Based on what you’ve learned, do you think the number of assets someone has affects their overall development? Why or why not?

/in /by

Forum 8:

When we take good look at the families around us today it’s clear they are diverse. There’s an increase in single-parent, gay and lesbian, grandparent, blended family, and nontraditional households. It’s clear that the family plays a huge role in a child’s development. That being said, think about your childhood and your family. Who and what were you surrounded by, impacted by?

Now that you’ve got a better understanding of child development, please read [Developmental Assets] . Count the number of “Assets” you experienced as a child (note that some assets are related to the child’s internal attitudes and behaviors and others assets are related to external elements of the child’s world). After you count your experienced assets, post your number of assets and your reaction to your selected assets.

Based on what you’ve learned, do you think the number of assets someone has affects their overall development? Why or why not?

Do you think understanding child development can make someone a more effect parent, caregiver, and/or professional working with children? Please explain your answer.

40 Developmental Assets

How Many Have You Experienced?

Asset Name & Definition

Support Family support Family life provides high levels of love and support.

Positive family communication Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).

Other adult relationships Young person receives support from three or more nonparent adults.

Caring neighborhood Young person experiences caring neighbors.

Caring school climate School provides a caring, encouraging environment.

Parent involvement in schooling Parent(s) are actively involved in helping young person succeed in school.

Empowerment Community values youth Young person perceives that adults in the community value youth.

Youth as resources Young people are given useful roles in the community.

Service to others Young person serves in the community one hour or more per week.

Safety Young person feels safe at home, at school, and in the neighborhood.

Boundaries and Expectations Family boundaries Family has clear rules and consequences, and monitors the young person’s whereabouts.

School boundaries School provides clear rules and consequences.

Neighborhood boundaries Neighbors take responsibility for monitoring young people’s behavior.

Adult role models Parent(s) and other adults model positive, responsible behavior.

Positive peer influence Young person’s best friends model responsible behavior.

High expectations Both parent(s) and teachers encourage the young person to do well.

Constructive Use of Time Creative activities Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.

Youth programs Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.

Religious community Young person spends one hour or more per week in activities in a religious institution.

Time at home Young person is out with friends “with nothing special to do” two or fewer nights per week.

Commitment to Learning Achievement motivation Young person is motivated to do well in school.

School engagement Young person is actively engaged in learning.

Homework Young person reports doing at least one hour of homework every school day.

Bonding to school Young person cares about her or his school.

Reading for pleasure Young person reads for pleasure three or more hours per week.

Positive Values Caring Young person places high value on helping other people.

Equality and social justice Young person places high value on promoting equality and reducing hunger and poverty.

Integrity Young person acts on convictions and stands up for her or his beliefs.

Honesty Young person “tells the truth even when it is not easy.”

Responsibility Young person accepts and takes personal responsibility.

Restraint Young person believes it is important not to be sexually active or to use alcohol or other drugs.

Social Competencies Planning and decision making Young person knows how to plan ahead and make choices.

Interpersonal competence Young person has empathy, sensitivity, and friendship skills.

Cultural competence Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

Resistance skills Young person can resist negative peer pressure and dangerous situations.

Peaceful conflict resolution Young person seeks to resolve conflict nonviolently.

Positive Identity Personal power Young person feels he or she has control over “things that happen to me.”

Self-esteem Young person reports having a high self-esteem.

Sense of purpose Young person reports that “my life has a purpose.”

Positive view of personal future Young person is optimistic about her or his personal future.

Convert the issue into an answerable question. Write the question and indicate what type of clinical question it is (a who, what, where, when or why question). Explain why.

/in /by

For this assignment, prepare comprehensive marriage and family therapy evidence based practice (EBP) treatment plan for a hypothetical Presenting Problem (PP) scenario. This is how you should proceed:
1. Begin with a hypothetical clinical scenario (a member of a client family [couple or family] calls seeking therapy for [formulate a possible presenting problem], flesh out a possible brief history of the problem, and then create a succinct summary of what you learned from the clients in the first session).
2. Use the guidelines you have written for Assignment 9.1 to apply the EBP approach to this presenting problem.

3. Specifically, you will:

a. Convert the issue into an answerable question. Write the question and indicate what type of clinical question it is (a who, what, where, when or why question). Explain why.
b. Practice locating research articles that address the issue. Describe what resources and databases you might use to locate various types of articles for the issue. If you use the library resources to find relevant articles, see if you are able to find the same article using resources outside the university library. Were you able to access the article without using the library? Would you have had to pay for the article if you no longer had access to a university library?
c. Select one research study that you found related to the clinical issue and complete an evaluation of it using the guidelines you included in your EBP resource guide from last week. Describe what you found to assess the quality of this article using your strategies for evaluating research.
d. Explain, in detail, how you would apply the research findings to your work with your hypothetical clients in your hypothetical clinical context (assuming the study is of quality). Then, clarify all relevant diversity/contextual relation variables associated with this situation and indicate how they may impact the utility of the evidence you found (e.g., if the study used a European or an American sample, will it apply to your Latina client?).
e. Identify the specific measures, tools, and procedures you would use to assess the effectiveness of your EBP interventions with these clients.

