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 Designing a Plan for Outcome Evaluation

 Designing a Plan for Outcome Evaluation

Social workers can apply knowledge and skills learned from conducting one type of evaluation to others. Moreover, evaluations themselves can inform and com`plement each other throughout the life of a program. This week, you apply all that you have learned about program evaluation throughout this course to aid you in program evaluation.

To prepare for this Assignment, review “Basic Guide to Program Evaluation (Including Outcomes Evaluation)” from this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , especially the sections titled “Outcomes-Based Evaluation” and “Contents of an Evaluation Plan.” Then, select a program that you would like to evaluate. You should build on work that you have done in previous assignments, but be sure to self-cite any written work that you have already submitted. Complete as many areas of the “Contents of an Evaluation Plan” as possible, leaving out items that assume you have already collected and analyzed the data.

Submit a 4-page paper that outlines a plan for a program evaluation focused on outcomes. Be specific and elaborate. Include the following information:

· The purpose of the evaluation, including specific questions to be answered

· The outcomes to be evaluated

· The indicators or instruments to be used to measure those outcomes, including the strengths and limitations of those measures to be used to evaluate the outcomes

· A rationale for selecting among the six group research designs

· The methods for collecting, organizing and analyzing data

Reference (use 3 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)

· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)

McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742

McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Read the following section:

“Social Work Research: Planning a Program Evaluation”

Final Project: Leadership Assessment

Earlier in the course, you were asked to informally evaluate your leadership skills and qualities. In this Final Project, you use formal assessment tools to identify your areas of strength and areas in which you need further development. You may use the results of this self-assessment to develop a plan to gain the skills and experiences that will help you move toward achieving your short- and long-term professional goals and objectives.

Using the assessment tools provided in Introduction to Leadership: Concepts and Practice, conduct a self-assessment of your own leadership characteristics, style, and skills. Complete at least four assessment tools for this self-assessment. In addition, select one tool to give to a colleague or supervisor so he or she can assess your leadership skills.

Final Project (2 pages in APA format)

Evaluate your current leadership characteristics, style, and skills based on the assessment tools you and your colleague/supervisor completed. Be sure to:

· Include actual results or summaries of the results you collected using these tools

· Identify personal leadership strengths as well as areas for improvement

· Include references to the leadership concepts covered in this course and relevant issues related to ethics, diversity, and power in the organizational setting

References (use 3 or more)

Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th ed.). Washington, DC: Sage.

Licensure, Certification Requirements, and Career Enhancement

Discussion—Licensure, Certification Requirements, and Career Enhancement

Over the course of the past few modules you have learned about the theories of substance abuse counseling. This includes the ethical principles of counseling, ways to apply these principles, and the development of treatment plans, as well as many other areas applicable to substance abuse counseling. You discussed and answered questions about how to deal with specific situations in counseling, how to work with clients, and how to develop a theoretical framework.

By now you will have come to the conclusion that your education as a substance abuse counselor does not stop here. There are many career enhancement resources available to substance abuse counselors. To prepare for this final discussion question, explore the following resources for both career enhancement and licensure or certification requirements:

  • Addiction Technology Transfer Center National Office (ATTC). (2011). Certification information. Retrieved from http://www.attcnetwork.org/certifications/search.aspx
  • National Association for Alcoholism and Drug Abuse Counselors (NAADAC). (2010). Retrieved from http://www.naadac.org/

Using the information you have examined on the recommended Web sites listed above, respond to the following questions: State of Florida!

  • Explain which of the treatment techniques discussed in this course you will use the most in your career and why?
  • Identify the areas in substance abuse counseling that you need for future learning to help you in your career and include at least one career enhancement resource available to substance abuse counselors that will help you meet this goal.
  • Explore the licensure or certification requirements in your state. What are the steps to obtain licensure or certification in your state? Identify the continuing education requirements for maintaining your licensure or certification in your state.

Write your initial response in approximately 300–400 words. Apply APA standards to citation of sources.

What arguments can be made for focusing on those considered gifted and talented?

Reflection

In this course, you have learned about the range of exceptionalities in children from low-incidence disabilities to gifted and talented, and also twice-exceptional children.

Given the realities of budget cutbacks, financial challenges, and legal requirements of schools, the focus tends to be on evaluating and providing interventions for students on the disability end of the exceptionalities continuum, rather than on those considered gifted and talented.

Using the module readings, the Argosy University online library resources, and the Internet, research gifted and talented students. Then, reflect on what you have learned throughout this course.

Based on your research, respond to the following:

Part I

  • What arguments can you make for focusing time and resources on children with disabilities, rather than on those considered gifted and talented?
  • What arguments can be made for focusing on those considered gifted and talented?
  • Given what you have learned about the continuum of exceptionalities, what recommendations would you make? Provide reasons to support your answer.

Remember to consider ethical and legal arguments.

Part II

  • Explain why the term exceptionalities includes a continuum from those with low-incidence disabilities to gifted and talented. What do all of these children have in common?
  • Describe something new that you learned, including how it might have changed your viewpoint on children with exceptionalities (such as, how research differs from what you thought was true or how an opinion or perspective was challenged).
  • Discuss something you learned in this course that you would like to continue learning more about. How might you apply this knowledge in your career goals?

Write your initial response in 300–500 words. Apply APA standards to citation of sources.

Disorders and Treatment

Disorders and Treatment

Each disorder or injury on the topic list in Week 1 Assignment 3 involves some process of brain damage or chemical alteration. When a person is diagnosed with such a disorder, the focus is to find an effective treatment. The ideal treatment for a disorder or injury would involve a medicine that would stop or reverse the process that is causing damage or reset the chemical imbalance. In some cases, that is possible, such as when a person who has epilepsy is given a drug that stops the seizures. In other cases, such as with Alzheimer’s disease, the drug treatment involves symptom management because there is no effective way of slowing the brain damage that is occurring.

Assignment Specifics

Selected disorder: (Autism Spectrum Disorder)

Your goal for this assignment will be to research and find at least one medicine that is used for treatment or symptom management for your selected disorder or injury. Regardless of whether your treatment is a cure or a method of symptom management, you need to determine how the medicine works. Note that you do not need to be able to describe the specific mechanisms; however, you should be able to state the process in simplistic terms. For example, you might find that the medication does not alter the process of cell damage; however, it enables the neurotransmitters in the cells that remain to be used more effectively. After establishing how the treatment works, determine how effective the treatment is and how long the treatment will last. Will the person have to take the medicine for the rest of his or her life, or is it given during a brief time period? In some cases, the timing of medication application must be considered, for example, a clot-dissolving drug given in the early stages of clot formation in an ischemic stroke is more effective and leads to a better prognosis than when the drug is given later in the process.

Submission Details:

  • Use APA format.
  • Name your document: SU_PSY4490_W2_Project_LastName_FirstInitial
  • Submit your document to the Submissions Area by the due date assigned.

Brain Modularity

Brain Modularity

Using the your school Online Library; find two peer-reviewed journal articles on brain modularity, with a focus on visual sensation and perception. In your synopsis, you will include:

  • A summary of each of the journal articles
  • The main points discussed in each of the journal articles and how they relate to the week’s course and text readings
  • Your thoughts and perspectives regarding the concepts covered in each of the journal articles

Submission Details:

  • Name your document: SU_PSY3400_W2_Project_LastName_FirstInitial
  • Submit your report in a Microsoft Word document to the Submissions Area by the due date assigned.
  • Using APA format, cite sources appropriately throughout your assignment, and reference on a separate page.

    Brain Topography, Volume 18, Number 2, Winter 2005 (©2005) 67 DOI: 10.1007/s10548-005-0276-8

    Borowsky et al.68

    Modularity and Intersection 69

    Borowsky et al.70

    Modularity and Intersection 71

    Borowsky et al.72

    Modularity and Intersection 73

    Borowsky et al.74

    Modularity and Intersection 75

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    218

    Perceiving visually presented objects: recognition, awareness, and modularity Anne M Treisman* and Nancy G Kanwisherf

    Object perception may involve seeing, recognition,

    preparation of actions, and emotional responses-functions

    that human brain imaging and neuropsychology suggest are

    localized separately. Perhaps because of this specialization,

    object perception is remarkably rapid and efficient.

