Prior to beginning work on this discussion, read the assigned chapters from the text. It is highly recommended that you review each of the BRIEF Blumenfeld (2012) video clips demonstrating the administration of a mental status examination. These are listed in the recommended resources and may require that you download Quicktime in order to view them. Although not required, these videos show the administration of a mental status exam and may prove helpful in this discussion.
Access the Barnhill (2014) DSM-5 Clinical Cases e-book in the DSM-5 library, and select one of the case studies. The case study you select must be one in which the client could be assessed using one or more of the assessment INSTRUMENTS discussed in this week?s reading.
For this discussion, you will take on the role of a psychology intern at a mental health facility working under the supervision of a licensed psychologist. In this role, you will conduct a psychological evaluation of a client referred to you for a second opinion using valid psychological tests and assessment procedures. The case study you select from the textbook will serve as the information provided to you from the professional who previously evaluated the client (e.g., the psychologist or psychiatrist).
In your initial post, begin with a paragraph briefly summarizing the main information about the case you selected. Evaluate and describe the ethical and professional interpretation of any assessment information presented in the case study. Devise an assessment battery for a psychological evaluation that minimally includes a clinical interview, mental status exam, intellectual assessment, observations of the client, and at least two assessment instruments specific to the diagnostic impressions (e.g., attention deficit/hyperactivity disorder, post-traumatic stress disorder, autism spectrum disorder, etc.). The assessment battery must include at least one approach to assessing your client which is different from the assessments previously administered. The assessment plan must be presented as a list of recommended psychological tests and assessment procedures with a brief sentence explaining the purpose of each test or procedure. Following the list of tests and assessment procedures you recommend for your client, compare the assessment instruments that fall within the same categories (e.g., intellectual or achievement), and debate the pros of cons of the instruments and procedures you selected versus the instruments and procedures reported by the referring profes
Day: April 24, 2018
Assignment 3: Challenges in Identifying Mental Disorders
Most mental disorders lie on a continuum with “normal” behavior at one end. For example, nearly everyone has a fear of something, but it does not rise to the level of a phobia. A behavior may seem abnormal in one context but completely normal in another context. These two aspects show why it can be challenging to properly identify mental disorders.
Using your textbook and the Argosy University online library resources, research the principles and methods of identifying mental disorders. Note particularly the diversity of views and the challenges of identification. Based on your research, write a reflective essay. Use the following question to direct your thoughts and organize your essay:
Why is determining abnormal behavior or a mental disorder so difficult?
To develop your essay, keep in mind issues such as the role of social norms in defining the abnormal, the multiplicity of indicators of what is abnormal, the stigma suffered by those identified as abnormal, and finally the need for objectivity in dealing with the concept.
Write a 2?3-page essay in Word format. Apply APA standards to citation of sources.
Discussion Question:
mployee Satisfaction and Value CHAIN Management
This week you will consider the human resource aspects and enablers of value chain management. It is widely accepted there is a distinct, measurable and positive relationship between employee satisfaction and customer satisfaction. In value chain management, the goal of creating customer value for the organization includes customer delight (exceeding customer satisfaction) and profitability. Organizational leadership plays a key role in establishing programs, policies, and process that enable ongoing employee satisfaction.
Directions
Assume you are working in a role as a decision-making leader. You are tasked with the responsibility to create employee satisfaction programs and processes related to the following human resources enablers. Additionally, address how could you use these human resource enablers to improve employee satisfaction during times of change?
People and Culture
The Three People Traits: Knowledge, Skills, and Beliefs
People and Trust
No references are required for this Unit 6 Discussion, but if you do use source material, apply no more than one APA formatted reference and citation per paragraph and use APA in-text citation within the response and list the applied reference(s) at the end of the response using APA formatting.
Compose a response of at least four paragraphs of 4?5 sentences per paragraph.
ASSIGNMENT:
The purpose of this Assignment is for you to demonstrate a graduate level understanding of the identification and application of the Value Chain to the management of your life.
Directions
As the starting point for this essay Assignment, use the APA formatted Microsoft Word document template in Doc Sharing entitled ?Unit 6 Assignment Template Value CHAIN My Life? as the starting point. Download the template and save it as your own document, for example, YourNameUnit6GB570.docx.
Write your paper using first person perspective.
Write a 2?3 page essay paper making a compelling argument on how the application of the value chain in the management of your life can create and increase your value as a person, student, co-worker, team member, manager, parent, spouse, etc.
When writing your paper, use the popularly held concept that your personal life is the most important business you will ever manage. Using that concept as a starting point, this Assignment is an opportunity for you to relate what you learned about the value chain to your own life.
Examine the elements and origins of the various aspects of your personal value chain. These could include upbringing, education, professional activities, and professional, educational and charitable networking, etc.
Determine and comment how the inclusion and application of the various elements can improve your life quality, competitive position, advantage, and success in living and in your career.
No references are required for this Unit 6 Assignment, but if you do use source material, apply no more than one APA formatted reference and citation per paragraph and use APA in-text citation within the response and list the applied reference(s) at the end of the response using APA formatting.
Proofread your paper, confirm correct APA formatting, run spell check and grammar check and proofread again. Submit your completed paper into the Unit 6 Assignment Dropbox.
There are many reasons that caused world war one. But the direct reason the started world war one was the assassination of Franz Ferdinand! Germany was a main cause of starting the First World War or ?Great war?. Nationalism, money, colonial rivalry and probably the most IMPORTANT which was The System of alliance. Germany which declared independence caused a lot of problem because they where weaker than most countries so they were easy to be attacked. What started the war was Austria-Hungry declaring war on Serbia, which eventually had chain events that followed. Russia then mobilized their army after they found out that Austria Hungry declared war on Serbia and thanks to the Triple Entente and the Triple Alliance. Germany was in a very bad area and in a very bad situation. They wont be able to attack any countries because they are weak and they would not be able to survive a country with a big army and a lot of resources. They only had a couple options one of which was to be on the defense and make sure nobody takes them over but at the same time they want to make themselves stronger by creating an alliance with a lot of countries.
