After reading Chapters 7 and 8 in McCarthy & Archer (2013) and performing additional research on your own, write a 4-6 page reaction paper in which you discuss the following:Explain how thought-focused treatment systems are inherently different from psychoanalytical/psychodynamic approaches in treating psychological dysfunctions.In REBT, “rational” means that which helps people to achieve their basic goals and purposes. Therefore, irrational beliefs are those that interfere with goals. Do a web search and find the eleven or twelve irrational beliefs (called “IB’s”) used by REBT therapists. Choose two of them and provide an example for each. Cognitive therapy is directed at common cognitive distortions, or faulty thought patterns. These send us into depression. Examine the list of cognitive distortions based on Aaron Beck’s work. Choose two and provide an example for each.Explain briefly the terms “shaping” and “token economies” used in behavioral based therapies and give an example for each.
Knowledge and opinions regarding various disorders (both childhood and late life disorders) are heavily influenced by media representations of the disorders. Television, special report presentations, movies, and documentaries present various disorders as topics of examination, the focus of family and personal drama, and even humor. Do you feel mental disorders are an appropriate topic for media attention or for entertainment? Are there limits on how far dramatic or humorous presentations should go? Why, or why not? 200 words or more
Personal Reference Letter
The purpose of this assignment is to evaluate your performance at the internship site, as well as to evaluate what you have learned. The goal is demonstrate an ability to “speak” to potential employers about your skills.
Based on what you think that you have learned and achieved within the internship experience, write a 1-page letter of reference for yourself. Highlight specific areas of growth and specific value that you experienced through the process of completing this internship.
Indicate how you would translate your experience in your internship into a new work experience and share this letter with your site supervisor for feedback.
You will be graded upon your ability to: Evaluate yourself and to promote what you have learned. Communicate clearly and effectively and to thus “present” yourself well. Persuade a professional reader. Coincide with the evaluation provided by the site supervisor. Demonstrate knowledge of the “language” of the field (current APA).
Your Personal Reference Letter is due by 11:59 p.m. (ET) on Monday of Module/Week 15.
For this assignment, complete all components of the Biopsychosocial Assessment found in the Case Study Treatment Plan for the client you picked. When details from the case are vague or missing, you are free to elaborate in the specific area. You will also complete the following specific sections of the Case Study Treatment Plan for the unit 4 assignment: Client Name: Describe any cultural norms specific to the chosen client (for example, sexual orientation, religion, or race). •Cultural background. Describe the importance of family, social networks, and community systems in the treatment of mental and emotional disorders related to issues of human sexuality. •Family background. •Social and community systems. Describe the client’s behavior, including any developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal sexual behavior. •Personal background. •Medical background. •Substance abuse background. •Emotional/psychiatric background. Identify ethical and legal considerations relevant to the client’s identified sexual issues. •Ethical/Legal Issues Relevant to Sexual Issue: Identify other professionals that you anticipate will be involved in the care for this client as the treatment continues. Explain how you will arrange for communication with them and what you are likely to communicate to each of them. Identify the kind of information you will need from each source. •Consultations or referrals needed. Describe strategies for working with client to address their identified issue. •Strategies to address identified issues. Apply relevant human sexuality research findings support the identified strategies. •Sexuality research to support strategies. In addition, place an “NA” in the following sections that are not required for the Unit 4 assignment: •DSM-5 diagnosis. •Differential diagnosis. •Ethical and legal considerations of diagnosis. •Short-term goals •Long-term goals. •Strategies to promote optimal sexual functioning. •Evidence-based treatment interventions. •Relevant research to support diagnosis and treatment plan
Application: Action Plan 2: Supporting Young Children Through a Family Loss
This week, you have been learning about the vital role of the family in the socialization of children. The course text highlighted many changes in the composition and functioning of families over time, notably the influence of divorce, single parenting, and step-parenting. This week, for your second Action Plan, you will focus on ways to support children through an event that was not covered in your text but one that, as an early childhood professional, you may face while working with young children and their families: the death of a close family member. You may already be aware that children respond to and have a different understanding of death than adults. Use the knowledge of child development that you have gained so far, your perception of family ecology from the readings this week, and the specific articles provided below in developing your Action Plan.
Action Plan Professional Scenario: Imagine you are working in an early childhood setting that cares for and teaches children ages 0–5. Two families in your program share a grandmother who has been an active and loving caregiver for their children—an infant, a toddler, and a preschooler. The grandmother has recently passed away and you want to support these families by helping them understand how infants, toddlers, and preschoolers grieve in order to help the children with this loss.
Before you create your Action Plan, consider: What does an early childhood professional need to know in order to understand the situation and needs of these children and families? What ideas and advice from experts may be useful in assisting children and families? What can early childhood professionals do to help, either directly, by suggesting activities and advice, or by referring the family to other community resources and professionals?
As you prepare this Action Plan, keep the focus on gathering and identifying the knowledge and ideas that you can best share with parents and other key adults. Remember that working directly with children as a grief counselor is an area of expertise that you may choose to pursue. However, as an early childhood professional, you are most qualified to help young children in this area by supporting the significant adults in their lives and remaining consistent, sensitive, and caring.
Follow these steps to create your Action Plan:
1. What You Need to Know: Learning About How Children at Different Ages Respond to Death
Naturally, children respond to situations in their own ways often based on where they are developmentally; sometimes based on temperament. Keep this uniqueness in mind as you read the following articles on children and grief. Although there is some overlap, you will find that all three help to clarify how young children of different ages respond to death. As you read, take notes on important developmental information and ideas that you think are important to share with parents/family members: Young Children and Grief (PDF)
Magical Thinking: Children May Blame Themselves for a Parent’s Illness and Death (PDF)
2. Ideas and Advice: Checking Resources
Think concretely about how best to help the parents/family members of an infant, a toddler, and a preschooler. Check your notes from reading the articles above. As needed, skim the articles again for key concepts about how young children perceive death and specific ways to support each age to share with parents/family members. Access these articles below as additional resources: Infant and Toddler Grief (PDF)
Helping Your Child Deal with Death and Loss (PDF) Facts for Families: Children and Grief
3. Taking Action: Supporting the Whole Family in Responding to Loss
With knowledge and ideas in hand, you’re ready to suggest ways to support young children in dealing with a family loss. Use the information and advice from the articles to make your plan. Think of it as preparing a script for meeting with the parents or other significant family adults. Include the following in your plan: Part I: Supporting an Infant
Explain in your own words: Developmental information about what an infant may feel or understand about a family death Possible ways that an infant may respond to a family death Specific advice from experts on how to help an infant through a family loss
Part II: Supporting a Toddler
Explain in your own words: Developmental information about what a toddler may feel, believe, or understand about a family death Possible ways that a toddler may respond to a family death Specific advice from experts on how to help a toddler through a family loss
Part III: Supporting a Preschooler
Explain in your own words: Developmental information about what a preschooler may feel, believe, or understand about a family death Possible ways that a preschooler may respond to a family death Three specific ideas or activities the family can do at home to help a preschooler through a family loss
As you write your plan, remember the following: Your goal is to help parents/family members understand how infants, toddlers, and preschoolers may respond to the family loss. Parents/family members are most likely grieving, too. Consider their feelings in explaining their children’s needs. Choose language that you would feel comfortable using—language that is respectful and sensitive—to create a model presentation for talking with adult family members.
Assignment length: 2–3 pages
Submit this assignment by Day 7 of this week.
Two discussions and an asignment
As your group grows and considers how to generate new members, you also need to consider how new members will be selected. When determining which new members to add, it is suggest you follow a screening process to ensure they are a good fit for the group.
Develop a set of screening questions and criteria that you, as the group leader, will use to choose the members of the group. Begin with demographics questions (name, age, address, presenting issue, etc.) There should be a minimum of 10 screening questions, not including the demographics questions.
Write a 500-750-word paper that describes the criteria that you as the leader will use to choose the members for the group. Include the screening questions in your paper. Use a minimum of three scholarly references in addition to the course textbook to support the findings.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Opinion module 7.1
Mini Report #2
Qnt. 5040 Winter Term 2015
Dr. Phillip S. Rokicki
Maximum number of points: 5 points
Decision Tree Analysis – Festus Temperature Controls Case Study
NOTE: Only work done using Palisades PrecisionTree Software will be acceptable
Decision trees are superb tools for helping you to select between several courses of action. They provide a highly effective structure in which you can lay out options and investigate the possible outcomes of choosing those options. They also help you to form a balanced picture of the risks and rewards associated with each possible course of action.
Key Points for Decision Trees
Decision trees provide an effective method of decision making because they:
1. Visibly lay out the problem so that all options can be tested;
2. Allow you to fully analyze possible consequences of making any given decision;
3. Provide a framework to quantify the values of outcomes and the probabilities of achieving them; and,
4. Help you to make the best decisions on the basis of current information and best guesses.
As with all decision making methods, decision tree analysis should be used in conjunction with common sense – decision trees are just one important part of your decision making tool kit.
In this case study you will be using the information from below to create a PrecisionTree for Festus Temperature Controls Case Study . They need your help to first display the various options open to them, then to analyze these options and to recommend a course of action . Read the information carefully. It contains all of the information that you need to create your PrecisionTree. The analysis is, of course, up to you. But do it completely .
Remember the output for this case study is to be in the form of a mini report similar to the other reports that you have produced. Thus you will have an executive summary (200 words), the body of the report with the PrecisionTree (copied from Excel), and the concluding statement (75 words) and citation section. The mini report should be between 5 to 9 pages in length.
Festus Temperature Controls Case Study
Randy Cliff, manager of Festus (Missouri) Temperature Controls Company has a good problem. His company has been experiencing unexpected growth since 2009 and now has some extra plant capacity that he needs to use. The company is considering a short manufacturing run for either two types of new products, a temperature sensor or a pressure sensor. Randy’s chief sales manager has assured him that either product will be successful in the marketplace, however Randy is not sure that his team will be able to develop them successfully in the short time allocated.
The sales manager believes that there is a probability of 65% that the potential revenue of $1.5 million from selling the temperature sensor, and probability of 35% that the potential revenue of $750,000 from selling the pressure sensor. Both of these amounts are net of the production costs, but do not include the development costs for either.
If the development is unsuccessfu l for a product, then there will be no sales, and the development cost will be totally lost. Randy estimates that the development cost for the temperature sensor would be $155,000 and for the pressure sensor the cost will be $26,000.
Randy has asked you to help his senior management team figure out the pros and cons of these several options to their product line. To do this you will create a PrecisionTree, analyze the tree using the maximax, maximin, and the other decision-making techniques presented to you during week nine chat, and help the company decide which way to proceed based on the expected monetary value and good old common sense.
Calculating The Value of Uncertain Outcome Nodes
Where you are calculating the value of uncertain outcomes (probability nodes on the diagram), do this by multiplying the value of the outcomes by their probability. The total for that node of the tree is the total of these values.
For instance, if the probability of an outcome (positive or negative) is 35% and the value for that node is $200,000 then you multiply $200,000 times .35 and the value of this node is: $70,000.
So this is your last case study. One that I hope will provide you with a real world experience in decision-making.
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 Notice that PrecisionTree is one word with the “p” and the “t” capitalized.
PS490 Research Studies
Directions : Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be double ‐ spaced; refer to the “Format Requirementsʺ page for specific format requirements.
Copy the Final Checklist from the Lecture Notes page into a Word Document.
Answer every question in the checklist (including checklist from Ashworth College).
Submit your answered checklist.
Submit your Final Paper.
Please refer to the rubric on the next page for the grading criteria for this assignment.