Describe scientific research that is relevant to your selected case study. Include past and current findings and note any key changes.

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Write: In a well-developed eight- to ten-page paper address the following criteria for the case study you selected in Week Three. See the ABS200 Case Study List located in your online classroom to review the case studies.

· The paper must begin with a well-written introduction that includes a succinct thesis statement

· Your introductory paragraph must include a description of the basic characteristics of science and a definition of applied behavioral science and the area of psychology from which the case study is explored.

· Identify and describe the potential source(s) and/or cause(s) of the issue that is/are relevant to the selected case study (e.g., genetic, environmental, social, cultural, organizational).

· Examine the case study by applying one psychological theory of your choice pertinent to applied behavioral science.

· Describe scientific research that is relevant to your selected case study. Include past and current findings and note any key changes.

· Identify and describe any relevant trends in working with your intended population.

· Detail a suggested plan of action, including advantages and disadvantages, for moving forward.

· Specify what you would do to build rapport with the clients in the selected case study.

· State ethical considerations that are relevant to this case.

· You must end your paper with a conclusion that reaffirms your thesis and include an examination of the pros and cons (advantages and disadvantages) of utilizing at least one applied behavioral science intervention method to address the concerns in the scenario you selected.

· Must use at least six peer-reviewed journal articles as sources, including a minimum of four from the University Library.

Case Study

Educational Psychology: Learning Disabilities Eight year old Jimmy is having difficulty learning, and he is showing specific problems in reading and math. Parents and teachers have worked together to try and understand what is happening. They have determined the problem is not the result of visual, hearing, or motor disabilities, mental retardation, emotional disorders, or environmental, cultural, or economic issues. Finally, after all of this is ruled out, Jimmy is classified as having two learning disabilities: dyslexia and dyscalculia.

Describe either the best or worst team experience you have had. What were the characteristics and mood of the team?

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For the first paragraph of your initial post select one of the three scenarios below. Describe in detail how you would use your knowledge of emotional intelligence to effectively reach a positive outcome for all parties concerned.

  1. One of your direct subordinates comes to you visibly shaken and tells you that a male coworker yelled at her and threatened to hit her because she did not have a report completed on time. She states that the male coworker has been stressed recently and he has been verbally abusive to several other employees.
  2. Your boss, the department manager, is widely disliked by his staff because of his abrupt and insensitive management style. He barks directives without explanation, reasoning, or guidance, causing his employees to feel fearful, underappreciated, and disrespected. Since you work closely with him, your colleagues have approached you and asked you to communicate their concerns to him.
  3. The vice president of your division calls you into her office to give you the great news; you have been promoted to a senior management post overseeing a new staff of 125 people. While this is a dream come true for you, you are also feeling anxious, fearful, and insecure. The vice president notices your emotions.

For the second paragraph of your post, select any one of the following bullet points and address all elements of your chosen bullet point. Select a different bullet point section than what your classmates have already posted so that we can engage several discussions on relevant topics. If all of the bullet points have been addressed, then you may begin to re-use the bullet points with the expectation that varied responses continue.

  • As organizations continue to adopt team-based work environments, team leaders find themselves in somewhat counterintuitive roles, expected to lead and also foster collaboration and equal participation among team members.
    Describe either the best or worst team experience you have had. What were the characteristics and mood of the team? What were the team’s strengths and weaknesses? Did the team leader guide, motivate, and support the efforts of the group? If so, how did the team leader demonstrate these efforts? How would you have led the team differently?
  • Mapes (2000) stated “The majority of ‘leaders’ remain blind to the reason why their people resist change. It’s FEAR. Everyone is frightened of making a mistake . . . their fear makes them tense, worried about upsetting the status quo, incurring the wrath of senior management, and pressured into playing it safe” (p. 9). “Before leaders can tackle the textbook elements of leadership, they must learn to break through fear-based thinking and recognize that the role of leadership is about continuous learning, relationships and constant self-renewal” (p. 9). 
    What comparisons can you make regarding fearless leadership and emotional intelligence? How does the author’s description of fearless leadership mimic the definition of resonant leadership?Mapes, J. (2000). Fearless Leadership. Executive Excellence, 17(12).
  • Life balance has become a popular theme in recent culture. Today, boundaries between work and personal life have become blurred. What used to be a normal 40-hour work-week has, in many cases, expanded to more than 50 hours, leaving workers feeling stressed, overworked, and out of balance. 
    Perhaps you have children, aging parents, or other personal or family issues that require a significant amount of your time and attention. How do these factors affect your life, productivity, and attitude toward work? What does life balance mean to you? Are you living a balanced life? Why or why not? How does living a balanced life affect the role of a leader? How can the leader create balance within an organization? What can you do to enhance the balance in your own life?
  • Practicing leadership with emotional intelligence can create positive, sustainable relationships and lay the foundation for long-term success.
    Propose your continuing action plan for learning to lead with emotional intelligence. What key emotional intelligence quotient (EQ) factors will you focus on for your personal and professional development? What improvements have you noticed in your own performance and professional relationships since the beginning of this course? Have you received any feedback from your supervisors or peers? How did this feedback affect you? As you reflect on your journey in this course, cite examples wherever possible. Defend your perspectives.