Discuss the impact of cultural settings on diagnostic practices and treatment in psychothearpy. What is the possible impact of culture on a therapists clinical impressions, perceptions, and judgments? What could this mean for the effectiveness of therapy? 

/in /by

The textbook focuses on how culture can affect many aspects of human behavior. This includes what is considered as “normal” or “abnormal” behavior by a society (Shiraev & Levy, 2017). This writing assignment is targeted at exploring how “psychopathology” or psychological dysfunction can vary in its expression and treatment depending upon the culture.

  1. For this paper you must include a response to all of the following:
  2. Approaches to Psychological Dysfunction (Criterion 1): Begin by defining mental disorder. Define, discuss, and explain the relativist vs. universalist perspectives on psychopathology as discussed in Shiraev & Levy (2017). Which perspective do you personally subscribe to (i.e. agree with)? Why?
  3. Culture & Psychopathology (Criterion 2): Define culture-bound syndrome.
    1. Choose two of the Specific Cultural Syndromes listed in the text chapter in Table 9.1
    2. Clearly define and explain how each syndrome might be related to one (or more) of the broader, Western clinical syndromes of anxiety, depression or schizophrenia.
    3. Here students must compare and contrast the features or characteristics of the culture-bound syndrome to the symptoms of the broader Western syndrome they believe most closely fits.
    4. Only one Western syndrome needs to be matched per cultural syndrome. However, if more than one of the broader categories fits, students should discuss and explain the connection between the culture-bound syndrome and the each of the Western clinical syndromes if more than one is selected.
  4. Therapy & Cultural Match (Criterion 3):  Discuss the impact of cultural settings on diagnostic practices and treatment in psychothearpy. What is the possible impact of culture on a therapists clinical impressions, perceptions, and judgments? What could this mean for the effectiveness of therapy?
  5. Textbook/Research Connection (Criterion 4):(should be used throughout response to support, define, and explain concepts)

Provide at least one specific example of an element or elements of your personality that are explained by your selected model.

/in /by

Personality Theory

For your Final Paper, you will identify and synthesize the concepts and constructs of personality theory that you find to be the most accurate and appropriate in explaining personality and development.

Throughout the course, you have engaged, probed, picked apart, and evaluated the thinking of a large number of theorists who wrote during different historical periods from different disciplinary, paradigmatic, and ideological perspectives. Based on different realms of human experience, the theorists moved toward a fundamental understanding of a single topic and fundamental question: What is the human personality, and, more generally, what makes us what we are as individuals and as a species?

You have already begun this task by identifying what you feel are the most compelling concepts in the first four of the seven theoretical models covered in the course during the Week 3 Primary Concepts assignment. You will continue that process in the first part of this Personality Theory Final Paper by identifying what you find to be the most compelling concepts in the remaining three models. Then you will continue that assessment by synthesizing the concepts of personality that

  • Best explain the roles of heredity and environment.
  • Provide the best means of assessing personality.
  • Provide the best theoretical explanation for your personal journey of personality development.
  • Provide the most useful applications for you as a scholar and professional.

Your paper should be organized according to the following scheme, with sections organized under the following APA-formatted headings. Address the following specifications for each heading.

In your paper, include the following:

Introduction

Start your paper with a general, academic introduction to the topic of theories of personality.

  • Explain what you plan to cover and the direction your paper will take.

Major Concepts

In Week 3, you identified what you considered to be the most important concepts from the psychodynamic, the neurobiological, the cognitive, and the trait models of personality. In this section of the Final Paper, you will present a concept from each of the remaining three models—behavioral, interpersonal, and self-psychology models.

For each of these three concepts:

  • Apply a proper APA heading to separate the section.
  • Describe the concept.
  • Identify the theorist associated with the concept.
  • Provide a rationale for why the selected concept is the most applicable from that model.

Keep in mind that the object of this assignment is to identify and discuss a specific concept from each model and not to focus on just one model or provide overviews of the models per se.

The Roles of Heredity and Environment

In this class, we have explored the roles heredity, the environment, and epigenetics play in the development of personality. In this section,

  • Synthesize your views on how heredity and the environment affect personality development.

Assessment in Personality Theory

In this section, reflect on the various methods for assessing personality that have been presented in this course, and select one that you feel is most useful.

  • Describe briefly the assessment method that you believe is most useful in assessing personality.
  • Justify your selection of this method.

Personal Applications

In this section of the paper, reflect on your personality and address the following items:

  • Identify which of the seven models best explains your developmental journey.
  • Provide at least one specific example of an element or elements of your personality that are explained by your selected model.

Career Applications

In this section, consider how you can use the knowledge from this course as a professional, addressing the following item:

  • Explain how you can use the knowledge you have gained about personality development to help achieve your career goals.

Conclusion

Provide a brief conclusion, addressing the following:

  • Summarize the ideas presented in your synthesis of, and reflection on, personality theory.

The Personality Theory Final Paper

  • Must be eight to ten double-spaced pages in length
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted