Select and use comprehensive assessment instruments that are sensitive to age, gender and culture, and which address: (a) History of alcohol and other drug use

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This is what was assigned for part 1. It’s due Wednesday .

Option 1: Movie

Select a movie from the following list:

  1. Terms of Endearment (1983) (PG)
  2. Ordinary People (1980) (R)
  3. Saving Mr. Banks (2013) (PG-13)
  4. My Sister’s Keeper (2009) (PG-13)
  5. Kramer vs. Kramer (1979) (PG)
  6. Footloose (1984) (PG)
  7. The Queen of Versailles (2012) (PG)
  8. Extremely Loud and Incredibly Close (2011) (PG-13)
  9. 28 Days (2000) (PG-13) ( pick this one)

Watch the selected movie in preparation for the biopsychosocial assessment. As you watch the movie, focus on one specific character in the movie as the focus of your clinical attention. Take notes over relevant patterns and significant moments/details within the characters’ journey. Consider the character’s behavior patterns within the confines of the movie. Information gathered in this introductory assignment is intended to prepare you for next week’s formal psychosocial assessment. Please note, this is for preparation purposes only and you do not need to submit the notes to your instructor.

Option 2: Case Study

Read the attached case study. Take notes over relevant patterns and significant moments/details within the persons’ journey. Information gathered in this introductory assignment is intended to prepare you for next week’s formal psychosocial assessment. Please note, this is for preparation purposes only and you do not need to submit the notes to your instructor.

PCN-610 Option 2: Case Study

David is a 49-year-old married man with two adult children. He has been married for 21 years. He has been employed as a metallurgical engineer in a local steel mill for 20 years. David noted he use to enjoyment going to work, but now, he states some days he would rather just stay home. David married his high school sweetheart. He describes their relationship as “typical.” They eat meals and attend family gatherings together but do little else as a couple. David use to spend his spare time reading, playing golf, and watching TV. For the last 6 months, David has felt blue and his appetite has decreased. He stated he doesn’t have any desire to do any of things he use to enjoy and would rather spend time alone in his bedroom. David complained of irritability and low energy. Within the last 2 months, David noted he has experienced more physical pain in his back and neck area. Because he has not been sleeping well, Robert drinks more at night. He stated that when he was younger, he use to drink more frequently but now he only drinks two or three beers per night. Sometimes, he feels like life is hardly worth living. Robert has tried to “snap himself” out of this sour mood, but nothing seems to work. David oldest son stated he is concerned his father may need to go see a doctor, because his father appears to be acting usual. David stated that his sister used to have similar problems. He is resistant to going to see a doctor and believes his mood will eventually improve.

David’s sister Lisa has struggled with depression for over 10 years. She is currently seeing a psychiatrist and a counselor. In the past, Lisa reported an increase in emotional and physical fatigue, low mood, increased weight gain, and disrupted sleep. Lisa has a negative outlook and states that when things are looking up, something always goes terribly wrong.

This is for the second week

Refer back to the movie you selected and watched or the case study you read during Topic 1. Consider the character you selected or the person from the case study and complete a biopsychosocial assessment about your selected person using the provided biopsychosocial template. Only complete Part 1 of the template, as Part 2 will be completed later in the course.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard: 2.F.5.g: Essential interviewing, counseling, and case conceptualization skills.

This assignment meets the following NASAC Standards:

25) Gather data systematically from the client and other available collateral sources, using screening instruments and other methods that are sensitive to age, culture and gender. At a minimum, data should include: current and historic substance use; health, mental health, and substance-related treatment history; mental status; and current social, environmental, and/or economic constraints on the client’s ability to follow-through successfully with an action plan.

32) Based on an initial action plan, take specific steps to initiate an admission or referral, and ensure follow-through.

33) Select and use comprehensive assessment instruments that are sensitive to age, gender and culture, and which address: (a) History of alcohol and other drug use (b) Health, mental health, and substance-related treatment history (c) History of sexual abuse or other physical, emotional, and verbal abuse, and/or other significant trauma (d) Family issues (e) Work history and career issues (f) Psychological, emotional, and world-view concerns (g) Physical and mental health status (h) Acculturation, assimilation, and cultural identification(s) (i) Education and basic life skills (j) Socio-economic characteristics, lifestyle, and current legal status (k) Use of community resources (l) Behavioral indicators of problems in the domains listed above.

58) Confirm the client’s eligibility for admission and continued readiness for treatment/change.

59) Complete necessary administrative procedures for admission to treatment.

111) Prepare accurate and concise screening, intake, and assessment reports.

I

will attach The biopsychosocial tomorrow 

 Post a description of two ways the guidelines in Walden University’s IRB document may impact the selection of a research population, research setting, and/or research design. Please use the resources to support your answer.

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Choose one sexual dysfunction disorder and one   paraphilic disorder.

Create a 6- to 9-slide PowerPoint presentation   discussing the disorders. Include the following in your presentation:

  1. A title slide
  2. A description of each selected   disorder.
  3. Symptoms listed in the DSM for each   disorder.
  4. Treatment approaches for each disorder.
  5. A     reference slide

Include at least two scholarly references in your presentation. Within the last 5 years.