    Representations of componential structure and interpolation

    from view-dependent images both play a part in object

    recognition. Unattended objects may be implicitly registered,

    but recent experiments suggest that attention is required to

    bind features, to represent three-dimensional structure, and to

    mediate awareness.

    Addresses *Department of Psychology, Princeton University, Princeton, New Jersey 08544-1010, USA; e-mail: treisman@phoenix.princeton.edu tDepartment of Brain and Cognitive Sciences, El O-243, Massachusetts Institute of Technology, Cambridge, Massachusetts 02138, USA; e-mail: ngk@psyche.mit.edu

    Current Opinion in Neurobiology 1998, 8:218-226

    http://biomednet.com/elecref/0959438800800218

    0 Current Biology Ltd ISSN 0959-4388

    Abbreviations

    ERP event-related potential fMRl functional magnetic resonance imaging IT inferotemporal cortex

    Introduction It is usually assumed that perception is mediated by specific patterns of neural activity that encode a selective

    description of what is seen, distinguishing it from other

    similar sights. When we perceive an object, we may form

    multiple representations, each specialized for a different

    purpose and therefore selecting different properties to

    encode at different levels of detail. There is empirical

    evidence supporting the existence of six different types

    of object representation. First, representation as an ‘object

    token’-a conscious viewpoint-dependent representation

    of the object as currently seen. Second, as a ‘structural de-

    scription’- a non-visually-conscious object-centered rep-

    resentation from which the object’s appearance from other

    angles and distances can be predicted. Third, as an

    ‘object type’-a recognition of the object’s identity (e.g. a

    banana) or membership in one or more stored categories.

    Fourth, a representation based on further knowledge

    associated with the category (such as the fact that the

    banana can be peeled and what it will taste like). Fifth, a

    representation that includes a specification of its emotional

    and motivational significance to the observer. Sixth, an

    ‘action-centered description’, specifying its “affordances”

    [l], that is, the properties we need in order to program

    appropriate motor responses to it, such as its location,

    size and shape relative to our hands. These different

    representations are probably formed in an interactive

    fashion, with prior knowledge facilitating the extraction of

    likely features and structure, and vice versa.

    Evidence suggests that the first four types of encoding

    depend primarily on the ventral (occipitotemporal) path-

    way, the fifth on connections to the amygdala, and the

    sixth on the dorsal (occipitoparietal) pathway; however,

    object tokens have also been equated with action-centered

    descriptions [PI. Dorsal representations appear to be

    distinct from those that mediate conscious perception;

    for example, grasping is unaffected by the Titchener

    size illusion [3]. Emotional responses can also be evoked

    without conscious recognition (e.g. see [4**]). Object

    recognition models differ over whether the type or identity

    of objects is accessed from the view-dependent token or

    from a structural description; in some cases, it may also be

    accessed directly from simpler features.

    The goal of perception is to account for systematic

    patterning of the retinal image, attributing features to their

    real world sources in objects and in the current viewing

    conditions. In order to achieve these representations,

    multiple sources of information are used, such as color,

    luminance, texture, relative size, dynamic cues from mo-

    tion and transformations, and stereo depth; however, the

    most important is typically shape. Many challenges arise in

    solving the inverse problem of retrieving the likely source

    of the retinal image: information about object boundaries

    is often incomplete and noisy; and three-dimensional

    objects are seen from multiple views, producing different

    two-dimensional projections on the retina, and objects in

    normal scenes are often partially occluded. The visual

    system has developed many heuristics for solving these

    problems. Continuity is assumed rather than random varia-

    tion. Regularities in the image are attributed to regularities

    in the real world rather than to accidental coincidences.

