Determine what learning (e.g., classical, operant, etc.) may have resulted from your event, or arisen because of your event. 

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Note: Students will turn in this assignment twice: first as a draft (Week 4 Assignment) and then as a final paper (Week 8 Assignment). Students will submit first draft of the assignment and then submit the final draft after receiving feedback from the professor and making the recommended changes. They will be graded separately for each submission of the assignment.

Select a significant event (either positive or negative) that occurred before you reached adulthood and that has had a life-shaping effect on your life. In this assignment, you will use what you’ve learned in Weeks 1 thru 4 of this course and base your paper on your readings, along with information from library research, to discuss psychological aspects of your event.

Write a two to three (2-3) page paper in which you:

  1. Briefly describe your significant event (one to two [1-2] sentences).
  2. Describe your event in terms of at least two (2) different perspectives in psychology (e.g., behavioral, cognitive, psychodynamic, cultural/social, etc.)
  3. Determine what learning (e.g., classical, operant, etc.) may have resulted from your event, or arisen because of your event.
  4. Discuss why the memory of the event you described may or may not be completely accurate.
  5. Use at least two (2) quality academic resources in this assignment. Note:  One of these resources may be your textbook. Articles from professional journals are certainly a high quality resource. Magazine and newspaper articles are also accepted for this assignment. Articles published on the Internet may also be suitable, if they originate with credible persons or organizations. Please note that articles from Wikipedia, ask.com, and the like are not suitable.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Relate psychological concepts to real-world situations.
  • Describe the major theories of learning, memory, cognition, consciousness, development, and social psychology.
  • Use technology and information resources to research issues in psychology.
  • Write clearly and concisely about psychology using proper writing mechanics.

Click here to view the grading rubric.

Explain challenges a forensic psychology professional might have when working with individuals with borderline personality disorder.

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7:1 dissuasion

Case Study #2

Mark, 29 years old, and Ellen, 27 years old, have been married for 2 years. When they first met, he treated her like a queen. He was kind and loving and “idolized” her. He would show glimpses of jealousy and controlling behavior, but she did not pay much attention to it. After they got married, his jealousy and controlling behavior grew worse. He treated her wonderfully when she was with him at home and engaging in behavior that made him feel loved and needed. However, he was controlling whenever she left the house to run errands or see her friends. When she returned home, he would question her in passive-aggressive ways and sometimes be outright accusatory. She would naturally become defensive and withdraw emotionally. That seemed to make things worse, and he would start to become verbally abusive about her not meeting his needs, not loving him, and not wanting to be with him. These verbal explosions were often accompanied by demeaning language. After these outbursts, Ellen felt like leaving him and even expressed this at times. Most of the time Mark would apologize profusely, then bring her flowers or gifts and rationalize his behavior in some way or promise he would change. Things would then get better for a while, and he would engage in “idolizing” behavior. However, the cycle of controlling behavior would just begin again.

Identify the case study you selected. Explain what features of borderline personality disorder the primary character exhibits. Explain how the concept of splitting is demonstrated, and describe the role that empathy plays in the splitting. Explain challenges a forensic psychology professional might have when working with individuals with borderline personality disorder.

Ackley, C., Mack, S., Beyer, K., & Erdberg, P. (2010). Investigative and forensic interviewing: A personality-focused approach. Boca Raton, FL: CRC Press.

  • Chapter 3, “The Antisocial Personality” (pp. 43–60)
  • Chapter 4, “The Psychopathic Personality” (pp. 61–93)

Main Discussion Posting Content

Excellent – above expectations

Points Range:

21.6 (54%) – 24 (60%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

Points Range:

19.2 (48%) – 21.57 (53.92%)

Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.

Points Range:

16.8 (42%) – 19.17 (47.93%)

Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

Points Range:

0 (0%) – 16.77 (41.93%)

Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Reply Post & Peer Interaction

Points Range:

7.2 (18%) – 8 (20%)

Student interacts frequently with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.

Points Range:

6.4 (16%) – 7.16 (17.9%)

Student interacts moderately with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.

Points Range:

5.6 (14%) – 6.36 (15.9%)

Student interacts minimally with peers or the feedback postings, and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources.

Points Range:

0 (0%) – 5.56 (13.9%)

Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.

Writing

Points Range:

7.2 (18%) – 8 (20%)

Postings are well organized, use scholarly tone, contain original writing , proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level .

Design a poster illustrating the risks and benefits. Include visual aids, such as clipart, photos, graphs, figures, or tables, to add to the poster’s visual appeal. You can create your poster in Microsoft Word or Microsoft PowerPoint format using the templates provided.

