Your view of the relationship between psychology and Christian faith will guide your practice of psychology, both professionally and personally. 

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Integration Paper Instructions

 

Description: This paper is the capstone project of the course, and it will describe your approach to the relationship between psychology and Christianity. You will classify your approach and note the strengths and limitations of your view as well as reflect on different factors that led to your position.

 

Purpose: This course has presented several models of the relationship between Christian faith and the discipline of psychology. Your view of the relationship between psychology and Christian faith will guide your practice of psychology, both professionally and personally. This paper provides an explicit avenue for you to articulate a coherent view of the relationship between psychology and Christianity.

 

Details:

1. Papers will be graded on the quality of thinking, defense, organization, clarity, and grammar…not on whether you agree with the instructor’s position.
2. Begin with an introductory paragraph that describes the importance of examining the relationship between psychology and Christianity. The last sentence of the introduction must be your thesis statement that guides the rest of your paper.
• Example: Upon consideration of the evidence from various disciplines of study, it seems like the allies model best captures the relationship between psychological science and Christian faith.
3. In writing about your position (you will need to classify your approach), be sure to touch on the following (and remember to cite Entwistle and Johnson when you use their ideas):
• What methods of knowing are appropriate for Christians and why (this will actually help you classify your approach);
• A thorough description of the model and how it views the relationship between psychology and Christianity;
• How your model views the two books concept;
• Strengths of the model;
• Limitations of the model (be sure to include critiques offered by those who hold other positions); and
• Remember to use transition statements as you move from one main idea to the next.
4. End with a conclusion.
5. Avoid using 1st person.
• Instead of saying “I think Christians should embrace psychology,” say “Christians should embrace psychology.”
• Instead of saying “My view corresponds with the Colonialist position,” say “The Colonialist position seems strongest.”
6. The instructor will not proofread papers, but it is acceptable for a friend to proofread for clarity, grammar, and spelling.
7. If you need assistance, contact The Online Writing Center.

 

Paper format:

• Paper text must be 5 pages, excluding references, title page, and abstract.
• Times New Roman, 12 point font, 1” margins.
• Sections:
o Title page
o Abstract on separate page, mentioning thesis and summary of the paper. To get the maximum points, be sure to clearly mention the thesis and provide a summary of the main ideas and conclusions. Tip: It is often easier to write your abstract at the end of your paper.
o Body (5 pages): See above
o References:
▪ Make sure to use current APA format.
▪ Do not assume that the format presented by the Jerry Falwell Library search engine is correct.
▪ Be sure to cite Entwistle, Johnson, and the Bible (but remember that the Bible does not appear in the References section).
• Check the current APA style manual for details.
• You must use Microsoft Word.
• Submit your paper to SafeAssign in Blackboard.

Review several of your colleagues’ posts and respond to at least two of your peers, at least of one whom was assigned a different age group than you,

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WEEK TWO DISCUSSION FOR PSY 640:

 

 Debating Ability Testing

 

Prior to beginning work on this discussion, read Chapters 5 and 6 in the textbook and the required articles for this week, and view the IQ: A history of deceit (Links to an external site.)Links to an external site. video.

 

For your initial post, you will present at least two viewpoints debating professional approaches to assessment used in psychology for your assigned age group. Please see the list below for your assigned age group. In addition to the required reading, research a minimum of one peer-reviewed article from the Ashford University Library on ability testing research at is pertains to your assigned age group.

 

In your initial post, you must

 

·         Briefly compare and discuss at least two theories of intelligence and the contemporary assessment measures related to those theories.

 

·         Analyze challenges related to assessing individuals in your assigned age group and describe any special ethical and sociocultural issues which must be considered.

 

·         Analyze and provide evidence from validation studies supporting and opposing the use of specific instruments with your assigned population.

 

·         Present the pros and cons of individual versus group assessment of ability.

 

·         Summarize the implications of labelling and mislabeling individuals in your assigned age group as a result of testing and assessment.