    Different types of objects and different levels of specificity

    require diverse discriminations, making it likely that

    specialized modules have evolved, or developed through

    learning, to cope with the particular demands of tasks

    such as face recognition, reading, finding our way through

    places, manipulating tools, and identifying animals, plants,

    minerals and artifacts.

    Research on object perception over the past year has made

    progress on a number of issues. Here, we will discuss

    recent advances in our understanding of the speed of

    object recognition, object types and tokens, and attention

    and awareness in object recognition. In addition, we will

    Perceiving visually presented objects Treisman and Kanwisher 219

    review evidence for cortical specializations for particular

    components of visual recognition.

    The speed of object recognition Evolutionary pressures have given high priority to speed

    of visual recognition, and there is both psychological and

    neuroscientific evidence that objects are discriminated

    within one or two hundred milliseconds. Behavioral

    studies have demonstrated that we can recognize up to

    eight or more objects per second, provided they are

    presented sequentially at fixation, making eye movements

    unnecessary [S]. Although rate measurements cannot tell

    us the absolute amount of time necessary for an individual

    object to be recognized, physiological recordings reveal

    the latency at which the two stimulus classes begin to

    be distinguished. Thorpe et al. [6”] have demonstrated significant differences in event-related brain potential

    (ERP) waveforms for viewing scenes containing animals

    versus scenes not containing animals at 150 ms after stim-

    ulus onset. Several other groups [7,8*,9-111 have found

    face-specific ERPs and magnetoencephalography (MEG)

    waveforms with latencies of 155-190 ms. DiGirolamo and

    Kanwisher (G DiGirolamo, NG Kanwisher, abstract in

    Psychonom Sot 1995, 305) found ERP differences for line drawings of familiar versus unfamiliar three-dimensional

    objects at 170 ms (see also [S]).

    Parallel results were found in the stimulus selectivity

    of early responses of cells in inferotemporal (IT) cortex

    in macaques, initiated at latencies of 80-looms. On

    the basis that IT cells are selective for particular faces

    even in the first 50ms of their response, Wallis and

    Rolls [12] conclude that “visual recognition can occur

    with largely feed-forward processing”. The duration of

    responses by these face-selective cells was reduced from

    250ms to 25 ms by a backward mask appearing 20ms

    after the onset of the face, a stimulus onset asynchrony

    at which human observers can still just recognize the

    face. The data suggest that “a cortical area can perform

    the computation necessary for the recognition of a visual

    stimulus in ZO-30ms”. Thus, a consensus is developing

    that the critical processes involved in object recognition

    are remarkably fast, occurring within lOO-200ms of

    stimulus presentation. However, it may take another

    1OOms for subsequent processes to bring this information

    into awareness.

    Object tokens How then does the visual system solve the problems of

    object perception with such impressive speed and accu-

    racy? A first stage must be a preliminary segregation of the

    sensory data that form separate candidate objects. Even

    at this early level, familiarity can override bottom-up cues

    such as common region and connectedness, supporting

    an interactive cascade process in which “partial results of

    the segmentation process are sent to higher level object

    representations”, which, in turn, guide the segmentation

    process [ 13.1.

    Kahneman, Treisman, and Gibbs [14] have proposed

    that conscious seeing is mediated by episodic ‘object

    files’ within which the object tokens defined earlier

    are constructed. Information about particular instances

    currently being viewed is selected from the sensory

    array, accumulates over time, and is ‘bound’ together in

    structured relations. Evidence for this claim came partly

    from the observation of ‘object-specific’ priming- that

    is, priming that occurs only, or more strongly, when the

    prime and probe are seen as a single object. This occurs

    even when they appear in different locations, if the

    object is seen in real or apparent motion between the

    two. Object-specific priming occurs between pictures and

    names when these are perceptually linked through the

    frames in which they appear (RD Gordon, DE Irwin,

    personal communication), suggesting that object files

    accumulate information not only about sensory features

    but also about more abstract identities. However, priming

    between synonyms or semantic associates is not object

    specific [15], that is, it occurs equally whether they

    are presented in the same perceptual object or in

    different objects. It appears that object files integrate

    object representations with their names, but maintain

    a distinct identity from other semantically associated

    objects. Priming at this level would be between object

    types rather than tokens. Irwin [ 161 has reviewed evidence on transsaccadic integration, suggesting that it is limited to

    about four object files.

    A similar distinction between tokens and types has

    emerged from the study of repetition blindness, a failure

    to see a second token of the same type, which was

    attributed to refractoriness in attaching a new token to

    a recently instantiated type [17]. Recent research has

    further explored this idea. One role of object tokens is

    to maintain spatiotemporal continuity of objects across

    motion and change. Chun and Cavanagh [18”] confirmed

    that repetition blindness is greater when repeated items

    are seen to occur within the same apparent motion

    sequence and hence are integrated as the same perceived

    object. They suggest that perception is biased to minimize

    the number of different tokens formed to account for the

    sensory data. Objects that appear successively are linked

    whenever the spatial and temporal separations make

    this physically plausible. This generally gives veridical

    perception because in the real world, objects seldom

    appear from nowhere or suddenly vanish. Arnell and

    Jolicoeur [ 191 have demonstrated repetition blindness for novel objects for which no pre-existing representations

    existed. According to Kanwisher’s account [ 171, this implies that a single presentation is sufficient to establish

    an object type to which new tokens will be matched.

    The ‘attentional blink’ [ZO] describes a failure to de-

    tect the second of two different targets when it is

    presented soon after the first. Chun (21’1 sees both

    repetition blindness and the attentional blink as failures

    of tokenization, although for different reasons, because

    220 Cognitive neuroscience

    they can be dissociated experimentally. Attentional blinks

    (reduced by target-distractor discriminability) reflect a

    Di I,ollo, JT Enns, personal communication). The account proposed

    is that awareness depends on a match between re-entrant

    information and the current sensory input at early

    visual levels. A mismatch erases the initial tentative

    representation. “It is as though the visual system treats the

    trailing configuration as a transformation or replacement

    of the earlier one.” Conversely, repetition blindness for

    locations (R Epstein, NG Kanwisher, abstract in Psychononz

    Sot 1996, 593) may result when the representation of an

    earlier-presented letter prevents the stable encoding of

    a subsequently presented letter appearing at the same

    location.

    Attention and awareness in object perception Attention seems, then, to be necessary for object tokens

    to mediate awareness. However, there is evidence (see

    [Z-l’]) that objects can be identified without attention

    and awareness. If this is so, do the representations differ

    from those formed with attention? Activation (shown

    by brain-imaging) in specialized regions of cortex for

    processing faces [26] and visual motion [27] is reduced

    when subjects direct attention away from the faces or

    moving objects (respectively), even when eye movements

    are controlled to guarantee identical retinal stimulation

    (see also [28]), consistent with the effects of attention

    on single units in macaque visual cortex. Unattended

    objects are seldom reportable. However, priming studies

    suggest that their shapes can be implicitly registered

    [?.9,30**], although there are clear limits to the number of

    unattended objects that will prime [31]. Representations

    formed without attention may differ from those that

    receive attention: they appear to be viewpoint-dependent

    [32’], two-dimensional, with no interpretation of occlusion

    or amodal completion [30”]. On the other hand, in

    clinical neglect, the ‘invisible’ representations formed in

    a patient’s neglected field include illusory contours and

    filled-in surfaces [33-l, suggesting that neglect arises at

    stages of processing beyond those that are suppressed in

    normal selective attention. With more extreme inattention,

    little explicit information is available beyond simple

    features such as location, color, size, and gross numerosity;

    even these simple features may not be available, produc-

    ing ‘inattentional blindness’ [34’]. Again, however, some

    implicit information is registered: unseen words may prime

    word fragment completion, and there is clear selectivity

    for emotionally important objects such as the person’s own

    name and happy (but not sad) faces.