World war one was also an outlet for a lot of countries. Most countries harbored a lot of hatred towards each other because of nationalism. Nationalism is a countries pride, when a country is on the TOPand slowly starts to decline the residents of the country feel hatred to other prosperous countries. Nationalism makes people proud to be where they are from and they want the best for their countries. The reason is because if everything in their government is going really well people will be happy and if people are happy that makes the country better.
Over time Germany built their country and made a power for themselves they made themselves and actual power, which made they dangerous to many other countries. While Germany was becoming stronger Great Brittan was having a huge decline in their power. This upset the balance of power because while a new country became stronger one of the old stable countries that was knows as a power threat at one time has become weaker. Germany took over the balance of power that Great Britain lost so now they are the new power threat and Great Britain has to rebuild while other countries are steadily getting stronger.
Germany and France having a relationship that started off as hatred and ended as hatred did not help the situation of the world. France new that Germany was building up their military strength so they made another power on their side. The other power that they brought in was Russia. This started a CHAIN; countries would soon ask other countries for help. Germany asking help from Austria Hungry but as the say time Austria Hungry just called out a war for Serbia for killing Franz Ferdinand.. More countries started to join the first world war. US joined world war one. USA who eventually joined the war was the power change. More than two million peopled died, but when Germany was defeated agreed to stop fighting. After the war a lot of the blame went to Germany. Germany harboring a lot of hatred towards most countries was the reason world war two started. The downfall of Germany made it easy for a tyrant like Hitler to take advantage of the citizens, using Nationalism and promising to make Germany the powerhouse they used to be before the First World War.
I truly believe that the First World was a breaking world for the World. The war made a balance of power was much needed because most countries where stronger than others so to balance this something had to be done
Discussion 1
Review the PDF document titled “Key Terms” contained in your Reading section.
Choose two of the concepts and discuss why you feel these concepts are important and how you might employ them as a professional in the future. I attack the PDF document for discussion 1
Discussion 2
Describe a subject that you would like to know more about that is related to psychology. For example, how people can pay attention better, or what could help people make better eating choices.
Considering the different research methods described in your text, choose one that you think would be best suited for studying your topic (i.e. naturalistic observation, surveys, correlational studies, experiments, case studies). Explain your reasoning for this choice.
Discuss ethical considerations that you would have to keep in mind with your research study. Referencing the APA ethics code in your text, which of the principles mentioned would be important to keep in mind for your study?
Key Terms
This document lists and defines some of the 28 most important concepts that all psychology students and psychologists should know and understand well. Many of these concepts will appear again and again in your future classes and work in psychology. You will go deeper into many of them as you explore the world of Psychology.
CONCEPTS Definition
1. ABC Behavior therapists conduct a thorough functional assessment (or behavioral analysis) to identify the maintaining conditions by systematically gathering information about situational antecedents (A), the dimensions of the problem behavior (B), and the consequences (C) of the problem. This is known as the ABC model, and the goal of a functional assessment of a client’s behavior is to understand the ABC sequence. This model of behavior suggests that behavior (B) is influenced by some particular events that precede it, called antecedents (A), and by certain events that follow it, called consequences (C). Antecedent events cue or elicit a certain behavior. For example, with a client who has trouble going to sleep, listening to a relaxation tape may serve as a cue for sleep induction. Turning off the lights and removing the television from the bedroom may elicit sleep behaviors as well. Con- sequences are events that maintain a behavior in some way, either by increasing or decreasing it. For example, a client may be more likely to return to counseling after the counselor offers verbal praise or encouragement for having come in or for having completed some homework. A client may be less likely to return if the counselor is consistently late to sessions. In doing a behavioral assessment interview, the therapist’s task is to identify the particular antecedent and consequent events that influence, or are functionally related to, an individual’s behavior (Cormier, Nurius, & Osborn, 2013).
Corey, Gerald. (2012). Theory and practice of counseling and psychotherapy, 9th Edition. Cengage Learning.
2.Assessment Psychologists routinely conduct assessments to understand behavior, make decisions about people, manage risk, and develop treatment plans. Human beings have made efforts toward these goals for centuries, across civilizations and cultures. Psychology is a relatively new profession, but from its earliest days, assessment of people to make decisions about them was one of its functions.
Psychological assessment is concerned with the clinician who takes a variety of test scores, generally obtained from multiple test methods, and considers the data in the context of history, referral information, and observed behavior to understand the person being evaluated, to answer the referral questions, and then to communicate findings to the patient, his or her significant others, and referral sources. (Meyer et al., 2001, p. 143)
Learning how to administer, score, and interpret test results is a challenge in itself; and a psychologist needs to know a great deal more to conduct a psychological assessment. It is not a simple task which can include following:
? Test and measurement theory
? The specifics of administering, scoring, and interpreting a variety of tests
? Theories of personality, development, and abnormal behavior
? Details related to the purpose and context of the evaluation, such as legal issues in a forensic evaluation or special education regulations in an assessment for a school
? How to conduct an interview and mental status examination
? What to look for when observing the client?s behavior
? The legal and ethical regulations governing their work
Goldfinger, K., Pomerantz, A. M. (2014). Psychological assessment and report writing. Sage Publications, Inc.: Los Angeles.
3. Ethics Code The American Psychological Association (APA) is the large, national umbrella organization that many psychologists belong to. There are also State Psychological Associations in every state in the USA. The APA publishes the Ethical Principles of Psychologists and Code of Conduct (www.apa.org/ethics). The Ethical Code sets forth enforceable rules for the conduct of psychologists. The intent of the Ethics Code is to protect the patients, students, and others who interact with psychologists from any form of harm or exploitation. The Ethics Code applies only to psychologists’ activities that are part of their scientific, educational, or professional roles as psychologists. The Ethics Code applies to psychologists? activities conducted across a variety of contexts, such as in person, by telephone, over the internet, and other electronic transmissions. Membership in the APA commits members and student affiliates to comply with the standards of the APA Ethics
Code and to the rules and procedures used to enforce them. Lack of awareness or misunderstanding of an Ethical Standard is not a defense against a charge of unethical conduct.
http://www.apa.org/ethics/
4. DSM The Diagnostic and Statistical Manual of Mental Disorders (DSM) is the standard classification of mental disorders used by mental health professionals in the United States. It is intended to be applicable in a wide array of contexts and used by clinicians and researchers of many different orientations (e.g., biological, psychodynamic, cognitive, behavioral, interpersonal, family/systems). The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) is the current edition and has been designed for use across clinical settings (inpatient, outpatient, partial hospital, consultation-liaison, clinic, private practice, and primary care), with community populations. It can be used by a wide range of health and mental health professionals, including psychiatrists and other physicians, psychologists, social workers, nurses, occupational and rehabilitation therapists, and counselors. It is also a necessary tool for collecting and communicating accurate public health statistics.
The DSM consists of three major components: the diagnostic classification, the diagnostic criteria sets, and the descriptive text.
http://www.psychiatry.org/practice/dsm
5. APA Style The American Psychological Association (APA) compiles its
Publication Manual of the American Psychological
Association (6th ed.). This is the authoritative manual instructing all psychology students and professionals how to write papers and articles, how to use citations and references in their work that properly give credit to their sources so they avoid plagiarism, and how to prepare tables and charts summarizing research findings. All psychology students and professionals should own a copy of this, and need to make the basics of APA Style second nature in how they write. The APA has a great online tutorial for new users of APA Style at:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
6. Behavior According to the APA, behaviors are the actions by which an organism adjusts to its environment. The psychological perspective of behavior is primarily concerned with observable behavior that can be objectively recorded and with the relationships of observable behavior to environmental stimuli.
https://www.apa.org/research/action/glossary.aspx
7. Cognition Processes of knowing, including attending, remembering, and reasoning; also the content of the processes, such as concepts and memories.
www.apa.org
8. Personality Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. The study of personality focuses on two broad areas: One is understanding individual differences in particular personality characteristics, such as sociability or irritability. The other is understanding how the various parts of a person come together as a whole.
Most Psychologists believe that each person?s personality develops early in life and is probably firmly established by the time the person reaches adulthood. There are many tests in the Psychology field designed to measure personality. The most famous and widely used is the MMPI ? the Minnesota Multiphasic Personality Inventory. Personalities can be classified into types, for which there are various labels and sometimes competing systems of classification. When someone?s personality consistently causes them a lot of distress in two or more life areas, it is possible that they have a Personality Disorder. Personality Disorders are dysfunctions in a person?s characteristic style of thinking, behaving, and feeling that negatively affect their ability to function in almost all situations.
http://apa.org/topics/personality/
9. Evidence-Based Practice Evidence-based practice is the integration of the best available research with clinical expertise in the context of patient characteristics, culture and preferences. It is the integration of best research evidence with clinical expertise and patient values.” The purpose of EBPP is to promote effective psychological practice and enhance public health by applying empirically supported principles of psychological assessment, case formulation, therapeutic relationship, and intervention.
http://www.apa.org/practice/guidelines/evidence-based-statement.aspx
10. Experiment An Experiment is a carefully designed and controlled study that is able to isolate an exact cause-and-effect relationship through the following steps:
? Pose a question to be researched.
? Do Background Research
? Construct a Hypothesis (an educated guess to answer the research question.
? Test Your Hypothesis by Doing an Experiment
? Analyze Your Data and Draw a Conclusion
? Communicate Your Results
Every formal experiment has at least two variables. The independent variable is what the researcher arranges to allow a comparison of the participants? behavior under different conditions. In the case of the two experiments on media violence, the independent variable was the type of film (violent or nonviolent). It is called the independent variable because the researcher has independent control over it?in this example, the researcher can choose which participants are shown each film. The dependent variable is the measure of the specific behavior of interest that may (or may not) be related to the independent variable.
In the simplest formal experiments, one group is placed in the condition that is hypothesized to influence the behavior of the participants and it is called the experimental group. A second group receives none of the supposedly ?active? condition of the independent variable and is called the control group. If the behavior of the participants in the experimental group differs from the behavior of the participants in the control group, the hypothesis that differences in the independent variable cause differences in the dependent variable is supported, but under only two circumstances:
1. Formal experiments are valid only when the participants are randomly assigned to the experimental or the control group. The experimenter must follow a random procedure, such as putting the names of all participants in a hat and drawing the names of the participants in the two groups without looking.
2. Formal experiments are valid only if all alternative explanations for the findings have been ruled out through strict experimental control.
Lahey, Benjami. (2009). Psychology an introduction tenth edition. McGraw Hill, New York.
11. IQ IQ means ?Intelligence Quotient.? IQ can only be accurately
measured using standardized intelligence tests administered
1:1 by a psychologist. Internet tests that say they are IQ tests
are not valid
There are two main IQ tests ? the Stanford- Binet and the Wechsler tests. The average human IQ is 100. More than half the people in the world have IQs of 100 or less. About half the people in the world have above-average IQs. Many researchers believe that IQ is influenced by genes inherited from one?s parents, but life experiences and motivation can significantly raise or lower one?s IQ. IQ scores are good predictors of GPA, job performance, and income. However, other factors, such as motivation, people skills, and physical appearance are also good predictors of the same successes in life. IQ tests are culturally biased and therefore, when interpreting IQ for members of minority groups in the USA, it is important to be aware that the IQ score itself may not be a valid measure of the person?s true intelligence.
Researchers’ understanding of the complexities of the human brain has evolved, and so too has the notion of IQ, what it really means, and how it is most accurately captured.
?There are multiple types of intelligence,? says researcher Adam Hampshire, PhD. He is a psychologist at the Brain and Mind Institute Natural Sciences Centre in London, Ontario, Canada. ?It is time to move on to using a more comprehensive set of tests that can measure separate scores for each type of intelligence.?
http://www.webmd.com/brain/news/20121218/iq-test-really-measure-intelligence
12. Learning Life is a process of continual change. From infancy to adolescence to adulthood to death, we are changing. Many factors produce those changes, but one of the most important is the process of learning. Through our experiences, we learn new information, new attitudes, new fears, and new skills. We also learn to understand new concepts, to solve problems in new ways, and even to develop a personality over a lifetime. In psychology, the term learning refers to any relatively permanent change in behavior brought about through experience.
Lahey, Benjami. (2009). Psychology an introduction tenth edition. McGraw Hill, New York.
13. Memory Psychologists have developed theories of memory using the computer as a model. These information-processing theories of memory are based on the apparent similarities between the operation of the human brain and that of the computer. This is not to say that psychologists believe that brains and computers operate in exactly the same way. Clearly they do not, but enough general similarity exists to make the information-processing model useful.
In the information-processing model, information can be followed as it moves through the following operations: input, storage, and retrieval. At each point in the process, a variety of control mechanisms (such as attention, storage, and retrieval) operate. Information enters the memory system through the sensory receptors. This is like your entering a term paper into your computer by typing on the keyboard. Attention operates at this level to select information for further processing. The raw sensory information that is selected is then represented?or encoded?in a form (sound, visual image, meaning) that can be used in the next stages of memory.
Other control mechanisms might then transfer selected information into a more permanent memory storage, like saving your term paper on a computer disk. When the stored information is needed, it is retrieved from memory. Before printing out your paper, you must first locate your file on the disk and retrieve it. Unfortunately, with both computers and human memory, some information may be lost or become irretrievable.
Some information needs to be stored in memory for only brief periods of time, whereas other information must be tucked away permanently. The influential stage theory of memory (Atkinson & Shiffrin, 1968; Baddeley, 1999) assumes that we humans have a three-stage memory that meets our need to store information for different lengths of time. We seem to have one memory store that holds information for exceedingly brief intervals (sensory memory), a second memory store that holds information for no more than 30 seconds unless it?s ?renewed? (short term memory), and a third, more permanent memory store (long term memory).
Lahey, Benjami. (2009). Psychology an introduction tenth edition. McGraw Hill, New York.
14. Neuropsychology Clinical neuropsychology is a sub-specialty of clinical psychology that specializes in the assessment and treatment of patients with brain injury or disease. A clinical neuropsychologist usually holds an advanced degree in clinical psychology (Ph.D., Psy.D.), and has completed a clinical internship and specialized post-doctoral training in clinical neuropsychology. What distinguishes a clinical neuropsychologist from other clinical psychologists is knowledge of the brain, including an understanding of areas such as neuroanatomy and neurological disease. The discipline involves the application of standardized measures in the study of brain behavior relationships. They use neuropsychological tests to assess cognitive deficits, and they are involved in the management, treatment and rehabilitation of cognitively impaired patients. Neuropsychology also entails the development of models and methods for understanding normal and abnormal brain function.
http://www.anpaonline.org/what-is-neuropsychology
15. Applied Behavior
Analysis Abbreviated as ?ABA,? The field of Behavior Analysis grew out of the scientific study of principles of learning and behavior. It has two main branches: experimental and applied behavior analysis. The experimental analysis of behavior is the basic science of this field and has over many decades accumulated a substantial and well-respected body of research literature. This literature provides the scientific foundation for applied behavior analysis, which is both an applied science that develops methods of changing behavior and a profession that provides services to meet diverse behavioral needs. Briefly, professionals in applied behavior analysis engage in the specific and comprehensive use of principles of learning, including operant and respondent conditioning, in order to address behavioral needs of widely varying individuals in diverse settings.
Examples of these applications include: building the skills and achievements of children in school settings; enhancing the development, abilities, and choices of children and adults with different kinds of disabilities; and augmenting the performance and satisfaction of employees in organizations and businesses.
Applied Behavior Analysis is a well-developed discipline among the helping professions, with a mature body of scientific knowledge, established standards for evidence-based practice, distinct methods of service, recognized experience and educational requirements for practice, and identified sources of requisite education in universities.
http://www.bacb.com/index.php?page=2
16. Industrial-
Organizational
Psychology Industrial-organizational (I-O) psychology is the scientific study of the workplace. Rigor and methods of psychology are applied to issues of critical relevance to business, including talent management, coaching, assessment, selection, training, organizational development, performance, and work-life balance.
http://www.siop.org/
17. Forensic Psychology Forensic Psychology is the application of the science and profession of psychology to questions and issues relating to law and the legal system. The word “forensic” comes from the Latin word “forensis,” meaning “of the forum,” where the law courts of ancient Rome were held. Today forensic refers to the application of scientific principles and practices to the adversary process where especially knowledgeable scientists play a role.
The Practice of Forensic Psychology Includes:
? Psychological evaluation and expert testimony regarding criminal forensic issues such as trial competency, waiver of Miranda rights, criminal responsibility, death penalty mitigation, battered woman syndrome, domestic violence, drug dependence, and sexual disorders
? Testimony and evaluation regarding civil issues such as personal injury, child custody, employment discrimination, mental disability, product liability, professional malpractice, civil commitment and guardianship
? Assessment, treatment and consultation regarding individuals with a high risk for aggressive behavior in the community, in the workplace, in treatment settings and in correctional facilities
? Research, testimony and consultation on psychological issues impacting on the legal process, such as eyewitness testimony, jury selection, children’s testimony, repressed memories and pretrial publicity
? Specialized treatment service to individuals involved with the legal system
? Consultation to lawmakers about public policy issues with psychological implications
? Consultation and training to law enforcement, criminal justice and correctional systems
? Consultation and training to mental health systems and practitioners on forensic issues
? Analysis of issues related to human performance, product liability and safety
? Court-appointed monitoring of compliance with settlements in class-action suits affecting mental health or criminal justice settings
? Mediation and conflict resolution
http://www.abfp.com/brochure.asp
18. School Psychology School psychologists help children and youth succeed academically, socially, behaviorally, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.
School psychologists are highly trained in both psychology and education, completing a minimum of a specialist-level degree program (at least 60 graduate semester hours) that includes a year-long supervised internship. This training emphasizes preparation in mental health and educational interventions, child development, learning, behavior, motivation, curriculum and instruction, assessment, consultation, collaboration, school law, and systems. School psychologists must be certified and/or licensed by the state in which they work. They also may be nationally certified by the National School Psychology Certification Board (NSPCB). The National Association of School Psychologists sets ethical and training standards for practice and service delivery.
http://www.nasponline.org/about_sp/whatis.aspx
19. Social Psychology What causes people to become murderously violent? Why do some people maintain their racial prejudices throughout their lives whereas others replace their hatreds with tolerance and respect? When do people work best as a group and when are they better off alone? If you find questions such as these intriguing, you should consider a career in personality and/or social psychology.