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Estimating the Benefits and Costs of Your Choices

According to studies of graduates of bachelor-degree programs in psychology, entry-level positions tend to pay relatively little and may be relatively unsatisfying. Although the positions, pay, and reported job satisfaction of psychology majors tend to significantly improve many years after graduation, those who enter the workforce immediately upon graduation risk at least a few years of less-than-satisfactory employment (Landrum & Elison-Bowers, 2009; Rajecki & Borden, 2011).

Although graduate school can be a route to a better paying, more satisfying job, and career, it is quite expensive. A doctoral degree results in most students entering into debt for as much as $75,000 to $200,000 (Stringer, 2016). The median debt incurred for a master’s degree is approximately $25,000 (Kantrowitz, 2011).

Tasks

Using your textbook, the Internet, and the Argosy University online library resources, research possible choices, such as entering the workforce immediately upon graduation, or enrolling in a graduate school. Based on your research, respond to the following:

  • Select one of the options: entering the workforce upon graduation or attending graduate school. For your selected option, identify at least five benefits and at least five risks associated with that choice. For example, if you choose to enter the workforce immediately upon graduation, identify the benefits and risks of doing so.
  • Design a poster illustrating the risks and benefits. Include visual aids, such as clipart, photos, graphs, figures, or tables, to add to the poster’s visual appeal. You can create your poster in Microsoft Word or Microsoft PowerPoint format using the templates provided.
    • If you have chosen to enter the workforce, imagine you are designing the poster for display at a job fair at which you are a recruiter trying to convince new graduates, of undergraduate programs, to work for your organization.
    • If you have chosen to enter graduate school, imagine you are designing the poster for display at a professional conference where you hope to recruit undergraduate seniors to apply to your graduate program.
  • Download and review a copy of either the Microsoft Word poster template, or else the Microsoft PowerPoint poster template.
  • Support your statements with information from academic sources, one which can be your textbook. Be sure to include in-text citations and a reference list visible on the poster, near the bottom or end.

Discussion 1: Self-Determination In the Christ & Diwan (2008) article, the authors list seven domains that social workers should address in order to fully assess an older client’s needs. Each domain is considered equally important. This comprehensive evaluation fits well with the social work perspective that it is important to not only address the internal concerns of clients but also their environment. Making decisions for older adults without their input occurs often. In society people sometimes treat their elders like children—making decisions for them based on what they think is best rather than from the client’s perspective. While at times this may be well intentioned, the potential for infantilism and, in turn, compromised self-determination, occurs. For this Discussion, review the program case study for the Petrakis family. You will focus not on Helen, but on her mother-in-law, Magda. What decisions were made about Magda’s treatment without a formal assessment and/or her input? Consider how Christ & Diwan’s (2008) seven domains relate to Magda’s case. Complete an assessment for Magda and identify the choices that were made without her feedback. By Day 3 Post a summary of your assessment of Magda’s situation that addresses the seven domains. Fill in the gaps in content as necessary. Describe ways you would have included Magda in the original assessment and treatment plan. Include questions you would have asked Magda and her professional support system (doctors, nurses, etc.) to gain further insight into the situation. Helen Petrakis 52-year-old heterosexual female of Greek descent Lives in a four bedroom house with her husband John, age 60, and three adult children, son Alec, age 27, and daughters, Dmitra, age 23, and Athina, age 18 Works full time in the billing department of a hospital Serves as the caregiver for her husband’s mother, Magda Petrakis, a widow, age 81, who lives in an apartment about 30 minutes from Helen’s home Began visiting a social worker because she is feeling “blue” and feeling overwhelmed by her family responsibilities John Petrakis 60-year-old male married to Helen, age 52, both of Greek descent Lives in a four bedroom house with his wife, Helen, and three adult children, son Alec, age 27, and daughters, Dmitra, age 23, and Athina, age 18 Works full time managing a grocery store Does not expect his children to contribute to the finances or upkeep of the home His wife Helen is the caregiver for his elderly mother, age 81, who lives about 30 minutes away and who has some physical limitations and early dementia symptoms Magda Petrakis 81-year-old widow and mother of John, age 60 Lives in an apartment 30 minutes from her son and daughter-in-law’s home Daughter-in-law Helen, age 52, takes the responsibility for her care and visits Magda several times a week Recently, Helen has allowed her son, Alec, to move in with Magda, and Alec has begun stealing from his grandmother to support a drug habit Alec Petrakis 27-year-old male of Greek descent Currently unemployed Lives with his parents, John, age 60, and Helen, 52, and sisters, Dmitra, age 23, and Athina, age 18 Recently moved in with his elderly grandmother promising to help take care of her, but instead, has begun stealing from her to support a drug habit Dmitra Petrakis 23-year-old female of Greek descent Works as a sales consultant for a local department store Lives with her parents, John, age 60, and Helen, 52, and with a brother, Alex, age 27, and a sister, Athina, age 18 Has a grandmother, Magda Petrakis, age 81, who lives about 30 minutes from the family home Athina Petrakis 18-year-old female of Greek descent Works part time as a hostess at a family friend’s restaurant Is an honors student at a local college Lives with her parents, John, age 60, and Helen, 52, and with a brother, Alex, age 27, and a sister, Dmitra, age 23 Has a grandmother, Magda Petrakis, age 81, who lives about 30 minutes from the family home