 

Last name begins with

 

·         A through E: Preschool-aged children through age 7

 

·         F through J: Children ages 7 through 16

 

·         K through O: Adolescents and young adults ages 16 through 25

 

·         P through T: Adults ages 26 through 60

 

·         U through Z: Adults age 61 and older

 

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers, at least of one whom was assigned a different age group than you, by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion. Be sure to review the assigned articles before constructing your reply.

 

Which of the assessment instruments presented by your classmate demonstrates the strongest validity, and which (if any) do not show strong validity for the age group being discussed? Were there appropriate age, socioeconomic, language, and/or cultural considerations your classmate did not mention but should have been included in her or his initial post? What ethical consideration(s), in addition to those mentioned by your classmate, might you recommend be included? Provide a rationale for the inclusion of these considerations. Use information from the required resources as well as any other appropriate peer-reviewed articles to support your statements. Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post.

 

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Collapse SubdiscussionLisa Pennington

Lisa Pennington

Jun 10, 2017 Local: Jun 10 at 6:16pm<br>Course: Jun 10 at 4:16pm

IMPORTANT CHANGE TO THE DISCUSSION Hi Class, There is an uneven distribution of names so please follow the list below for which age group you will discuss based on your last name: A-E  Preschool children through age 7 F-J   Children ages 8-16 K-P  Adolescents through young adults age 17 through 25 R-S     Adults 26-60 T-X  Adults 61 and older

Manage Discussion Entry

 

o    Go To Topic

 

o    IMPORTANT CHANGE TO THE DISCUSSION

 

Hi Class,

There is an uneven distribution of names so please follow the list below for which age group you will discuss based on your last name:

A-E  Preschool children through age 7

F-J   Children ages 8-16

K-P  Adolescents through young adults age 17 through 25 This is the one that I have to do

R-S     Adults 26-60

T-X  Adults 61 and older

How challenging was the process of coming to a consensus on top values shared by the team? How do the values reflect team norms?

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Creating a Team-Value System

Values are the core of humanity, and they drive behaviors in situations people face in all aspects of life. This assignment is mostly a reflection of your experience in seeking further understanding of others, and it will help you connect behaviors to values.

Read the paper on “Leading Sustainable Change Through Self-Discovery: A Values Accountability System Defined” (Sun, 2007). Click here to download the paper. Using one of the three teams you selected for the Week 1 final project assignment, follow the values accountability process to establish a values statement for your team.

In this exercise, gather the values systems of at least three other team members (see Step 3 of the Values Accountability System). If one of the three teams you selected in Week 1 is not convenient for the project, discuss alternatives with your instructor early in the week.

Prepare a three to four page paper using Microsoft Word. Your paper should cover the following:

  • How does the current team environment enable or challenge the process defined by the VAsys?
  • How challenging was it to ask about the values of your peers?
  • How much agreement did you find on the surface of the values (level of individual congruence)?
  • How many differences were there in the interpretations of the same values?
  • Were there any major surprises? Explain.
  • How challenging was the process of coming to a consensus on top values shared by the team?
  • How do the values reflect team norms?

explain how the study might have been affected and how the outcomes might have changed if one of the other treatment outcome models had been used.

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Scenario 1:

A woman was released from prison after completing a 24-month outpatient sex offender treatment program. She was required to participate in this treatment after she was convicted of sexually abusing a child. Three weeks after she was released from prison, she returned to the prison setting for violating conditions of her parole after she was found guilty of shoplifting. Because of this new conviction, her parole was deemed a failure, and in eight months she would again appear before the parole board.

Scenario 2:

A man was on probation for the conviction of theft by deception (writing bad checks). As a component of his probation, he was required to check in with his probation officer and comply with mandated substance abuse treatment for a possible drinking problem. During the sixth week of treatment, he was arrested for and later convicted of flagrant nonsupport (failure to pay child support).

Scenario 3:

A male juvenile completed a 16-week outpatient sex offender treatment program after he was convicted of sexual assault. Shortly after he completed the program, he was arrested for and convicted of rape under adult sentencing guidelines.