    Binding of features to objects is often inaccurate unless

    attention is focused on the relevant locations [35].

Describe at least two ways you could take advantage of people’s use of the availability heuristic to boost sales

Essay Exam

The Final Essay Examination will cover the material we have studied in Modules 5 – 8. You will need to choose four of the six essay questions to answer. Each question requires a three to five paragraph (250 – 500 word) response, using the correct vocabulary related to the topic. Your answers need to be supported with information from the textbook or other appropriate sources such as peer-reviewed (professional) journal articles. Do NOT use wikipedia or other encyclopedias, dictionaries or online sources such as Ask.com. Be sure to us APA style citations to show where sources were used in your response. For sources other than the textbook, please list them as references at the end in APA format. For maximum points, make sure your work is written using your own words.

For your final exam submission, please respond to four of the following questions:

  1. You are the commissioner of a state lottery system that sponsors daily and weekly drawings. Lottery tickets have not been selling well over the past few months. Describe at least two ways you could take advantage of people’s use of the availability heuristic to boost sales. Explain why you would judge your tactics to be fair or unfair to your customers.
  2. Imagine you have a friend who just last month adopted a set of siblings, a thirteen-month-old and a four-year-old, from an orphanage in a developing country. The orphanage was not a stimulating environment and the four-year-old can only speak a few words in her native language. The thirteen-month-olddoes not seem to speak words in either her native language or in English. Both children appear physically healthy and have started to adjust quite well, emotionally, but your friend is concerned about their language development. Discuss whether their language development is typical of children their age and theextent to which each child can be expected to learn English fairlywell in the next couple of years.
  3. Latisha’s history teacher asked her why so many German people complied with Hitler’s orders to systematically slaughter millions of innocent Jews and others. Latisha suggested that the atrocities were committed because the Germans had become unusually cruel, sadistic people with abnormal twisted personalities. Use your knowledge of the fundamental attribution error to highlight the weaknesses of Latisha’s reasoning and then propose an alternative explanation.
  4. Abraham Maslow suggested that “a person who is lacking food, love, and self-esteem would most likely hunger for food more strongly than anything else.” Conversely, the novelist Dostoyevski wrote, “without a firm idea of himself and the purpose of his life, man cannot live even if surrounded with bread.” What evidence from the field of psychology might support each statement.
  5. Andy, a high school sophomore, lacks self-discipline, fails to plan ahead, and is excessively anxious. He is quickly frustrated by challenging tasks and frequently becomes overly critical of others. Use the psychoanalytic, humanistic, and social-cognitive perspectives to give three contrasting explanations of Andy’s behavior.
  6. Geraldo, a second-year college student, is so fearful of medical procedures that he has avoided routine dental checkups for over three years. He has recently decided to seek help in overcoming his fear. Compare and contrast (what are the similarities and differences) the methods that would be used by (a) a behavior therapist and (b) a psychoanalytic therapist.

What communication problems might you expect to see in counseling clients engaged in romantic relationships?

 Questions

1.1 The textbook readings for this topic discuss how sexual attitudes and values varied among cultures throughout history. These attitudes and values were shaped by various influences. What are your personal attitudes and values in regards to sexuality? What influences have shaped those attitudes and values? Are the influences that have shaped your attitudes and values toward sexuality different than the influences that shaped your parent’s or grandparent’s generations? Explain.

1.2 How would research on sexuality benefit various groups, religions, and cultures? How could research on sexuality benefit society? Explain your response.

2.1 Explain how you could use the information contained in the Masters and Johnson Human Sexual  Response Cycle and the Kaplan three Stages of Sexual Response in your work with clients. In your response, include a clinical scenario to illustrate your points.

2.2 Why is it important for counselors to understand the similarities and differences between the sexual response cycles in men versus women?

3.1 Identify four countries/cities around the world and identify their cultural/faith-based and legal approach to prostitution.

3.2 Identify four countries/cities around the world and identify their cultural/faith-based and legal approach to prostitution.