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Discussion 1: Self-Determination

In the Christ & Diwan (2008) article, the authors list seven domains that social workers should address in order to fully assess an older client’s needs. Each domain is considered equally important. This comprehensive evaluation fits well with the social work perspective that it is important to not only address the internal concerns of clients but also their environment. Making decisions for older adults without their input occurs often. In society people sometimes treat their elders like children—making decisions for them based on what they think is best rather than from the client’s perspective. While at times this may be well intentioned, the potential for infantilism and, in turn, compromised self-determination, occurs.

For this Discussion, review the program case study for the Petrakis family. You will focus not on Helen, but on her mother-in-law, Magda. What decisions were made about Magda’s treatment without a formal assessment and/or her input? Consider how Christ & Diwan’s (2008) seven domains relate to Magda’s case. Complete an assessment for Magda and identify the choices that were made without her feedback.

By Day 3

Post a summary of your assessment of Magda’s situation that addresses the seven domains. Fill in the gaps in content as necessary. Describe ways you would have included Magda in the original assessment and treatment plan. Include questions you would have asked Magda and her professional support system (doctors, nurses, etc.) to gain further insight into the situation.

 

Helen Petrakis

  • 52-year-old heterosexual female of Greek descent
  • Lives in a four bedroom house with her husband John, age 60, and three adult children, son Alec, age 27, and daughters, Dmitra, age 23, and Athina, age 18
  • Works full time in the billing department of a hospital
  • Serves as the caregiver for her husband’s mother, Magda Petrakis, a widow, age 81, who lives in an apartment about 30 minutes from Helen’s home
  • Began visiting a social worker because she is feeling “blue” and feeling overwhelmed by her family responsibilities

John Petrakis

  • 60-year-old male married to Helen, age 52, both of Greek descent
  • Lives in a four bedroom house with his wife, Helen, and three adult children, son Alec, age 27, and daughters, Dmitra, age 23, and Athina, age 18
  • Works full time managing a grocery store
  • Does not expect his children to contribute to the finances or upkeep of the home
  • His wife Helen is the caregiver for his elderly mother, age 81, who lives about 30 minutes away and who has some physical limitations and early dementia symptoms

Magda Petrakis

  • 81-year-old widow and mother of John, age 60
  • Lives in an apartment 30 minutes from her son and daughter-in-law’s home
  • Daughter-in-law Helen, age 52, takes the responsibility for her care and visits Magda several times a week
  • Recently, Helen has allowed her son, Alec, to move in with Magda, and Alec has begun stealing from his grandmother to support a drug habit

Alec Petrakis

  • 27-year-old male of Greek descent
  • Currently unemployed
  • Lives with his parents, John, age 60, and Helen, 52, and sisters, Dmitra, age 23, and Athina, age 18
  • Recently moved in with his elderly grandmother promising to help take care of her, but instead, has begun stealing from her to support a drug habit

Dmitra Petrakis

  • 23-year-old female of Greek descent
  • Works as a sales consultant for a local department store
  • Lives with her parents, John, age 60, and Helen, 52, and with a brother, Alex, age 27, and a sister, Athina, age 18
  • Has a grandmother, Magda Petrakis, age 81, who lives about 30 minutes from the family home

Athina Petrakis

  • 18-year-old female of Greek descent
  • Works part time as a hostess at a family friend’s restaurant
  • Is an honors student at a local college
  • Lives with her parents, John, age 60, and Helen, 52, and with a brother, Alex, age 27, and a sister, Dmitra, age 23
  • Has a grandmother, Magda Petrakis, age 81, who lives about 30 minutes from the family home