Review this week’s Learning Resources on the behaviorist perspective and classical and operant conditioning.

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A classic example of bullying is a scenario in which a much larger, stronger bully physically intimidates and harasses a smaller, weaker victim to steal the victim’s lunch money. You might think that the obvious solution to the bullying in this example is to punish the bully to prevent the behavior from reoccurring. It would be nice if the solution were that simple, but it often is not. The bully may receive gains from the behavior (positive reinforcement; e.g., money to buy more food at lunch or respect from peers) that outweigh the punishment. Furthermore, if the bullying has occurred over a length of time with the same victim, the victim may also develop a conditioned response. For example, suppose that the school bell signaling that it is lunch time rings just before the bully approaches the victim for his lunch money. Initially the bell is a neutral stimulus that produces no specific response. Over time, the victim may associate the bell with the fear response of being bullied, such that the bell alone triggers a fear response in the potential victim. Now the bell is a conditioned stimulus because it elicits a conditioned response.

Classical and operant conditioning can be used to understand why bullying occurs, as illustrated in the previous example, and to design effective interventions to reduce bullying behavior. In this discussion, you will use classical or operant conditioning to propose a strategy to mitigate bullying.

To Prepare:

  • Review this week’s Learning Resources on the behaviorist perspective and classical and operant conditioning.
  • Pay particular attention to the meaning of the terms in each type of conditioning. Classical conditioning terms include: UCS (unconditioned stimulus), UCR (unconditioned response), NS (neutral stimulus), CS (conditioned stimulus), CR (conditioned response). Operant conditioning terms include positive reinforcers, and negative reinforcers, and punishers.
  • Select one conditioning approach and use it to propose a strategy to mitigate bullying.
  • Operationalize the characteristics of your strategy. For example, if you selected the classical approach, identify which aspects of your strategy represent the UCS, UCR, NS, CS, and CR.  If you selected the operant approach, identify which aspects (or operants) of your strategy represent positive reinforcers, negative reinforcers, and/or punishers.

Identify the risks and protective factors that are present in David’s life story. What information, not presented here, would be helpful to know if you were to make a more comprehensive list of risks and protections?

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  • Unit10Assign1

    Case Study Analysis: Adulthood

    For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: middle adulthood or later adulthood.

    Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:

    • David, page 554.
    • Lupe, page 524.

    Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.

    Expectations

    Address the following in your case study analysis:

    • Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.
    • Apply the appropriate lifespan development theory to support an identified intervention process.
    • Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.
    • Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.

    Content

    The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately a half page in length. The body of the paper should not exceed 4 pages.

    Provide the following content in your paper:

    • An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.
    • The body of the case study, including:
      • The presenting challenge or challenges and primary issue or issues.
      • The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.
      • The potential impact of individual and cultural differences on development for the current age and context described in the case study.
      • Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.
    • A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.

    Requirements

    Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:

    • Title page.
    • Introduction (half page).
    • Case study analysis (4 pages).
    • Conclusion (half page).
    • Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.
    • Font: Times New Roman, 12 point.

    CASE STUDY (DAVID)

    David is a 52-year-old White male who has spent the last 24 years in the human resource field. Most recently, he held the position of supervisor in the billing department of a midsized hospital in a rural state. He worked hard to obtain a master’s degree while on the job at the hospital and always had high aspirations for himself professionally David has three children from his first marriage, which ended in divorce. His first wife Anne, who is 50, works as a preschool teacher in another part of the state. Their children’s ages are 16, 20, and 22. Both older children started to attend college but may have to drop out temporarily due to financial difficulties. David feels that it is his responsibility to support his children’s education, and he has been paying as much of their tuition as he can afford. David and his second wife live in a new, but modest home in a community on the outskirts of the state capital close to David’s job. David’s second wife, Sandy, has twin 14-year-old boys. One of the twins has a serious learning disability and needs extra tutoring and a great deal of parent support to keep up academically. Sandy works part time in a department store to be home to help her sons. David and Sandy have a good relationship. Sandy’s widowed mother lives nearby and helps with the twins on a regular basis.