Include speaker notes below each content-related slide that   represent what would be said if giving the presentation in person.   Expand upon the information included in the slide and do not simply   restate it. Please ensure the speaker notes include a minimum of 50 words.

While APA style is not required for the body of this   assignment, solid academic writing is expected, and in-text citations   and references should be presented using APA documentation guidelines,   which can be 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.

You are not required to submit this assignment to Turnitin.

The early years of the 20th century were host to a number of unethical research studies. Research involving the way that a young child reacts to and generalizes fear responses, medical experiments conducted in concentration camps, and observing the way people respond to authority were just a few of the most famous experiments whose byproduct was placing clients in physical pain and/or mental anguish. Since then, it has been recognized that research subjects need to be protected from the flagrant disregard of researchers. This week, you consider the guidelines in Walden University’s Institutional Review Board (IRB) document, “Research Ethics FAQs for Doctoral Students in the Clinical/Intervention Fields: Practical Tips for Avoiding Delays and Problems in the Research Approval Process.

Post a description of two ways the guidelines in Walden University’s IRB document may impact the selection of a research population, research setting, and/or research design. Please use the resources to support your answer.

Explain how these behaviors develop and what their implications are. Explain how these factors are grounded in social and emotional development up to this point in the lifespan.

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DPSY 6217/8228: Social and Emotional Development | Week 7

Week 7: Prosocial and Antisocial Behaviors in Social and Emotional Development

Laureate Education (Producer). (2017g). Prosocial and antisocial behavior [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 2 minutes.

Dr. Megan Baril introduces Week 7 of the course.

Learning Objectives

Students will:
  • Assess forgiveness within social and emotional development
  • Evaluate the role peer influence plays in the development of behavior in adolescence and emerging adulthood
  • Evaluate the role peer influence plays in
Required Readings

Prosocial

Damon, W. (2004). What is positive youth development? Annals of the American Academy of Political and Social Science, 591, 13–24.
Note: You will access this article from the Walden Library databases.

Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In M. E. Lamb (Vol. Ed.) & R. M. Lerner (Series Ed.), Handbook of child psychology and developmental science: Vol. 3. Socioemotional processes (7th ed., pp. 610–656). New York, NY: Wiley.

Noorden, T. H. van, Haselager, G. J., Cillessen, A. H., & Bukowski, W. M. (2015). Empathy and involvement in bullying in children and adolescents: A systematic review. Journal of Youth & Adolescence, 44(3), 637–657. doi: 10.1007/s10964-014-0135-6
Note: You will access this article from the Walden Library databases.

Antisocial

Fagan, A. A., & Benedini, K. M. (2016). How do family-focused prevention programs work? A review of mediating mechanisms associated with reductions in youth antisocial behaviors. Clinical Child and Family Psychology Review, 19(4), 285–309. doi: 10.1007/s10567-016-0207-0
Note: You will access this article from the Walden Library databases.

Kidwell, S. L., Young, M. E., Hinkle, L. D., Ratliff, A. D., Marcum, M. E., & Martin, C. N. (2010). Emotional competence and behavior problems: Differences across Preschool Assessment of Attachment classifications. Clinical Child Psychology and Psychiatry, 15, 391–406. doi: 10.1177/1359104510367589
Note: You will access this article from the Walden Library databases.

Discussion Spark: Forgiveness

One type of prosocial behavior that is of special interest has to do with one’s capacity to extend forgiveness to others. Not surprisingly, those who forgive tend to be more prosocial than those who do not forgive others (Karremans, Van Lange, & Holland, 2005). In the Spark question this week, you are going to explore your thoughts on this concept of forgiveness. What exactly is forgiveness, and what do you think predicts why some people are more forgiving than others?

By Day 2

Post a response to the following:

How would you define forgiveness in your own words? Why do you think some people are more forgiving than others? Does our capacity for forgiveness vary according to our stage of development? If so, how?

Note: Discussion Sparks are intended to generate ideas and spark thoughts before you review the week’s Learning Resources or begin your Assignments. Therefore, no APA citations of Learning Resources are required for your Spark posts. For this reason, your responses may be briefer than a regular Discussion post and are due on Day 2 (unlike regular Discussion posts, which are due on Day 4). A response post is not required, although you are welcome to respond to your classmates.

Submission and Grading Information
Post by Day 2

To participate in this Discussion:
Week 7 Discussion

Discussion: Peer Pressure

A very common term discussed by youth, parents, and teachers alike is peer pressure. What is meant by this term, and what has research found? Is peer pressure the monolithic force that people think it is? Peer pressure is defined as the process in which “people of the same age group encourage particular behavior, dress, and attitude. This is usually considered negative, when peers encourage behavior that is contrary to norms or morals, but it can also be positive” (Berger, 2016, p. 360). Research has found that some individuals are more susceptible to the influence of peers than others based on their genetic makeup and early experiences (Prinstein, Brechwald, & Cohen, 2011). Further, research has found that early adolescents (ages 11–13) are more susceptible to influence than late adolescents (ages 17–19).

