Capella Assignment….For professor Ann Only!

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Building a Case Conceptualization – Gathering Data

Resources

  •  Building a Case Conceptualization – Gathering Data Scoring Guide.
  •  Interactive Case File.
  •  iGuide: ePortfolio.
  •  Case 1 Joseph Units 4 and 5
  •  Case 2 Mark Units 4 and 5

Your ability to use the multidisciplinary approach depends on your mastery of the core set of capabilities described in the introduction to Unit 4. One of those capabilities is the research skill of gathering data, which involves not only the collection process, but also the thinking processes involved in synthesizing what you find and integrating it into a coherent picture of the client and the situation. This assignment, the first of three in your capstone project, is designed to have you apply this capability to the case that you selected.

Your assignment is to write a case conceptualization, a description of the case and an interpretation of the issues and problems involved. The studies and discussions in Units 4 and 5 were designed to provide the rich data and information upon which you will draw to arrive at your understanding of this client and his situation.

Case Information

In Unit 4, you chose one of these two case clients as the basis of your project work:

  • Case 1: Joseph, an 8-year-old first grader recently placed in foster care after an emergency removal from his home.
  • Case 2: Mark, a 28-year-old inmate in the transition unit at a correctional facility who is expected to be released in two months.

Be sure to read the initial case information for your case located in the Resources. In addition, the media piece Interactive Case File provides greater detail on both clients.

Instructions

You began gathering information about your case client in Unit 4, using information in the course files and the media piece Interactive Case File. Now pull this information together, analyze what you have, and write a case conceptualization, following this format:

  • Background: Provide a clear and concise background of the case, showing a holistic view of the client.
  • Problem Identification: Provide an analysis of the main issues in the case. Clearly connect how issues and needs presented by the client are affecting his emotions and behaviors.
  • Case Summary: Present a concise conceptualization of what the needs are and a rationale as to why they should be the focus of your recommendations. Keep in mind that this section is what you will present to the collaborative team, so you want to make sure that you are presenting a clear snapshot of the person and the areas that need to be identified. If more than one need or issue is present, make sure to rank these needs and support why one needs to be addressed over another. The goal is not to make recommendations, but rather to provide a solid starting point for the collaborative team to begin thinking about recommendations.

Requirements

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.
  • Length of paper: 5–8 typed double-spaced pages.
  • Font and font size: Arial, 10 point.

PSYC 3003 DISCUSSION QUESTION

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Identify conceptual variables that may be of interest to you. A few examples are anxiety, conformity, and leadership.

  • Create your own 5- to 10-item Likert scale to assess a conceptual variable of interest to you.
  • Administer the scale to at least three friends or family members. You may administer it in person or via e-mail.
  • Prepare to upload the Likert scale you created as an attached document (in .doc or .rtf format) to your Discussion post.

With these thoughts in mind:

Post by Day 3:

  • The conceptual variable you selected. Note: Include the conceptual variable in the “Subject”field of your post (e.g., Job Satisfaction).
  • In the main body of your post:
  • Discuss your experience writing and administering the scale.
  • Explain how your scale turned your conceptual variable into a measured variable (beyond creating a Likert scale).
  • Explain the strengths and limitations concerning the reliability and validity of your scale.
  • Upload the Likert scale you created as an attached document (either a .doc or .rtf file).

Erik Erikson

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Explain and define the basic tenets of Erik Erikson’s theory which MUST include but not be limited to 

  • the Epigenetic principle 
  • Its relationship to the stages,

  • The final part of your essay is to apply Erikson’s theory to your future classroom. 

    • Identify the age range or grade you plan to teach (10-12 year olds) 
    • Name the specific stage (crisis) your students will be facing and in good detail
    • Outline a lesson or piece of instruction in which you help your students resolve the crisis at hand. 

    2 pages minumin 

M1_A3

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Selection of a Case Vignette

Select Case Vignette

You will select one of the three case vignettes to use for your final course project. The project will be a mock forensic assessment report incorporating the major topics from each module.

For this assignment, analyze the information provided in any of the provided case vignettes and begin to formulate hypotheses based on the referral questions.

Click here to download the case vignettes.

You can identify the referral question from the case vignette you choose. You might also consider the following referral questions in formulating your hypothesis:

  • As a forensic mental health professional, what factors do you need to consider in your psychological testing for the forensic assessment report?
  • What behavioral observations do you make about the client after reading the case vignette?
  • What are your assessment options in working with the client?
  • What standard and accepted psychological tests might you apply to your client in forensic settings?
  • How will you recognize and evaluate your client’s offender behaviors associated with malingering and deception?

Tasks:

In a 1- to 2-page Microsoft Word document, address the following:

  • Describe the case scenario you have selected.
  • Identify the reason for a referral.
  • Identify the purpose of the forensic assessment and report.
  • Present your impressions of the client.
  • Describe your professional role and relationship with the court and the third party requesting the assessment or evaluation.
  • Explain the hypotheses you have formulated.

Submission Details:

  • By Tuesday, June 6, 2017

Model Matrix: Strategic

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Complete the Strategic section in the “Model Matrix” worksheet

Kim Woods

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Client ResponsibiltyYvette Lunday6/1/2017 3:02:18 PM 

Client responsibility in therapeutic process is very significant in achieving the desired goal of the process. The client is expected to play certain roles as a way of showing commitment to the entire process of healing. The clients’ responsibility in a therapeutic process can be used as a measure of the clients’ dedication to the entire process (Tyrrell, 2017). The client is expected to do more than just availing themselves during the therapeutic sessions but to a certain extent recognize that some of their actions or inactions result into certain outcomes. Client that demonstrates responsibility in a therapeutic process is one who keeps time, must always show signs of preparedness for the sessions as well as work hand in hand with therapists so as to achieve the much needed progress (Tyrrell, 2017). By not showing any commitment may not entirely indicate that the client is becoming resistance but to a larger extent is an indication of resistance (Tyrrell, 2017). Resistance which is referred as the act of refusing to accept change when viewed differently may not refer to resistance; for instance, in the case of a client being reluctant to share certain sensitive issues that cause a lot of pain. On the other hand a client can show signs of resistance in different ways. For example, a client can always use excuses of having commitments as a way of avoiding or always being late for the therapy sessions or even cut short the therapy sessions (Tyrrell, 2017). Therapy refers to the act of meeting the therapist in a bid to solve certain problems of beliefs, behavior, feelings among others. It is a collective process that involves the client and the counselor (ACA, 2017). The counselor helps the client to find solutions to the problems affecting them. By going with this definition, both the client and the counselor drive the therapeutic process regardless of the type of therapy involved; whether one or all parties are active or not; the efforts of all parties are important for the success of the entire process (ACA, 2017).ReferencesACA. (2017). What is Professional Counseling? Retrieved June 1, 2017, from American Counseling Association: https://www.counseling.org/aca-community/learn-about-counseling/what-is-counseling/overviewTyrrell, M. (2017). 3 Ways to Communicate Client Responsibility in Therapy. Retrieved June 1, 2017, from Mark Tyrrell’s Therapy Skills: http://www.unk.com/blog/3-ways-to-communicate-client-responsibility/


RE: Client ResponsibiltyAllison Cruz6/3/2017 1:44:06 PM 

YvetteI enjoyed reading your post. I also think both the counselor and the client drive the therapeutic process. While I was conducting research I came across an article that shed some light on client resistance and the role the counselor has on dissipating such resistance. Moyer and Rollick (2002) state that client resistance can be considered to be the product of both the client’s ambivalence about change (degree of internal conflict regarding change) and the way the therapist responds to this ambivalence. Westra, Aviram, Connors, Kertes and Ahmed (2012) go on to state that resistance is an interpersonal phenomenon that is heavily influenced by the therapist, and sustained client resistance can be considered a clinical skill error. What are your thoughts? Do you believe it is the job of the therapist to dissipate such resistance? What techniques can a therapist use to aid them in reducing client resistance? I look forward to your response. Best Regards, 

Allison C 

References 

Moyers, T. B., & Rollnick, S. (2002). A motivational interviewing perspective on resistance in psychotherapy. Journal of Clinical Psychology, 58, 185–193

Westra, H. A., Aviram, A., Connors, L., Kertes, A., & Ahmed, M. (2012). Therapist emotional reactions and client resistance in cognitive behavioral therapy. Psychotherapy, 49(2), 163-172. doi:10.1037/a0023200


WEEK 5 DQ 2/LISA BARKERLisa Barker6/1/2017 7:32:44 PM 

WEEK 5 DQ 2/LISA BARKER

Discuss the role of client responsibility in the therapeutic progress.