On the surface, it certainly appears that the above scenarios portray treatment failures rather than treatment successes. But maybe not. How would you determine whether a treatment or treatment program is successful? How would you select from the various treatment outcome models to ensure better treatment success? This week, you delve into these questions in a search for answers.

Before beginning treatment, practitioners are required to address treatment goals. Goals can be specific or broad and range from cessation of substance abuse and regularly checking in with authorities to compliance with medication requirements and avoiding specific locations and environments. Goals are usually developed in collaboration, with input from legal authorities, mental health professionals, and patients. Patient and community safety need to be taken into consideration as well. Goals for treatment are referred to as “outcomes.” Outcomes need to be considered during treatment, during review of professional literature, and when evaluating the efficacy of treatments.

The three treatment outcome models are recidivism, relapse, and harm-reduction. Each type of outcome exists independently of the others. For example, a person may be considered a treatment success in the harm-reduction model even though he or she has had a relapse and has returned to the criminal justice system. Determining the success of treatment depends on the goals and desired treatment outcomes agreed upon at the onset of practice. Additionally, in professional literature, treatment outcomes often are indirectly defined. To comprehend the research in your field and to be an effective practitioner, it is essential to understand treatment outcome models and discern how these models are used.

As a forensic treatment practitioner, you work to prepare individuals for their return to a more normal life with a reduced likelihood of future problems. Your understanding of treatment outcomes affects how you formulate your treatment plan. It also affects discussing treatment alternatives with interested parties, designing treatment programs for various types of offenders, and communication with criminal justice officials. You are ethically obligated to explain to interested parties the benefits of treatment as well as the limitations of what you are able to offer. For this very reason, the forensic treatment provider must have a well-established understanding of treatment outcome models. Central to that understanding is a familiarity with current literature in the forensic treatment field and an ability to discern how it relates to your professional practice. That being said, treatment outcome has more to do with services in the forensic setting than just professional journal articles. Treatment outcome has serious implications for the individual, society, and the professional planning of services.

To prepare for this Discussion:

· Review the Treatment Outcome Models document, and select one of the three treatment outcome models that is of particular interest to you for use with this Discussion.

· Conduct an academic search in the Walden Library, and select at least one scholarly article from a peer-reviewed journal that uses the treatment outcome model (recidivism, relapse, or harm-reduction) you selected.

· Reflect on the results of the study in terms of the outcome model you selected.

· Consider how the results of the study might be different if one of the other two treatment outcome models had been used. Think about how the outcomes might change.

· With these thoughts in mind:

· By Day 5

· Post a brief summary of the research article you selected, including an identification of the treatment outcome model used in the study. Then explain how the study might have been affected and how the outcomes might have changed if one of the other treatment outcome models had been used.

· Be sure to support your postings and responses with specific references to the resources.

·

References

Barnett, G. D., & Howard, F. F. (2018). What doesn’t work to reduce reoffending? A review of reviews of ineffective interventions for adults convicted of crimes. European Psychologist, 23(2), 111–129.

Hachtel, H., Vogel T., & Huber, C.G. (2019). Mandated treatment and its impact on therapeutic process and outcome factors. Frontiers In Psychiatry, 10, 219.

Howard, M. V. A., de Almeida Neto, A. C., & Galouzis, J.J. (2019). Relationships between treatment delivery, program attrition, and reoffending outcomes in an intensive custodial sex offender program. Sexual Abuse, 31(4) 477–499.

Note: You will access this article from the Walden Library databases.

Hsieh, M.-L., Hamilton, Z., & Zgoba, K. M. (n.d.). Prison experience and reoffending: Exploring the relationship between prison terms, institutional treatment, infractions, and recidivism for sex offenders. Sexual abuse-a journal of research and treatment, 30(5), 556–575. 

Vandiver, D. M., Braithwaite, J., & Stafford, M. C. (2019). An assessment of recidivism of female sexual offenders: Comparing recidivists to non-recidivists over multiple years. American Journal of Criminal Justice, 44(2), 211-229. 

Document: Treatment Outcome Models (PDF)