How exactly do researchers study peer pressure? This is an interesting question, as adolescents may not be willing or even aware enough of their own motivations and behavior to describe their actions in this area. A group of researchers led by Jensen and Bursztyn (2015) devised a very interesting approach to understanding the impact of peer pressure in adolescence. They performed an experiment on 11th graders in several public schools in Los Angeles, in which they offered a free online SAT prep course for which students could sign up. They described the course on a flier, but for one group of students, the flier stated, “Your decision to sign up for the course will be kept completely private from everyone, except the other students in the room.” The other flier had the same description of the SAT prep program, but it stated, “Your decision to sign up for the course will be kept completely private from everyone, including the other students in the room.”

What did they find? These researchers found that for the group of students who thought their classmates would know about their participation in the program, honors students were more likely to sign up, and non-honors students were lesslikely to sign up if they thought their peers would know. This study demonstrates perfectly the positive and negative effect that peer pressure can have on adolescents. You explore these interconnections in greater detail in this Discussion.

To Prepare:

  • As you review this week’s Learning Resources, consider the following questions: When you think of peer pressure, is it primarily a force encouraging negative and antisocial behaviors? Alternatively, can peer pressure lead adolescents to positive/prosocial behaviors?
  • Consider ways that gender, age, and cultural background may impact the nature of peer pressure.
By Day 4

Post your argument explaining the positive and negative nature of peer pressure. Please support your arguments with scholarly sources that point to both types of influence (positive and negative) that peers can have on adolescents and emerging adults. Be sure to address how gender, age, and cultural may impact the nature of peer pressure.

Read your colleagues’ postings.

By Day 6

Respond to at least two colleagues by rebutting or adding to their arguments and supporting your position with references to the literature.

Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.

Submission and Grading Information
Grading Criteria

To access your rubric:
Week 7 Discussion Rubric

Post by Day 4 and Respond by Day 6

To participate in this Discussion:
Week 7 Discussion

Assignment: Factors that Impact Understanding Prosocial and Antisocial Behaviors in Emerging Adulthood

Understanding research on social and emotional development broadly, and prosocial and antisocial behavior specifically, is one of the course goals this week. However, the next logical and important step for students is to be able to logically apply the information in a practical, everyday professional setting. This Assignment is designed to do just that.

For this Assignment, envision that you are a developmental psychologist who has been tasked with teaching a group of college students about prosocial and antisocial influences on their development. Your goal is to make these emerging adults aware of the roots of these types of behaviors as well as their impact on different aspects of development. Present some of the research in this area in a real and tangible way, keeping in mind the basic tenets of social and emotional development in adolescence. How would you try to make emerging adults aware of the facts as they relate to their own development?

To Prepare:

  • Choose two prosocial behaviors (e.g., altruism, empathy, social understanding, forgiveness).
  • Choose two antisocial behaviors (e.g., domestic violence, risky driving, drug use, hostility, low self-esteem).
  • Consider potential causes of each of the behaviors you selected and their impact on social and emotional development.

The Assignment:

  • Create a PowerPoint of 8–10 slides (using the notes section to elaborate on the points in your slides) of your presentation to these emerging adults. If you do not have access to PowerPoint, you may use Word for your presentation instead.
  • Explain how these behaviors develop and what their implications are. Explain how these factors are grounded in social and emotional development up to this point in the lifespan.

Write a paper (750 – 1,000 words) in which you articulate a potential problem statement for your dissertation research and pose several potential research questions that could address the problem statement. Include the following in your paper:

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The process of articulating a problem statement and the related research questions requires a significant amount of reading and reflection. Doctoral learners at this point in the program must consider a problem to research for the dissertation and begin to articulate that problem. In this assignment, you will articulate a potential problem statement for your dissertation research and pose several potential research questions that could address the problem statement. Please note that a passing score on this assignment does not indicate an approved problem statement or research questions. You will work with your dissertation chair and methodologist to further refine and focus these items once you enter the dissertation phase of the program.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Refer to the topic you presented in a previous course.
  • Retain this paper for reference in future courses.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral level writing. The Manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Directions:
Write a paper (750 – 1,000 words) in which you articulate a potential problem statement for your dissertation research and pose several potential research questions that could address the problem statement. Include the following in your paper:

  1. A clearly articulated and focused potential problem statement for the dissertation study you might conduct. What is the area of research you intend to explore? What are the key concepts of your focus? What is the context of the problem? Who are the subjects of this research focus?
  2. A research-supported rationale for exploring the problem. What is the need or defined gap as supported by at least four current and relevant sources of research literature?
  3. Four potential research questions that could guide your collection of data in addressing the problem statement. Reflect upon the who, what, where, when, why, and how of the problem statement to gain a broader perspective on the problem statement. What analytical questions need to be asked related to the data that must be collected to address the defined gap? Articulate these ideas into research questions that focus on the relevant data that needs to be collected.