This discussion part can be summed up by saying “after talking to a counselor friend in the past, the counselor used to say, “if these clients want help, they will do three things and that is participate or talk, do homework, and show up for all sessions and call when they cannot make it.” She described this as the client responsibility along with honesty.  Being honest with self and the counselor are very important part of the client responsibility too.

In what ways does a client demonstrate responsibility? If a client does not demonstrate responsibility in one way or another, do you believe this is evidence of resistance? Explain why.

Clients will do three things, which are is participate or talk, do homework, and show up for all sessions and call when they cannot make it.” I believe when clients do not talk or participate especially demonstrate resistance.  The others, not doing homework, lack of doing homework, and not showing up demonstrate a more noncaring view than responsibility. However, in following sessions, the counselor may review homework and if it is not done, then a lack of responsibility can be shown too.

Does the client, the counselor, or both drive the therapeutic process? Explain your response. 

When that lack of responsibility and noncaring view are seen in sessions, the counselor should address it in a conservative and polite way, it should not be offensive, downgrading, and argumentative but only a reminder of how each is important.  The client should fulfill their part by doing all these things. This makes both responsible. In counseling sessions, the counselor should be prepared to deal with both transference and countertransference situations too. Also, as a reminder, the McCarthy text stresses transference and countertransference both playing even a bigger role because when using things such as the family tree, the counselor can see immediate important or close relationships and distant or past relationships of different people, which some may be very negative (McCarthy & Archer, 2013).  In the future, it is the mere hope that more people will seek counseling when needed and in the end, understand that what they are going through is not the end of life, happiness, and the world but the end will come but not yet.

Reference

McCarthy, C. J. & Archer, J., Jr. (2013). Theories of counseling and psychotherapy. San Diego: Bridgepoint Education, Inc.

M5_A1

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Recovery for Different Populations

As a criminal justice system employee, you will interact with people from different walks of life, because of such things as their ethnicity, nationality, socioeconomic status, gender, or sexual orientation. All people see the world through the lens of their own background and experience, and we cannot impose our own values and experience on the experience of others.

This assignment is designed to assist you to integrate cultural influences with your understanding of victims. Select a crime (i.e., rape, robbery, assault, etc.) and using scholarly sources for information identify how this type of crime can affect a victim, their family members, and other members of society keeping in mind any cultural variations.

Tasks:

In a minimum of 300 words, respond to the following:

  • Identify a victim of a specific crime with a background different from your own. Research at least three scholarly resources from the professional literature. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov). Report your findings regarding the definition of trauma and the resources used to heal from traumatic experiences.
  • Discuss how it might impact their families based on their cultural background.
  • Discuss how it might be perceived by society based on the victim’s cultural background.

All written responses should follow APA rules for attributing sources.

Submission Details:

  • By Friday, August 4, 2017, post your responses to this Discussion Area.
  • Through Wednesday, August 9, 2017, respond to at least two of your classmates’ posts. While responding, compare the similarities and differences between what you have constructed and what your classmates have.

inds discussion 3

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This week you were asked to read the article Theology and Economics: A Match Made in Heaven. How was the integration of faith and academics accomplished in the article?mUST BE A LEAST 400 WORDS IN APA AND ORIGINAL. YOU MUST USE THE ARTICLE I PROVIDED As we have learned, the nature of interdisciplinary studies is to integrate two disciplines with the objective of advancing a fundamental understanding or to solve a problem that is beyond the scope of a single discipline. The integration of faith and academics is a critical component of an education from a biblical worldview. What biblical passages or principles offer support or insight into synthesizing different areas of study? Provide at least 2 passages or principles and explain.

file:///C:/Users/Amy/Downloads/out%20(2).pdf

PoL-Disc04

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How important is it for group members to identify with their leader? Why? Are there times or situations when leader individuality may be more or less important than group prototypically ? Explain, and tie in the concept of followership in your response posts.

new one

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In this assignment, you will put into effect the lessons you have learned in writing a graduate-level research paper.

Resources: “Writing Process” video and Research Topic List

Using your chosen topic from the Research Topic List and the outline created in Week 3, conduct research via the University Library by locating 2 to 4 scholarly articles on your chosen topic.

Follow the steps in the “Writing Process” video.

Write a 700- to 1,050-word research paper on your chosen topic by including evidence from the 2 to 4 scholarly articles located in the University Library. Refer to the outline created in Week 3 for main points and subpoints to include in the paper.

Format your paper according to appropriate course-level APA guidelines located on the APA Templates page in the Center for Writing Excellence.

Click the Assignment Files tab to submit your assignment.