How do people come to be who they are? How do people think about, influence, and relate to one another? These are the broad questions that personality and social psychologists strive to answer. By exploring forces within the person (such as traits, attitudes, and goals) as well as forces within the situation (such as social norms and incentives), personality and social psychologists seek to unravel the mysteries of individual and social life in areas as wide-ranging as prejudice, romantic attraction, persuasion, friendship, helping, aggression, conformity, and group interaction. Although personality psychology has traditionally focused on aspects of the individual, and social psychology on aspects of the situation, the two perspectives are tightly interwoven in psychological explanations of human behavior.
Topics of Study
How do people come to be who they are? How do people think about, influence, and relate to one another? These are the broad questions that personality and social psychologists strive to answer. By exploring forces within the person (such as traits, attitudes, and goals) as well as forces within the situation (such as social norms and incentives), personality and social psychologists seek to unravel the mysteries of individual and social life in areas as wide-ranging as prejudice, romantic attraction, persuasion, friendship, helping, aggression, conformity, and group interaction.
http://www.spsp.org/?page=whatis&terms=what+and+is+and+a+and+social+and+psychologist
20. Substance-Related and Addictive Disorders In the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the revised chapter of ?Substance-Related and Addictive Disorders? includes substantive changes to the disorders grouped there plus changes to the criteria of certain conditions.
Substance Use Disorder
Substance use disorder in DSM-5 combines the DSM-IV categories of substance abuse and substance dependence into a single disorder measured on a continuum from mild to severe. Each specific substance (other than caffeine, which cannot be diagnosed as a substance use disorder) is addressed as a separate use disorder (e.g., alcohol use disorder, stimulant use disorder, etc.), but nearly all substances are diagnosed based on the same overarching criteria. In this overarching disorder, the criteria have not only been combined, but strengthened. Whereas a diagnosis of substance abuse previously required only one symptom, mild substance use disorder in DSM-5 requires two to three symptoms from a list of 11. Drug craving will be added to the list, and problems with law enforcement will be eliminated because of cultural considerations that make the criteria difficult to apply internationally.
Addictive Disorders
The chapter also includes gambling disorder as the sole condition in a new category on behavioral addictions. DSM-IV listed pathological gambling but in a different chapter. This new term and its location in the new manual reflect research findings that gambling disorder is similar to substance-related disorders in clinical expression, brain origin, comorbidity, physiology, and treatment.
http://www.dsm5.org/Documents/Substance%20Use%20Disorder%20Fact%20Sheet.pdf
21. Psychological
Disorders According to the DSM-5:
“A mental disorder is a syndrome characterized by clinically significant disturbance in an individual’s cognition, emotion regulation, or behavior that reflects a dysfunction in the psychological, biological, or developmental processes underlying mental functioning. Mental disorders are usually associated with significant distress in social, occupational, or other important activities. An expectable or culturally approved response to a common stressor or loss, such as the death of a loved one, is not a mental disorder. Socially deviant behavior (e.g., political, religious, or sexual) and conflicts that are primarily between the individual and society are not mental disorders unless the deviance or conflict results from a dysfunction in the individual, as described above.”
http://www.psychologytoday.com/blog/rethinking-psychology/201307/the-new-definition-mental-disorder
22. Theories in Psychology There are numerous psychological theories that are used to explain and predict a wide variety of behaviors. What exactly is the purpose of having so many psychological theories? These theories serve a number of important purposes.
? Theories provide a framework for understanding human behavior, thought, and development. By having a broad base of understanding about the how’s and why’s of human behavior, we can better understand ourselves and others.
? Theories create a basis for future research. Researchers use theories to form hypotheses that can then be tested.
? Theories are dynamic and always changing. As new discoveries are made, theories are modified and adapted to account for new information.
http://psychology.about.com/od/developmentecourse/a/dev_purpose.htm
23. Psychotherapy According to the National Institute of Mental Health, more than a quarter of American adults experience depression, anxiety or another mental disorder in any given year. Others need help coping with a serious illness, losing weight or stopping smoking. Still others struggle to cope with relationship troubles, job loss, the death of a loved one, stress, substance abuse or other issues. And these problems can often become debilitating.
A psychologist can help individuals work through such problems. Through psychotherapy, psychologists help people of all ages live happier, healthier and more productive lives.
In psychotherapy, psychologists apply scientifically validated procedures to help people develop healthier, more effective habits. There are several approaches to psychotherapy ? including cognitive-behavioral, interpersonal and other kinds of talk therapy ? that help individuals work through their problems.
Psychotherapy is a collaborative treatment based on the relationship between an individual and a psychologist. Grounded in dialogue, it provides a supportive environment that allows people to talk openly with someone who?s objective, neutral and nonjudgmental. The psychologist or counselor work together to identify and change the thought and behavior patterns that are keeping you from feeling your best.
http://www.apa.org/helpcenter/understanding-psychotherapy.aspx
24. Psychoanalysis Psychoanalysis, accredited to Sigmund Freud, has a double identity. It is a comprehensive theory about human nature, motivation, behavior, development and experience. And it is a method of treatment for psychological problems and difficulties in living a successful life.
As a general theory of individual human behavior and experience, psychoanalytic ideas enrich and are enriched by the study of the biological and social sciences, group behavior, history, philosophy, art, and literature. As a developmental theory, psychoanalysis contributes to child psychology, education, law, and family studies. Through its examination of the complex relationship between body and mind, psychoanalysis also furthers our understanding of the role of emotions in health as well as in medical illness.
http://www.apsa.org/About_Psychoanalysis.aspx
25. Cognitive-Behavioral
Therapy
Developed by Dr. Aaron T. Beck, Cognitive Therapy (CT), or Cognitive Behavior Therapy (CBT), is a form of psychotherapy in which the therapist and the client work together as a team to identify and solve problems. Therapists use the Cognitive Model to help clients overcome their difficulties by changing their thinking, behavior, and emotional responses. Cognitive therapy has been found to be effective in more than 1000 outcome studies for a myriad of psychiatric disorders, including depression, anxiety disorders, eating disorders, and substance abuse, among others, and it is currently being tested for personality disorders.
It has also been demonstrated to be effective as an adjunctive treatment to medication for serious mental disorders such as bipolar disorder and schizophrenia. Cognitive therapy has been extended to and studied for adolescents and children, couples, and families. Its efficacy has also been established in the treatment of certain medical disorders, such as irritable bowel syndrome, chronic fatigue syndrome, hypertension, fibromyalgia, post-myocardial infarction depression, noncardiac chest pain, cancer, diabetes, migraine, and other chronic pain disorders.
http://www.beckinstitute.org/what-is-cognitive-behavioral-therapy/About-CBT/252/26. Reality Therapy According to Reality Therapy, since unsatisfactory or non-existent connections with people we need are the source of almost all human problems, the goal of William Glasser?s Reality Therapy is to help people reconnect. To create a connection between people, the reality therapy counselor, teacher or manager will:
? Focus on the present and avoid discussing the past because all human problems are caused by unsatisfying present relationships.
? Avoid discussing symptoms and complaints as much as possible since these are the ways that counselees choose to deal with unsatisfying relationships.
? Understand the concept of total behavior, which means focus on what counselees can do directly – act and think.
? Avoid criticizing, blaming and/or complaining and help counselees to do the same.
? Remain non-judgmental and non-coercive, but encourage people to judge all they are doing by the choice theory axiom:
o Is what I am doing getting me closer to the people I need?
? If the choice of behaviors is not working, then the counselor helps clients find new behaviors that lead to a better connection.
? Teach counselees that legitimate or not, excuses stand directly in the way of their making needed connections.
? Focus on specifics. Find out as soon as possible who counselees are disconnected from and work to help them choose reconnecting behaviors.
http://www.wglasser.com/the-glasser-approach/reality- therapy27. REBT Rational Emotive Behavioral Therapy or REBT is an action-oriented psychotherapy that teaches individuals to identify, challenge, and replace their self-defeating thoughts and beliefs with healthier thoughts that promote emotional well-being and goal achievement. REBT was developed in 1955 by Dr. Albert Ellis. Dr. Ellis has been considered one of the most influential psychotherapists in history. In a survey conducted in 1982 among approximately 800 American clinical and counseling psychologists, Albert Ellis was considered even more influential in the field than Sigmund Freud. Prior to his death in 2007, Psychology Today described him as the ?greatest living psychologist.?
According to REBT, it is largely our thinking about events that leads to emotional and behavioral upset. With an emphasis on the present, individuals are taught how to examine and challenge their unhelpful thinking which creates unhealthy emotions and self-defeating/self-sabotaging behaviors.
REBT is a practical approach to assist individuals in coping with and overcoming adversity as well as achieving goals. REBT places a good deal of its focus on the present. REBT addresses attitudes, unhealthy emotions (e.g., unhealthy anger, depression, anxiety, guilt, etc.) and maladaptive behaviors (e.g., procrastination, addictive behaviors, aggression, unhealthy eating, sleep disturbance, etc.) that can negatively impact life satisfaction. REBT practitioners work closely with individuals, seeking to help identify their individual set of beliefs (attitudes, expectations and personal rules) that frequently lead to emotional distress.
REBT then provides a variety of methods to help people reformulate their dysfunctional beliefs into more sensible, realistic and helpful ones by employing the powerful REBT technique called ?disputing.? Ultimately, REBT helps individuals to develop a philosophy and approach to living that can increase their effectiveness and satisfaction at work, in living successfully with others, in parenting and educational settings, in making our community and environment healthier, and in enhancing their own emotional health and personal welfare
http://albertellis.org/rebt-cbt-therapy/
28. Humanism/Client Centered
Therapy The theory of Humanism is a psychological model that emphasizes an individual’s phenomenal world and inherent capacity for making rational choices and developing to maximum potential. (APA.org). According to Gerald Corey, of all the pioneers who have founded a therapeutic approach, Carl Rogers stands out as one of the most influential figures in revolutionizing the direction of counseling theory and practice. Rogers has become known as a “quiet revolutionary” who both contributed to theory development and whose influence continues to shape counseling practice today (see Cain, 2010; Kirschenbaum, 2009; Rogers & Russell, 2002).
As a proponent of the humanist philosophy and credited with creating client centered therapy, Rogers believed that people are essentially trustworthy, that they have a vast potential for understanding themselves and resolving their own problems without direct intervention on the therapist’s part, and that they are capable of self-directed growth if they are involved in a specific kind of therapeutic relationship. From the beginning, Rogers emphasized the attitudes and personal characteristics of the therapist and the quality of the client?therapist relationship as the prime determinants of the outcome of the therapeutic process. He consistently relegated to a secondary position matters such as the therapist’s knowledge of theory and techniques. This belief in the client’s capacity for self-healing is in contrast with many theories that view the therapist’s techniques as the most powerful agents that lead to change (Bohart & Tallman, 2010). Clearly, Rogers revolutionized the field of psychotherapy by proposing a theory that centered on the client as the primary agent for constructive self-change (Bohart & Tallman, 2010; Bozarth, Zimring, & Tausch, 2002).
Corey, Gerald. (2012). Theory and practice of counseling and psychotherapy, 9th Edition. Cengage Learning.
200 WORDS MINIMUM RESPONSE.
There is no substitute for experience!
So, what do you do if you have a great idea and have no experience?
Bygrave and Zacharakis (2014) advise that if you lack experience in a specific area, “create a team with diverse skills and experience” (p. 235) who can act as your advisors. Surround yourself with people you trust.
Here is a challenge:
Take a personal inventory of your skills and abilities. Do not just look at what you are good at, but what you enjoy doing. Then look at your network and see who you trust who is great at skill you lack.
Can you find an apprenticeship or shadowing opportunity that will help you gain these skills?
Can you identify the people who can fill your team?