The final paragraph (three or four sentences) of your initial post should summarize the one or two key points that you are making in your initial response.

Justify your answers using examples and reasoning. Comment on the postings of at least two peers.

Your posting should be 1 page

Evaluate how your six-month LIS will be implemented and measured including at least three metrics you will employ to measure and track results as well as how you will measure its ROI.

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This last part of your Leadership Intervention plan will begin with a focus on John, including his leadership effectiveness and his professional development to address gaps in the competencies needed for improvement. Once this is complete you will have successfully researched and developed your leadership intervention strategy (LIS). However, you must consider how this plan can be realistically implemented and evaluated within an organization. This final phase of the project encompasses the practical application and measurement of your plan.

On the basis of the course assigned readings and your LIS Part I and Part II paper, review your LIS case again. Complete the following tasks for your LIS project Part III.

Tasks

  • Analyze John’s effectiveness as a leader, where gaps may exist, and what leadership skills may need to improve.
  • Justify at least five key learning and professional development objectives that will enhance John’s effectiveness and a six-month learning plan to develop John’s emotional intelligence and associated competencies as well as strategies to overcome his resistance to change.
  • Evaluate how your six-month LIS will be implemented and measured including at least three metrics you will employ to measure and track results as well as how you will measure its ROI.
  • Assess how the application of emotional intelligence and leadership theory will minimize change resistance and foster appreciation and organization support of your plan.
  • Provide a detailed summary of your six-month LIS, including:
    1. The positive changes you hope to achieve
    2. Justification of your methods and strategies
    3. Potential challenges or roadblocks to your plan
    4. Strategies and tactics for overcoming these challenges
    5. A timeline for implementation and review of each component of the plan

Important hint: You might find it helpful to begin each section of the paper by discussing the key themes and cues you observe. Then, do research on those key themes to both broaden and deepen your evaluation of the case and your understanding of the important issues. In the final product, about half your written evaluation of each topic should be research. About half should be application to the case study.

Submission Details:

  • Submit your evaluation in a 4 page paper 

Describe the symptomology of the disorder and its relationship with the neurotransmitters involved.

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Select the topic for your Critical Review, which is due in Week Six, and briefly analyze its key features and pathophysiology. You may select from any of the following psychiatric disorders: schizophrenia (or schizotypal disorders), bipolar disorder, depression, any of the anxiety disorders, PTSD, chronic pain disorders, Alzheimer’s disease,  Parkinson’s disease or other movement disorder, seizures, ADD/ADHD, autism, OCD, any personality disorder, brain trauma, stroke, encephalitis, meningitis, or migraines.  Other topics may be chosen, with approval of your instructor.

Other topics may be considered but require prior approval by the instructor. However, addiction is not the emphasis of the course. Critical Reviews focusing on addiction, or drugs of addiction, will not be accepted. Your paper must focus on drug treatment and not on other modes of treatment. Papers that discuss psychotherapy, other than in passing, will not be given credit. Ask your instructor for clarification.

Explain your chosen psychiatric disorder in terms of neurotransmitter and receptor theories

. Describe the symptomology of the disorder and its relationship with the neurotransmitters involved.

Discuss the anatomic changes seen with the disorder. Explain the relationship between neurotransmitter and anatomic features and resultant symptoms. Summarize the interaction(s) between the behavioral, neuroanatomical, and neurotransmitter changes seen within the selected disorder.

The paper:

  • Must be three to five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least three peer-reviewed sources from the Ashford University Library. These may include the required articles for the assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.