Week 2 Application

No Plagiarism please!Application: Applying Bowenian and Structural TheoriesTheory-based treatment planning, the type you will use throughout this course, is informed and guided by your theoretical orientation. Incorporating your theoretical orientation into treatment planning will help you set goals and choose treatment techniques and interventions appropriate for the client(s) you serve (Gehart & Tuttle, 2003). This week you apply two counseling theories, Bowenian and structural, to formulate your treatment planning and apply appropriate interventions.In this Application Assignment, you watch videos of counselors demonstrating the use of Bowenian and structural theories in family counseling. You then formulate treatment plans for the families in the videos, applying the theories in question and justifying the use of appropriate interventions. Keep in mind that while you may not have adopted either of these theories as your theoretical orientation, you should still base your treatment planning and interventions on them for the purposes of this Application Assignment.Reference:Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists. Belmont, CA: Brooks/Cole.The assignment (4–6 pages)Based on the theory demonstrated in both videos:Define the problem.Formulate a treatment plan including short- and long-term goals.Describe two theory-based interventions you would use and justify your selection.Explain one anticipated outcome of each.Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.Submit your assignment by Day 3.Required ResourcesMediaVideo: Psychotherapy.net. (Producer). (n.d.). Bowenian family therapy [Motion picture]. [With Philip Guerin, MD]. United States: Psychotherapy.net.Retrieved from the Walden Library databases.Video: Psychotherapy.net. (Producer). (n.d.). Structural family therapy [Motion picture]. [With Harry Aponte, LCSW]. United States: Psychotherapy.net.Retrieved from the Walden Library databases.ReadingsCourse Text: Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists. Belmont, CA: Brooks/Cole.Chapter 1, “Treatment Planning”Chapter 2, “Structural Family Therapy”Chapter 8, “Intergenerational Family Therapy”Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.Chapter 9, “Bowen Family Systems Couple Therapy”Chapter 13, “Structural Couple Therapy”Article: Brown, N. D., & Samis, M. C. (1986). The application of structural family therapy in developing the binuclear family. Mediation Quarterly, (14/15), 51–69. Retrieved from the Walden Library databases.Article: Farmer, C., & Geller, M. (2005). The integration of psychodrama with Bowen’s theories in couples therapy. Journal of Group Psychotherapy, Psychodrama & Sociometry, 58(2), 70–85. Retrieved from the Walden Library databases.Article: Larson, J. H., & Wilson, S. M. (1998). Family of origin influences on young adult career decision problems: A test of Bowenian theory. American Journal of Family Therapy, 26(1), 39–53. Retrieved from the Walden Library databases.Optional ResourcesReadingsBook: Bitter, J. R., Long, L. L., & Young, M. E. (2010). Introduction to marriage, couple, and family counseling. Mason, OH: Cengage.Chapter 4, “Multigenerational Family Therapy”Chapter 8, “Structural Family Therapy”

 
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PSY 331 Psychology of Learning WK1-D2

BehaviorismPrior to engaging in this discussion, read the Introduction and Chapter One in your required e-book, watch the B.F. Skinner – Operant Conditioning and Free Will (Links to an external site.)Links to an external site. video, and review the Instructor Guidance.Summarize the following constructs that the behaviorist movement promotes:Associative learningConnectionism, including the laws of learningConditioningClassicalOperantReflect on your own experiences in the workplace or in  organizational settings (school, church, volunteer sites). What is an  example of applied behaviorism that you have experienced in one of these  settings?Based on your e-book commentary, why do you think the reader is encouraged to think skeptically about the content included?Are there potential concerns with associating learning behaviors with theory based only on anti-mentalism?What truths can be disseminated from the historic evolution of the behaviorist framework?

