You will submit a PowerPoint presentation on your topic. You will be graded your ability to follow these submission requirements:
State your topic
State your research question
Summarize previous research related to the topic
Describe potential data collection methods
Cite 3 scholarly articles
Format using APA style
A title page and a reference list are required
Introduction to Social and Developmental Psychology Coursework Assignment After completing the module, you should be able to: • Demonstrate knowledge and understanding of a range of developmental theories and topics. • Demonstrate knowledge and understanding of group norms and social influence processes including cultural influences, group interactions, leadership and member roles. • Recognise different perspectives or theories of developmental and social psychology. • Integrate ideas and findings through appropriately linking theories and research evidence in developmental and social psychology. Question Case Study A family have gathered for a birthday meal to celebrate Emma’s 6th birthday. Emma’s parents, Jill and Steve and both sets of grandparents are enjoying their time together and discussing how Jill and Steve have grown as a couple, comparing their relationships and discussing love and intimacy as they move through early, middle and later adulthood. The conversation moves on as they sit down to enjoy their meal and Jill brings up a work issue related to conflict and arguments among two different groups of colleagues, the teaching staff and the administrators, asking her father-in-law, a psychologist, to help her understand what is going on. 1. Identify two theories relating to love and intimacy in early, middle and late adulthood, discuss critically and link the discussion to the case study. (Developmental psychology). 2. Identify two theories relating to inter-group behaviour and discuss critically in relation to conflict behaviours as outlined in the case study. (Social psychology). a) Introduction • Introduce the nature of love and intimacy in early, middle and older adults and inter-group conflicts and behaviour. Include a definition of each concept. • Provide an overview of what you intend to do in this essay and the structure. b) Main body of essay • Provide a discussion and evaluation of theories relating to love and intimacy in early, middle and older adults and include research material. Structure this section using paragraphs, each paragraph should address one main idea and at size 12 font, with single spacing formatting, should be no more than a third of a page long. • Include a second section discussing theories relating to inter-group behaviour and refer to the conflict behaviours outlined in the case study, evaluating theories from social psychology. • Address the essay question throughout. Additionally, make sure to link the arguments and debates you present, back to the key concepts and aims of your essay throughout. c) Conclusion • Pull the threads of your essay together with a firm conclusion. • Your conclusion should address intentions referred to in the introduction. Must be referenced and no copy work.
Discussion question: Are culturally sensitive treatment plans possible? Why or Why not? How does the developmental stage of the client influence the treatment plan? Please include at least two scholarly journal articles in your posting. Classmate response: It is crucial that when looking into care plans for the clients, we look at their culture and how it would be best for us to respect it. The ACA Code of Ethics 2014, counselors do not discriminate based off of culture and you do not want to unintentionally discriminate. This can happen if the counselor is not educated on the client’s culture or educated on what the culture entails. Cultural sensitivity can allow counselors to be aware of how the client’s culture may impact the way that they handle their problems and the purpose of their care. We can use caution as we assess and evaluate the client initially. It is best to use the Cross-Cultural Counseling Inventory (CCCI) to help understand the cultural needs for each client to improve counselor effectiveness (Hernandez, 1991). This helps respect and protect the client’s wishes culturally. We take the knowledge we learn of their values and beliefs and incorporate them into the planned care. It is found that counselors taking the extra steps to account for the client’s cultural background into consideration. It increases client satisfaction and the longevity of them staying in counseling (Constantine, 2002). ACA Code of Ethics. (2014). Retrieved from American Counseling Association: https://www.counseling.org/knowledge-center/ethics#2014code Constantine, M. (2002). Cross-Cultural Counseling Inventory–Revised–Modified. Journal of Counseling Psychology. Hernandez, A. (1991). Cross-Cultural Counseling Inventory–Revised. Professional Psychology: Research and Practice.
Study the “Case Formulation and the Diagnostic Process” media piece. Now, summarize the process of assessment, diagnosing, and treatment in your own words. What are some implications for not including the client in the creation of a treatment plan? How does the therapist support the client for beneficial behaviors to progress through the stages of change? https://lc.gcumedia.com/mediaElements/gcu-sequence-application/v3.1/#/showcase/sequence/39/view
Please provide a peer review of the attached and address the following:
• What areas of the proposal work well?
• What areas of the proposal could benefit from additional clarification?
• What remaining questions do you have related to your colleague’s chosen topic and proposal?
• Does the proposal contain all the required elements as outlined in the Milestone Three Guidelines and Rubric document?
In your review , also discuss how your peer’s work influences or informs your own proposal or your understanding of your topic ( I have attached my paper as well).
Please provide a peer review of the attached and address the following:
• What areas of the proposal work well?