    Recently, the hospital system that employs David merged with a large network of medical providers to cut costs and use resources more efficiently. David’s job at the hospital is becoming more complicated, requiring more and more processing of information that involves advanced computer technology. At a recent professional meeting, David learned from others in his network that many jobs were being cut and many tasks redistributed to the employees that remained. David feels that this has already happened in his workplace. He has noted a dramatic increase in the amount of paperwork required and a distinct decrease in the time allotted to meet deadlines. His supervisory responsibilities have expanded to include workers from another unit that merged with his own in a major departmental realignment. David’s direct supervisor will be retiring soon, and David will be a candidate for that position. He knows that this promotion would mean more income, but it would also mean even more work responsibility. David now spends his weekends going to the office to catch up on tasks. He is not as available as he once was to spend time with his children, and this has caused some problems in his relationship with his wife. He is starting to feel that all the paperwork his job requires is not meaningful in ways that are important to him.

    David has recently begun to suffer from significant pain in his lower back that he believes might be related to a traffic accident that happened when he was younger. The pain keeps him from sleeping well and has contributed to his feeling more “on edge” during the day. David’s physician prescribes two medications to help him sleep better and to reduce anxiety. David has started to drink a few beers when he comes home at night to “calm himself down” as well. The sleep medication he has been taking helps him fall asleep, but now he wakes up at 3:00 am with his mind racing. He’s recently learned that his 16-year-old son has been cutting classes and failing tests. His ex-wife, who has custody of their teenage son, has been pressuring him to help her with this problem situation.

    Discussion Questions

    1.

    Identify the risks and protective factors that are present in David’s life story. What information, not presented here, would be helpful to know if you were to make a more comprehensive list of risks and protections?

    2.

    How do you conceptualize David’s situation? What aspects are relate to his midlife stage?

    3.

    What treatment approach would you take if he were to come to you for help? What other behavioral changes might you suggest?

    (Broderick 554)

    Broderick, Patricia C., Pamela Blewitt. Life Span, The: Human Development for Helping Professionals, 4th Edition.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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You will conduct a mock coaching session with someone acting as your client. You will create at least 10 questions to use in your session. Your question should reflect your communication skills and techniques you will use to build rapport and trust. In that session, you will review the informed consent, begin building rapport and trust. After your mock coaching session, in 250-500 words, reflect on the following:

  1. Describe the techniques you used to begin building rapport and trust with the client.
  2. Describe the communication skills you used in the session to create trust.
  3. Describe how you introduced the informed consent.

Submit both the questions and the reflection of your mock coaching session. See the resources labeled Submitting Multiple Assignment Documents for assistance.

Use two to four scholarly resources, for each submission, to support your explanations.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a scoring guide. Please review the scoring guide prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MS Psychology, Life Coaching

5.2: Demonstrate effective communication skills.

Review the chapter on Ethics, and      compare the NCDA current ethical code with      the current ethical code of your discipline      (either ACA or APA)

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 06/12/19 at 6pm.

Discussion – Week 3

NCDA Ethical Standards

The authors of Ethics Chapter in the course text claim that while conducting research for the chapter, they found a paucity of sources dedicated to ethical and legal issues specifically aimed at vocational/career counseling. Given the likelihood of a counselor encountering a client with vocational/career issues, this Discussion will focus your attention on the material in the text and on the ethical standards from NCDA, which are dedicated to vocational/career counseling.

To prepare for this Discussion:

  • Review the chapter on Ethics, and      compare the NCDA current ethical code with      the current ethical code of your discipline      (either ACA or APA)
  • Given your specific specialty      area, work setting, and client population*, select two individual      standards (one from the NCDA Code and one from the ACA or APA Code) that      you think are most important to adhere to and explain      why.
  • Then select two individual      standards (one from the NCDA Code and one from the ACA or APA Code) that      you think would be most challenging to adhere to, given      your specialty area, work setting, and client population

With these thoughts in mind:

Post by Day 4 a brief summary of each of your selections. Then explain why you chose each standard. Comment on any differences you found between the NCDA and the ACA or APA Codes of Ethics.

Note: In the subject line of your post, place the letter and number of each of the standards you selected, along with which code they come from (e.g., NCDA B.1.c. and ACA F.5.b, etc.)

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

Pick one of the web sites below to review, depending on your specialty area, in addition to the NCDA Ethical Standards, which everyone is to review.

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources