 12-month prevalence of DSM-III-R Psychiatric Disorders in the United States. Archives of General Psychiatry, Vol. 51, pp. 8-19. Kessler, R. C., Sonnega, A., Bromet, E., Hughes, M., & Nelson, C. B., (1995). Post-traumatic Stress Disorder in the National Comorbidity Survey. Archives of General Psychiatry, Vol. 52, pp. 1048-1060. King, L.A., King, D.W., Fairbank, J.A., Keane, T.M., and Adams, G.A. (1998). Resilience-Recovery Factors in Post-Traumatic Stress Disorder Among Female and Male Vietnam Veterans: Hardiness, Postwar Social Support and Additional Stress Life Events. Journal of Personality and Social Psychology, Vol. 74, pp. 420-434. Narrow WE, Rae DS, Regier DA. NIMH epidemiology note: prevalence of anxiety disorders. One-year prevalence best estimates calculated from ECA and NCS data. Population estimates based on U.S. Census estimated residential population age 18 to 54 on July 1, 1998. Unpublished. Silver, R.C., Holman, A., McIntosh, D.N., Poulin, M., and Gilrivas, V. (2002). Nationwide Longitudinal Study of Psychological Responses to September 11. Journal of the American Medical Association, Vol. 228, pp. 1235-1244. Zoellner, L.A., Fitzgibbons, L. A., & Foa, E. B., (2001). Cognitive-Behavioral Approaches to PTSD. In J. P. Wilson, M. J. Friedman, & J. D. Lindy (Eds.), Treating Psychological Trauma and PTSD (pp. 159-182). New York: Guilford

*Cover page *Paper includes 8 or more graphics (maps, figures, and tables); all graphics included a caption and source  *In-text citations included in the paper; references provided for every figure, table, or data from the textbook, additional readings, or web pages; references and in-text citations were uniformly formatted

Stress is defined as the body’s reaction to mental or physical demands. Coping skills are used to deal with stress. Describe one of the theoretical views regarding stress. Briefly describe some of the strengths and weaknesses of the theory related to what you have observed or experienced in your own life. Provide some examples of psychological and physical stressors that you have observed or experienced. Explain the differences between stressors related to short-term life events and chronic life stressors. Briefly describe the different types of coping skills. Explain which type of copings skills, though not actually harmful, can cause more stress in the long run? Justify your answers with appropriate reasoning and research from your text and course readings. Comment on the postings of at least two peers, and provide an analysis of each peer’s postings while also suggesting specific additions or clarifications for improving the discussion question response.

1. Select a Memory Psychology topic of interest.        – Find at least 6 academic journal articles on the topic.        – Articles must be different from materials used in the course (i.e., textbook, lecture add-on materials).         academic search engines that contain academic, peer-reviewed journal articles.          Combine information from your articles to answer these questions:        Purpose: Why is the topic that you chose important to study?       Research methods: How is the topic studied?          Results: What are the results of the research studies?       Discussion/conclusion: What are the future directions of the research?       Limitations: What are the limitations of the findings and how can future research overcome them?       3. Complete your paper in Microsoft Word.     – The written portion of your paper is to be at least 10 double-spaced pages. Title page, reference list, graphics (i.e., pictures, figures, tables) are extras that DO NOT COUNT as part of the 10-page minimum.     – Please use headings and subheadings to organize your paper.     – Use 12 point font, 1 inch borders, double spacing, and standard line and character spacing.     – Do not have extra/unnecessary space between paragraphs/sections.     – Do not use quotes.     – You must reference information in the paper and include a reference list at the end of the paper in APA format.                               Textbook used         https://redshelf.com/book/1508684/understanding-memory-1508684-9780199014996-carolyn-ensley

Summarize (from Chapter 16) in a 3-paragraph minimum the Strong Interest Inventory, which should include the following: •Presents triads that must be ranked from most to least preferred alternative and provides data on 10 general occupational interests •Compares answers with those in different occupations –Has a separate set of scales for college majors •Addresses nontraditional occupations for men and women •Four sections of each report •Very good psychometrics, with indications of interest stability similar to those in the Strong measures Question 2 10 Points From Chapter 17, the •Neuropsychological Assessment consists of the following: –The State-Trait Anxiety Inventory –Measures of Coping –Ecological Momentary Assessment –Depression –NIH Toolbox True False Question 3 10 Points From Chapter 17, Neuropsychology testing cannot be used to identify learning disabilities, such as dyslexia. True False Question 4 10 Points From Chapter 18, with regard to Testing that identifies Fitting People to Jobs, the following tests are effective ones: –The Myers–Briggs Type Indicator –Tests for Use in Industry: Wonderlic Personnel Test (WPT) True False Question 5 10 Points From Chapter 18, the Myers–Briggs Type Indicator is formulated around Erickson’s personality types: §Sensing §Intuition §Feeling §Thinking True False Question 6 10 Points From Chapter 18, the Perceived Person–Environment Fit Scale (PPEFS)— has only two kinds of fit: 1.Person and job 2.Person and organization True False