 
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Reply 7-1 RK

Reply to:Researchers within the field of psychology are interested in various higher order cognitive functions exhibited within human behavior. However, one area that is highly researched is that of language, or the way in which human beings communicate with one another. This communication can take place and be processed and produced either audibly or visually (Gazzaniga, Irvy, & Mangun, 2018). This function within humans is supported via various brain structures making up the perisylvian language network of the left hemisphere. This network includes brain areas such as portions of the posterior superior temporal gyrus (Wernicke’s Area), anterior and lateral temporal cortex, inferior parietal lobe, inferior frontal cortex, and the insular cortex. Additionally, language comprehension is upported via processes in the right hemisphere such as the temporal sulcus and right prefrontal cortex, middle gyrus and the posterior cingulate (Gazzaniga, Irvy, & Mangun, 2018).Along with physical brain structures, researchers also believe that the function of language comprehension is supported by a type of mental storage system that includes various aspects of language called the mental lexicon. This suspected mental lexicon stores information including word meanings (semantic info), how words can be combined to form sentences (syntactic info) and details of different forms and sound patterns of words (Gazzaniga, Irvy, & Mangun, 2018). With this storage system, the human brain can quickly process word-form activations based off of intended input or output (lexical access), select best matches from the storage device to match input or output (lexical selection), and integrate words into full sentences in order to develop coherent communication in the form of language, or lexical integration (Gazzaniga, Irvy, & Mangun, 2018).Although researchers can learn much about brain structures involved in language by studying fMRI’s from healthy brains, they often learn invaluable data by studying those with deficits in their language abilities, or aphasia. Aphasia is a term describing the abnormality of language comprehension or production due to lesions in various parts of the language system of the brain (Gazzaniga, Irvy, & Mangun, 2018). Depending on where the lesion is located and which systems they are affecting, researchers have classified aphasia into many different categories. Two forms of aphasia that can be present within an individual are Wernicke’s Aphasia and Conduction Aphasia.Within Wernicke’s Aphasia, patients often experience deficits in their ability to understand spoken or written language. Although they fail to comprehend incoming language, these patients often do not struggle speaking with normal fluency. In some cases, these individuals may be able to communicate, but they are unaware that what they say does not always make sense to the recipient (Gazzaniga, Irvy, & Mangun, 2018). In addition to nonsensical output, or errors in lexical selection of words, these individuals also exhibit other types of lexical output errors. For example, they may also produce unintended syllables, phrases and words, a condition known as paraphasic errors (Drago & Foster, 2011). Wernicke’s Aphasia is often categorized with lesions within specific areas of the brain. For example, lesions within the superior temporal lobe, auditory association cortex, and the posterior superior temporal gyrus. Additionally, damage to the white matter within the temporal lobe or supramarginal gyrus is noted in some cases that result in Wernicke’s Aphasia (Drago & Foster, 2011).On the other hand, those who suffer form Conduction Aphasia suffer from a different list of issues. Conduction Aphasia will likely not stop someone from speaking fluently, but, like Wernicke’s Aphasia, they may experience paraphasic errors, or the unintentional use of syllables and extra phonemes within speech production (Drago & Foster, 2011). Additionally, this specific aphasia is associated with repeated phonological attempts to communicate a specific word, poor sentence repetition, and difficulty encoding incoming written or spoken language (lexical access and selection) (Cocks et al., 2011). Those who suffer from this condition may also experience issues comprehending information, assigning labels to specific items, and experience complications with their short-term memory system (Drago & Foster, 2011). Just as was the case in Wernicke’s Aphasia, Conduction Aphasia is associated with damage noted within specific brain areas. For example, those with this condition typically exhibit lesions within the left temporal cortex, left parietal cortex, and the left planum temporal region. Along with lesions, typically these patients show decreased amounts of white matter in the supramarginal gyrus and left parietal cortex (Drago & Foster, 2011).

 
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My Vision as a Psychology Practitioner-Scholar

****USE THE ATTACHED TEMPLATE AND SCHOLAR PAGE ATTACHMENT INFORMATION TO CONTINUE WRITING THE ASSIGNMENT***This assignment asks you to now put your ideas together in your vision as a practitioner-scholar:Your purpose in psychology.Your meaningful goals.The assignment also provides the opportunity to receive feedback from your instructor to help you further clarify your vision of your future in the field of psychology. Complete the following:Review the answers you provided in the Your Vision as a Psychology Practitioner-Scholar Worksheet, if you had chosen to complete the optional worksheet.Review your formatted assignment in the Your Vision as a Psychology Practitioner-Scholar Template one last time to complete any last refinements.Review the Your Vision as a Psychology Practitioner-Scholar Scoring Guide one last time to make sure you meet all the requirements for your assignment.As you write this assignment, consider the following:Purpose: The purpose of your vision is to create an inspirational and realistic description for how you want to contribute to your specialized field of psychology based on your passions and interests.Primary Audience: Because this is a personal vision statement for your future career, you are your primary audience. Envision yourself in a time where you are frustrated and want to throw in the towel. What would help you remember your purpose and inspire you to continue moving forward towards your vision?Secondary Audience: Your vision should also be clear to other people (such as family, friends, and your instructor) so you can share it with them and receive support in achieving it.References: Reference any supporting documents you used to create your vision.Assignment Requirements: Be sure to comply with the requirements stated below.Your writing in this assignment should not just be a collection of notes, lists, or questions and answers. Instead, it should be a well-organized discussion that flows logically from one idea to the next.InstructionsComplete the following in your assignment template:Role as a Practitioner-Scholar: Draw from your previous study of the practitioner-scholar model to answer the following:In your own words, explain McClintock’s scholar-practitioner model.Reference Capella’s Learning Model Quick Reference and Examples to compare the differences between the levels of practitioner-scholar and scholar-practitioner.What will it mean to you to be a practitioner-scholar? Explain how the practitioner-scholar model can help guide you in developing the knowledge and skills that you will need to reach your professional vision and goals.Be sure to cite your sources.Vision: In response to feedback you have received and the evolution of your ideas since you began, and in light of what you have learned about the practitioner-scholar model, revise and refine the vision statement that you developed in the previous two units so it is as personally meaningful as possible. This statement should articulate how your passions and interests connect to a specialization in psychology. Note: It may be useful to update your Articulating Your Purpose activity to help support these revisions.Goals: Review the long-term educational, career, and life goals that you identified as relevant to achieving your vision. In response to feedback you have received and the evolution of your ideas since your earlier drafts, revise, expand, refine, and consolidate your goals as needed.Identify significant milestones for each goal. Be sure that your goals and milestones are:Specific.Measurable.Achievable.Relevant.Time-bound.Discuss the reasons for each goal and milestone.After completing a draft of the previously outlined sections of your paper, draft these sections in the assignment template:Title page in APA format.Abstract: A concise summary of every main point in the paper.Introduction: A concise overview of the paper’s content.Conclusion: A concise summary of important points of the paper, explaining the benefits of achieving your future career vision and becoming a practitioner scholar in the field of psychology and the importance and relevance of your vision and goals to your personal and professional aspirations.References in APA format.For more information, see the Your Vision as a Psychology Practitioner-Scholar Template in the resources.Example assignment: You may use the assignment example, linked in the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.Additional RequirementsYour assignment should also meet the following requirements:Template: Use the Your Vision as a Psychology Practitioner-Scholar Template to format your assignment.Length: 3–4 typed and double-spaced content pages in Times New Roman 12-point font. The title page, abstract, and reference list are not included in this length.References: Include a minimum of three references from scholarly literature. All references need to be cited in-text, according to current APA standards. Remember that citations are to support your thoughts, not take the place of them!Written communication: Must be clear, with correct spelling, grammar, and syntax and with good organization.Writing style: APA expectations for scholarly writing include the use of third-person narrative, unless it is awkward to do so. However, because you are talking about yourself in this paper, you may write in the first person.APA formatting: Must be formatted according to APA style and formatting and include a title page, abstract, and reference list. Note that these three elements are not counted toward the length of your assignment.

 
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Theories for Direct social work practice

3 pages apa format with citations,on solution focused theory and intervention for  drug addiction. Crisis theory and intervention for drug addiction. Behavior theory and intervention for drug addiction.

 
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Research Methods Literature Review

Compare and contrast the paradigms or worldviews inherent in the methodology associated with each research design. Apply professional standards and situate yourself as a researcher by identifying which of these approaches best fits with your worldview.

 
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Power Point Slides

-Power Point about Ted Bundy-8 slides- analyze from one of the theories of personality- The only requirement is that there must be sufficient information available about this person’s life for you to adequately complete the assignment. Also, be sure to choose someone you know and truly find interesting. Base your presentation on a published biographical or autobiographical book, in addition to the text. Be detailed in your discussion of how theoretical concepts apply. There is no need to explain the theoretical concepts (you may presume that the audience knows the theories). Instead, focus on how the theoretical concepts apply to the chosen famous personality to demonstrate that you understand the theories well enough to apply them appropriately, with insight.-You will analyze this person from Freudian perspective: What do you know about his or her childhood that would be of interest to a psychoanalyst? Does this person seem to be fixated at any stage? What are his or her personal relationships like? What conclusions can you draw? You do not have to believe every part of your analysis, but it must reflect the facts of the individual’s life and the theory you are using.

 
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Strong Interest Inventory Literature Review

Only professional quality work wanted! Must have access to scholarly resources. Must be an APA format. No grammatical errors or you will receive a bad review! Please be on time. Contact me if you need examples.PSY 550: Final Project Guidelines and Grading GuideOverviewThe final project for this course is the creation of an evaluative, comprehensive literature review. You will select a psychological measure or test. Ideally, the test should be one you see yourself using in the field of Industrial Organizational Psychology, that has been used to assess a diagnosis of interest, or that has been used in a population on which you plan  to focus. You will evaluate the test using research in peer-reviewed psychology journals to substantiate claims about its validity, reliability, applications, and implications.-must have 8 references from a scholarly articleMeasurement: The Strong Interest InventoryPromptYour literature review should answer the following prompt: What is the overall appropriateness and practical value of your selected psychological assessment measure?Specifically, the following critical elements must be addressed (Must answer these questions):I. Background of the testa. What is the purpose of the test?b. What type of test is it? What type of information does it yield?c. How is it administered and scored? Who publishes the results?d. For whom is this test intended? Who else has utilized this test?II. Assessment of the testa. To what extent does the test employ appropriate psychometric principles?b. To what extent has the reliability and validity of the test been demonstrated for varying populations?c. What are the cut scores for “normal” versus “at-risk” and/or “clinically significant”? Is the method for interpreting andcommunicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) appropriate?d. Are there any specific cultural concerns that should be attended to? To what extent do cultural and environmental factors for minorities or special populations impact the effectiveness of the measure?e. To what extent are there ethical issues related to the use, administration, and interpretation of this measure?III. Practical applications of the testa. Under what circumstances would you give this test? Provide example scenarios in which the test would be helpful to another mentalhealth professional, parent, teacher, student, individual, court, business, or other profession?b. For what purposes and with what clients would you not consider it useful? What are the limitations of this test?c. What issues must you attend to carefully in order to present the test results accurately (e.g., not over- or under-interpret theirsignificance) and ethically?d. What strategies would you use to help you or your client make decisions resulting from an assessment (e.g., pairing results withother kinds of information)?

 
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Completing a Qualitative Study

Directions:1. Code the data.2. Present the results in a table similar to Table 1 in Tables for Assignment document.3. Create a codebook in a table similar to Table 2 in Tables for Assignment document.Words or Phrases That Appear Frequently4. Create a table for each theme similar to Table 3 in Tables for Assignment document.Inductively Developed Themes5. Write a report of the results. Include an introduction, discussion of your sample and instruments, data analysis, results, recommendations, and references.6. See complete directions in “Assignments Document.”

 
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USING Z SCORE

For this assignment, use the data you created in your W1 Midweek Assignment (ATTACHED)Using Microsoft Excel and following the instructions given in your lecture, convert each subject’s age and height into a z-score.Using the z-score of ±1.645 for the 5 percent cutoff and the z-score of ±1.96 for the 2.5 percent in the tail, identify the subject identification (ID) number for subjects who fall at or above the cutoff for the upper 2.5 percent and 5 percent of the scores and those who are at or below the lower 2.5 percent and 5 percent of the scores. Do this by comparing each participant’s z-score with the appropriate critical value (1.645, 1.96, -1.645, -1.96).To fall into the upper tail of 5% (the 95th percentile), a participant’s z-score would need to be equal to or greater than 1.645. To fall into the upper tail of 2.5% (the 97.5th percentile), the z-score would need to be equal to or greater than 1.96. For the tails at the lower end, you would look for z-scores of -1.645 or lower (5%) or -1.96 or lower (2.5%)Using the following table, identify the subject ID numbers in the tails for the appropriate cutoffs in an APA formatted Microsoft Word document.

 
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