4.1 What communication problems might you expect to see in counseling clients engaged in romantic relationships?

4.2 What communication struggles have you experienced personally in your life? What communication skills do you feel you could improve upon in your relationships?

Note: This refers to general communication skills, not necessarily romantic relationships.

Each question needs to be answered by itself and must have a cite within the answer. Reference page must also be attached. This is a questions/answer form mate not a paper form mate. Each answer must have 150-200 words.

MUST pass turn it in with less than 5%

What are some psychosocial causes of sexual dysfunction?

8 Psychology Questions

5.1 Do you feel that a client with a sexual dysfunction disorder would respond to therapy differently than a person with a paraphilic disorder? What are unique issues related to treating each disorder?

5.2 What are some psychosocial causes of sexual dysfunction? How might sex therapy be used to treat some of these causes?

6.1 Discuss the special issues that a counselor needs to be aware of regarding childhood and adolescent sexual development. Why is it important to understand these issues?

6.2 Discuss the special issues that a counselor needs to be aware of regarding adult sexual development. Why is it important to understand these issues?

7.1 What are some considerations for working with elderly clients who may have cognitive memory impairment? Include at least three communication methods.

7.2 Explain why it is necessary as a counselor to have a working knowledge of cognitive and physical development among the elderly.

8.1 How do substance use disorders affect older adults? Does it affect older populations differently than younger people? Explain.

8.2 Write a short scenario that gives a fictional example of an ethical or legal issue you could encounter when working with an aging or vulnerable adult client. Describe what you could do to protect yourself in a situation similar to the scenario you describe.

Each question needs to be answered by itself and must have a cite within the answer. Reference page must also be attached. This is a questions/answer form mate not a paper form mate. Each answer must have 150-200 words.

MUST pass turn it in with less than 5%

Arousal, Stress, And Anxiety

Arousal, Stress, And Anxiety

Read our Lesson in the Lesson section and this weeks assigned material, and http://www.brianmac.co.uk/companx.htm

You may also want to use online sources, Google etc., to research the State Anxiety Test, or the Competitive State Anxiety Inventory-2 (CSAI-2).
It is a sport-specific state anxiety scale developed by Martens, Vealey, and Burton (1990). The scale divides anxiety into three components: cognitive anxiety, somatic anxiety, and a related component-self-confidence. Self- confidence tends to be the opposite of cognitive anxiety and is another important factor in managing stress.

Complete this scale, meaning, fill out the questionnaire for yourself before a practice, workout or meaningful event. If you are not currently active in competition, recall such situations as clearly as possible and record and report your responses in this initial forum post, then answer the following questions in your forum post:

1. Do you tend to be an individual that struggles with stress and anxiety?

2. If not, explain your general arousal personality.

3. What are possible factors that influence your arousal, stress, and anxiety status before an event?

4. What are strategies that you can apply to reduce stress and anxiety and maintain appropriate arousal levels?

Make sure at the end of your discussion you reference the location of your ideas.

Note: Take time before posting to read ALL of the instructions below. Doing so will help you avoid point loss.

Discuss the pros and cons of the epistemological shift in an essay

philos201

Assignment Details Recall that epistemology is the branch of philosophy concerned with knowledge. In the study of epistemology, philosophers are concerned with the epistemological shift. This is the idea that one has shifted, or changed, the way he or she takes in knowledge.  For example, you read many of your books on screens and e-readers today. This is a change from the past. In fact, there have been university libraries that have opened without any physical books (e-books only). Thanks to the Internet and smartphones, people do not have to memorize information the way they did in decades past. Reflect upon this issue and then respond to the following questions:

· Are philosophers correct to be concerned with this shift?

· Discuss the pros and cons of the epistemological shift in an essay.

Utilize at least 2 credible sources to support your position presented in the paper. Make sure you cite them appropriately within your paper, and list them in APA format on your Reference page. Your paper should be 3-4 pages in length, not counting the Title page and Reference page. In accordance with APA formatting requirements, your paper should include a Title and Reference page, should be double-spaced, and include a running head and page numbers