Reference:
Bygrave, W. D., & Zacharakis, A. (2014). Entrepreneurship (3rd ed.). New Jersey, NJ: John Wiley & Sons, Inc.
Information technology and management information systems allow organizations, regardless of size, to communicate, collaborate, share information, make data driven decisions, and monitor all aspects of performance. Imagine you have a friend who runs a small business and this person is interested in taking advantage of information technology and management information systems to take the business to the next level. Your friend has come to you to get some information to consider in the decision to pursue IT and MIS enhancements. Provide your thoughts on the topic. Make sure you:
Discuss specific ways information technology can benefit as well as negatively impact the business with respect to hardware, software, and trained staff.
Explain how a customer relationship management system can help businesses improve profitability.
From your own experience or a business setting of which you are aware, provide an example of a situation that demonstrates the importance of information technology in the efficient delivery of a product or service.
Title
Coursework 2 (TWO):
Essay
Submission
Date:
9th January 2017
(before 23:55
hours)
Module Leader Richard Woodward
Submission
Time and Place:
Submission
through Turnitin
ONLY
Module Team Richard Woodward
Sujay Sinha
Module learning outcomes being assessed
1. Critically engage with competing explanations for economic globalisation since 1945
2. Analyse the global business environment in different industrial sectors and evaluate the
strategies corporations deploy to manage those environments
3. Demonstrate understanding of the global business environment by communicating, both
verbally and in writing, complex ideas and arguments about the evolution and dynamics of
the world economy
4. Locate, identify and synthesise appropriate information to design, conduct and report
research into business and management issues, both individually and as part of a team
Assignment Information
This assignment requires you to write a 2000 word essay on the following question:
Are multinational corporations or states the most important actors in the global business
environment? Illustrate your answer with reference to the OIL industry.
In writing your answer you may find it helpful to reflect on some of the following questions:
? What are the main powers and vulnerabilities of multinational corporations operating
in the oil industry?
Coursework 2 M01SSL SEPJAN1617
Page 2 of 6
? What role do states and other public authorities such as international organisations
play in the oil industry? For instance, do they play a minimal role, merely providing
the framework of rules and regulations that facilitate the operation of global markets
or do they play a more interventionist role (perhaps as owners of multinational
corporations or factors of production)?
? What factors affect the relationship between multinational corporations and states in
the oil industry? Are these relationships cooperative or antagonistic?
? What factors affect the balance of power between states and multinational
corporations in the oil industry?
How to submit your assessment
The report must be submitted via Turnitin by 23.55 on 9th January 2017. No paper copies are
required. You can access the Turnitin link through the module web.
? Your coursework will be given a zero mark if you do not submit a copy through
Turnitin. Should you submit work on time but fail the assignment, you will be offered
a resit opportunity but the resit mark will be capped at 40%.
? All work submitted after the submission deadline without a valid and approved
reason (see below) will be given a mark of zero. Please note that a non-submission
is not the same as a failed submission; a failed submission counts as an attempt
whereas an absent mark does not necessarily allow you to resit the coursework.
? Students MUST keep a copy and/or an electronic file of their assignment.
? Checks will be made on your work using anti-plagiarism software and approved
plagiarism checking websites.
EXTENSIONS
The University wants you to do your best. However we know that sometimes events happen
which mean that you can?t submit your coursework by the deadline ? these events should be
beyond your control and not easy to predict. If this happens, you can apply for an extension
to your deadline for up to two weeks, or if you need longer, you can apply for a deferral,
which takes you to the next assessment period (for example, to the resit period following the
main Assessment Boards). You must apply before the deadline.
You will find information about the process and what is or is not considered to be an event
beyond your control athttps://share.coventry.ac.uk/students/Registry/Pages/Deferrals-andExtension.aspx
GUIDELINES AND BACKGROUND TO THIS ASSIGNMENT
This assessment will assess the module learning outcomes 1, 2, 3 and 4 and makes
up 50% of the overall module mark.
Word Count Limit
Coursework 2 M01SSL SEPJAN1617
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Your word count includes in text citations but not the final references or appendices. If you
are more than 10% over or under the word count limit you may lose marks as a 10% penalty
applies.
The contents of your References and Appendices are not normally given a specific mark
(though they may contribute to your overall mark, as detailed in the assessment criteria). We
therefore recommend that you only use Appendices for supporting material and not for the
substantive part of your work.
Plagiarism
As part of your study you will be involved in carrying out research and using this when
writing up your coursework. It is important that you correctly acknowledge someone else?s
writing or thoughts and that you do not attempt to pass this off as your own work. Doing so
is known as plagiarism. It is not acceptable to copy from another source without
acknowledging that it is someone else?s writing or thinking. This includes using paraphrasing
as well as direct quotations. You are expected to correctly cite and reference the works of
others. The Centre for Academic Writing provides documents to help you get this right. If you
are unsure, please visit www.coventry.ac.uk/caw.
Turnitin includes a plagiarism detection system and assessors are experienced enough to
recognise plagiarism when it occurs. Copying another student?s work, using previous work of
your own or copying large sections from a book or the internet are examples of plagiarism
and carry serious consequences. Please familiarise yourself with the CU Harvard
Reference Style (on Moodle) and use it correctly to avoid a case of plagiarism or cheating
being brought. Again, if you are unsure, please contact the Centre for Academic Writing or a
member of the course team.
Return of Marked Work
You can expect to have marked work returned to you 2 weeks after the submission date.
Marks and feedback will be provided online. As always, marks will have been internally
moderated only, and will therefore be provisional; your mark will be formally agreed later in
the year once the external examiner has completed his / her review.
Coursework 2 M01SSL SEPJAN1617
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Assessment Criteria
Mark range Guidelines
70 ? 100% In order to secure a mark in this range, a candidate must submit an
outstanding answer that could hardly be bettered. In addition to the
criteria identified below for a mark between 70-85%, an answer
scoring a mark of 85-100% would show an excellent level of
understanding and critical/analytic skills and originality. For
example, such an answer would include new insights into the global
business environment of a specific industry sector which are not
drawn from the literature but from the student’s own critical
thinking, and which add something to the existing literature.
An essay in this range will demonstrate a strong understanding of
theories, concepts and issues relating to the global business
environment of a specific industry sector. There will be evidence of
wide-ranging reading from a variety of valid sources (as described
and presented in the marking criteria for 60-69%).
The assignment must be written in a clear, well-structured way with
a coherent and seamless flow and show evidence of independent,
critical thought. It must show extensive relevant reading on the
subject and intelligent use of the material to present a well-balanced
and well-argued assignment. For example, the student will have
considered a range of relevant issues and be able to assess the
strength and weaknesses of various approaches/arguments and put
forward a confident and articulate view of their own.
60 ? 69% An essay in this mark range will demonstrate a good understanding
of the requirements of the assignment and of theories, concepts and
issues relating to the global business environment of a specific
industry sector. An assignment in this percentage range will include a
balanced discussion of issues central to the question, how these are
addressed by different authors or sources and some critical thinking
into their relative merits or shortcomings.
The answer will be contain few errors and little, if any, irrelevant
material. It will show evidence of reading from a variety of sources
(i.e. more than 3 or 4) but not so many sources that the discussion
loses focus and becomes unclear or irrelevant. All sources should be
of some academic merit (e.g. books, journals, reports, media
publications). Unreferenced material from non-credible internet
sources MUST be avoided.
All sources must be included and properly referenced in the
references. The assignment will be well-organised and clearly
written/presented overall.
Coursework 2 M01SSL SEPJAN1617
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Mark range Guidelines
50 ? 59% The answer will demonstrate some reasonable understanding of
relevant theories, concepts and issues relating to the global business
environment of a specific industry sector but also some minor errors
of fact or understanding.
The assignment will not be based on an extensive range of sources
(for example few references are included), or much evidence that
they have been read closely or well-understood. For example, the
assignment will retell sources rather than analyse them.
The assignment may be quite general in part. Some errors may be
present and some irrelevant material may be included.
The essay may not be particularly well-structured, and/or clearly
presented and contain some spelling mistakes and grammatical
errors. A few sentences may be unclear.
40 – 49% A mark within this percentage range will be given to an essay which:
– shows some limited basic understanding of the subject but is
incomplete. For example, if it answers one part of a question but
not the rest.
– makes only very general statements
– includes some factual errors or misunderstandings e.g. confusion
between different companies or misuse of certain key terms.
– shows limited use of material with limited reading/research on
the topic and includes only a very small number of references, not
all of which are included in the references
– includes spelling mistakes, is poorly structured with no clear
argument and grammar mistakes making it difficult to
understand.
– includes some irrelevant material.
35 ? 39% A mark within this percentage range will be given to an assignment
which:
– includes only a limited amount of relevant material.
– shows little evidence of reading/research on the topic. For
example, the essay includes only very few references, and relies
only on material or case studies used during the course.
– shows only a very basic understanding of the subject.
– is poorly presented with bad grammar, some spelling mistakes
and an incomplete reference list.
– has a poor structure and does not flow e.g. if there is no conclusion
or new facts are introduced in the conclusion rather than
introduction or main discussion.
– contains some fundamental errors.
20 ? 34% A poor fail on this assignment means the assignment submitted:
– is poor and suggests that the student has spent very little time on
Coursework 2 M01SSL SEPJAN1617
Page 6 of 6
Mark range Guidelines
0 – 19%
it e.g. if the answer is considerably under the word requirement
and/or presented in note form rather than as a fully written up
essay.
– bears little relation to the assignment topic.
– shows a poor understanding of theories, concepts and issues
relating to the global business environment of a specific industry
sector and to the learning outcomes detailed in this document.
– contains some or many fundamental errors and
misunderstandings of the academic or other material used. For
example many of the facts cited are incorrect.
– uses literature or other material which is largely irrelevant or has
no academic value
– is poorly structured and poorly presented. For example, sentences
may be hard to understand and contain many spelling or
grammatical mistakes.
– contains no references.
Work within this mark range shows a complete failure to meet the
requirements of the assignment. A mark in this range will be given
for an essay which:
– is below 500 words in length.
– bears no link to the question chosen and shows very little or no
knowledge or understanding of any of the theories, concepts and
issues relating to the global business environment of a specific
industry sector. The answer may be fundamentally wrong or
trivial.
– contains no references and/or evidence of relevant reading.
– shows little understanding of the requirements of the assignment
and only a vague knowledge of the subject area.
– includes numerous fundamental errors in the understanding or
presentation of the material discussed. There is a general lack of
facts/evidence and what is provided is mostly incorrect and/or
irrelevant.
– is poorly structured and poorly presented. Spelling and grammar
are poor. Many sentences are incomprehensible.
– the examiners do not feel could be described as a serious attempt
by any reasonable standards.
Your task: Write about your thoughts and experiences with the work we did on “Emotional Intelligence 2.0”. Focus on the value of EI to you professionally and personally. Discuss what you learned (or didn?t learn) from the Emotional Intelligence 2.0 book, the assessment and class experiences. In your reflections choose at least one thought from the book, one thought from the assessment, and and one thought from your experience in class during the workshop.
Length & Format:
Write 350-450 words. Write the number of words after the final paragraph of your document. If you don?t know how to find this statistic in your document editor, let me know and I can show you.
Single space. Put an additional space between paragraphs.
Font: Use Times/New Roman, 12 points.
This is a BADM300 class its about communication is business. We took the emotional intellegience test in class and it appears personally i need to improve my Self Awarness so you can build around that.
Your task: Write about your thoughts and experiences with the work we did on “Emotional Intelligence 2.0”. Focus on the value of EI to you professionally and personally. Discuss what you learned (or didn?t learn) from the Emotional Intelligence 2.0 book, the assessment and class experiences. In your reflections choose at least one thought from the book, one thought from the assessment, and and one thought from your experience in class during the workshop.
Length & Format:
Write 350-450 words. Write the number of words after the final paragraph of your document. If you don?t know how to find this statistic in your document editor, let me know and I can show you.
Single space. Put an additional space between paragraphs.
Font: Use Times/New Roman, 12 points.
This is a BADM300 class its about communication is business. We took the emotional intellegience test in class and it appears personally i need to improve my Self Awarness so you can build around that.