• What areas of the proposal could benefit from additional clarification?
• What remaining questions do you have related to your colleague’s chosen topic and proposal?
•Does the proposal contain all the required elements as outlined in the Milestone Three Guidelines and Rubric document?
In your review , also discuss how your peer’s work influences or informs your own proposal or your understanding of your topic ( I have attached my paper as well).
Prior to beginning work on this discussion, read the required chapters from the text and review the required articles for this week. Over the course of the past weeks, we have considered the use of medications in the treatment of various psychological disorders. This discussion will provide you with an opportunity to give an informed appraisal on the use of drugs to treat disorders and defend your stance based on your judgment of the literature. In your initial post, describe what you believe are the greatest strengths and weaknesses of using the medications to treat psychological disorders. Evaluate the employment of psychoactive drugs in the treatment of disorders over the lifespan from both an ethical and risk-benefits perspective. Summarize the theories of psychiatric disease and the scientific rationale behind its treatment through the employment of drug therapies. Explain what you believe to be the greatest challenges in the use of psychoactive medications over the next several years. Support your statements with references and logical arguments.
“I want you to read the person’s life with an eye to how they became excellent in their field as they were. Read for their process. This can include failures as well as successes. What did they learn from their failures? How did they adjust when they failed or didn’t measure up to their expectations? Learning is not linear. People make changes to their training or study as they discover new directions that are more intriguing or challenging. I also want you to read and include at least one critique of this person’s accomplishments. Tell me if you think negative criticisms of their works validity are justified. You need to consider your own view of this person’s work, beyond what has been common knowledge.”
Pick one of the following two clinical vignettes to focus on. Each vignette comes with its own set of questions. Put which vignette you chose as your paper title (i.e., “Vignette 1” or “Vignette 2”). Again, there is no right answer, but please address each question listed. Your writeup should be between 3 to 5 double-spaced pages. Requirements: Using the material provided regarding specific patient populations, answer the questions associated with the clinical vignette profile you’ve chosen. Double-spaced; minimum of 3 pages, maximum of 5. Vignette 1: When Dexter first came to therapy, he was 26 years old, single, and described himself as a third-generation, Black, Christian minister. He lived with his mother and did not disclose his sexual orientation. Both his father and grandfather were preachers, as were two of his uncles. Dexter came to therapy upon referral from his uncle, the senior pastor at his church, who was concerned that Dexter was suffering from “delayed grief.” Dexter was very skeptical of therapy, feeling that if God abandoned him, how could anyone else help him? He reluctantly agreed to therapy because his uncle told him that he would keep him on the church payroll only if he sought help. The church was paying for treatment and wanted monthly updates that Dexter is coming to therapy—they did not require updates on therapy content or progress. Dexter arrived to his first session with his hair in braids, wearing jeans and an oversize T-shirt and jewelry. His left earlobe was pierced; he had rings and bracelets on both hands and a huge silver necklace around his neck. Dexter grew up in the Christian church. His activities were strictly monitored, and he had very restricted habits. As a child he went to religious school and spent most of his “free” time singing in church, practicing his music, and in Bible study and prayer groups. You notice that Dexter is very bright, articulate, and a passionate public speaker; he was being groomed to become senior pastor at his grandfather’s church. His peers led similar lives. Currently he is on leave from the church, where he served as the minister of music and led several youth groups. Both his father and grandfather were deceased; however, both had been very active in advocating civil and human rights for African Americans. Thus, Dexter had been reared with a very strong racial-ethnic identity and envisions himself as an activist minister. Dexter’s father died when he was 15 from a long-term illness. After about 8 sessions, discussing the story of his father’s death, he began to address his “real problem.” Dexter reported that he is “same-gender loving,” that he has had several same-sex experiences, and that he thinks he is “in love” with another man. He expressed some confusion about how to integrate his sexual identity with his strong ethnic identity and deeply held religious faith. Upon the suggestion of the therapist, Dexter had begun working at a community agency doing outreach with HIV-positive Black men. He reported that this work gave him a chance to engage in important social activism work while getting to experiment with his same-sex identity. Although he reported that he was comfortable with his sexual identity, he experienced conflict between his identity and the strong conviction that he had been “called” to the ministry and wanted to remain a minister at his church. He reported that he had conversations with both his uncle and mother about his sexual identity, although neither of them “took me seriously.” He is balancing moving in with his “lover” versus staying with his mother, who continues to grieve about the loss of his father. Questions: What role do you think Dexter’s religious heritage has on his identity, and what is your opinion of it? What is the significance of Dexter defining himself as a same-gender-loving man, and what is your opinion of it? Given Dexter’s skepticism about the value of counseling and psychotherapy, what role might therapist self-disclosure have on establishing a strong therapeutic alliance with him? What are the primary dimensions of Dexter’s identity, and how might a culturally competent therapist begin to prioritize targets of treatment with him? How difficult might it be to address each of the major dimensions of Dexter’s identity? What role, if any, do the therapist’s multidimensional identities play in Dexter’s treatment planning? Are there any ethical issues you believe would arise in treatment? (Refer to ethics codes here if necessary) Vignette 2: Rita was a 17-year-old Cambodian American bisexual female. She was referred for counseling for getting into fights at school and was experiencing academic failure due to multiple suspensions for this behavior. Her mother, who barely escaped from the Khmer Rouge, was receiving medication for her own depression and symptoms of posttraumatic stress disorder. Her younger brother was referred for mental health treatment for his acting-out behaviors (e.g., getting into fights, petty theft, academic failure). Rita claimed that her mother was “crazy”—oftentimes displaying extreme behaviors such as emotional smothering (not allowing Rita to have her own space at home and listening in on her telephone conversations) or abandonment (throwing Rita and her possessions out of the house when she misbehaved). She often fought with her mother and reported that her father, who remarried when Rita was 5 and had other children, has not been a big part of her life. Rita would secretly fantasize that her parents would someday reunite despite not being together for more than a decade. Initial treatment sessions consisted of Rita proudly talking about how many times she had been in fights with her classmates. She also relayed that she was able to be financially independent by supporting herself as a waitress. She seemed amused when she fought with her mother and unaffected by her father’s absence. Although Rita was enthusiastic and willing to self-disclose, developing a genuine connection was initially a challenge due to her inability to recognize her contributions to the dynamics surrounding her. The focus of her treatment was delivered via individual therapy, especially since family therapy seemed to worsen her acting-out behaviors. Rita began seeing a man she met outside of school who was a year older than her. Their relationship did not sound very stable, and Rita expressed minimal interest in committing to him. In fact, she often complained about the idea of having a monogamous relationship. She had dated both men and women in the past, but only for a few months at a time. Eventually it became clear that building trust would take more time than planned. Her mother had failed at creating a trusting bond with her daughter, and this was very apparent over the course of numerous sessions. Treatment slowly challenged her to consider the consequences of her own actions. This happened over time and by using nonverbal techniques. We discussed her disappointment in her father, anger toward her mother’s inability to take care of Rita and her brother, difficulties obtaining positive attention from her peers, and reluctance to commit to a romantic relationship. We worked together for a year and a half, during which time Rita was better able to communicate with her mother without getting angry, reduced the number of fights she got into at school, and began to work toward financial independence from her family of origin. Questions: If you were Rita’s therapist, what are some assumptions you might make about her based on her background? What kinds of feelings might you have when working with someone similar to Rita? What are some of the ways in which Rita is different from the model minority myth? What are ways of reducing the barriers to treatment for someone who is underage, living with a caregiver with a mental illness, and financially insecure? What types of treatment techniques do you think should have been considered when working with someone like Rita? The therapist in this case initially had stereotypes about Rita’s mother and her parenting style. What are some assumptions you may have when considering a first-generation female refugee from Cambodia? What are some treatment techniques you could incorporate to help Rita feel safe and engage in self-exploration? Are there any ethical issues you believe would arise in treatment? (Refer to ethics codes here if necessary)
Summary Set 4, due at the end of Module 7 (choose 3 categories from this list; 1 page
per category=3 pages of content):
Neurocognitive
Disruptive, Impulse Control and Conduct Disorders
Feeding and Eating Disorders
Sexual
Sleep/Wake
Elimination
Gender
Other Conditions That May Be a Focus of Clinical Attention
You will write a one-page summary for EACH category. Summaries must include:
Overview – a brief overview of the general category. In one or two sentences, identify the
characteristic(s) that all the disorders in the category share. (Example: in the Depressive
disorders, all the disorders are characterized by feelings of sadness.)
Disorders – For each disorder in the category, write one or two sentences that provide a brief
descriiption of the disorder. In the Overview, you noticed what is similar across the disorders in
the category; in the Disorders section, you will identify the main feature of each disorder that
distinguishes it from the rest of the category (e.g., time frames, severity, types of symptoms, etc.)
Risk and Prognostic Factors – Choose one disorder from each category and provide a brief
summary of the risk and prognostic factors as found in the DSM-5.
You will organize each summary by using the current edition of APA headings. Start each
summary with the category title using a Level 1 APA heading. Overview, Disorders and Risk
and Prognostic Factors should be Level 2 headings.