explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.

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The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.

Case Study 1:

Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.

Case Study 2:

Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.

Case Study 3:

Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.

Case Study 4:

Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.

  1. For each case, identify the individual’s behaviors that seem to be problematic for the individual.
  2. For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
  3. Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be associated with symptoms of a mental disorder.

***Do not attempt to label or diagnose the mental disorder there is not enough information in the case study. Just look at the behaviors presented.Submit your rating in a Microsoft Word document.7th edition APA. ***NO PLAGIARISM

After reviewing the current research in the various age groups what similarities did you find in the types of research and what was being studied? What differences did you find?

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Assignment 2: Final Project

The purpose of this assignment is to utilize what you learned thus far.   To do that you will be writing an essay.

One way in which psychology examines issues in life-span development is to review current research on related topics. For this assignment you will review current research and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is simply a brief summary and analysis of the journal article reviewed. For more information on the required format of the bibliography please click on annotated bibliography template.

You will need to find research articles located in scholarly journals. Scholarly journal articles are also referred as primary source peer reviewed articles. A scholarly journal article can be found in the South University Online Library. To find more information regarding utilizing the South University Library and accessing scholarly journal articles click on Library Guide. What cannot be used for this assignment are web pages, magazines, newspapers, text books, and other books. Finally, current research for our purposes is an article that was published within the last 5 to 6 years.

Remember this is a course on human development so when looking for articles make sure that it is related to the subject matter covered in the course. Include one or more of the following as topic areas in your search:

  • Major developmental theories across the lifespan
  • Nature of geographic, gender, social, cognitive, emotional, and developmental factors during each period of development
  • Developmental factors that impact one another.
  • Historical and current trends in development
  • Current trends which may differentially impact the future development of populations in the United States
  • Social, and diversity issues related to developmental psychology

For this assignment you will find 2 journal articles for each of these age groups:

  • Adulthood
  • Older Adults

The annotated bibliography should include for each article.

  • Write a 2 paragraph summary for each article.
  • Write a 1-2 paragraph analysis and evaluation for each article found.
  • Make sure to integrate what you learned in your course readings in that analysis

Summary:  For week 5 you will also write a summary (1-2 pages) of what you learned from your research on the different age groups (including week 3 age groups) as seen from the life-span perspective. To assist in the development of this summary answer the following questions:

  • After reviewing the current research in the various age groups what similarities did you find in the types of research and what was being studied? What differences did you find?
  • Based on your course readings what developmental theories did you find that were applicable?
  • Explain how the life-span perspective provides a way of better understanding the research reviewed.

Format:

  • Used correct spelling, grammar, and professional vocabulary.
  • Used APA format including:
    • Title page
    • Double space
    • Reference page
    • Cited and referencing all sources using the APA format.

Self-Assessment

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Please paraphrase the attached papers. You can use both papers to combine if needed. 

 

Explain any areas of strength      you identified as you worked on this course that impact your effectiveness      working with children, adolescents, and families.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). 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 paper under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that are current. I have also attached my final paper rubric so you can get full points. Please follow the instructions in the rubric to get full credit for the assignment. If you don’t think that you can do it like asked, then please don’t bid. I need you to cite any recommendations or personal opinions by evidence-based cites. I need this completed by 02/06/19 at 8pm.

Assignment – Week 11

Final Project (10—15 pages)

The Final Project is a descriptive narrative divided in two sections. Section One requires you to analyze a case study of a family in crisis, to include a child, an adolescent, and a set of parents. Section Two is a self-reflection of your abilities to be an effective counselor who works with children, adolescents, and families and to insure your interventions meet CACREP standards.

Section One:

Review the Final Project Case Study Click for more options

of a family in crisis. Each member of the family has unique issues that you must address. You must also determine the primary problems (this may include diagnostic impressions but not formal diagnoses), intervention, prevention, and education required to assist the family. Include the following:

1. Briefly describe the presenting problem from the family’s perspective and what theoretical orientation you will use to analyze and develop a treatment plan for this case.

2. Briefly describe any underlying problems or potential psychiatric diagnoses contributing to the primary problem that should be noted as you proceed with counseling. Also, list and describe these potential problems/diagnoses.

3. Identify the client. Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the “identified client” also could be identified as a client. If so, describe who and why.

4. Identify the unique needs of each individual in the family.

5. Briefly describe the culture of the family, societal expectations, gender roles, and cultural norms. Briefly explain how each of these might contribute to the problem.

6. Briefly explain the child and adolescent culture and at least one general contributing factor to the identified issue and explain how this may or may not impact the family dynamics.

7. Describe one intervention you might use for the child, one intervention for the adolescent, and one intervention for parents.

8. Justify your interventions with evidence-based research to support the use of the interventions you have identified.

9. Briefly describe one preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.

Section Two:

Review the CACREP Standards for Marriage, Couple, and Family Counseling.

  • Under the “Foundations” section      titled “Counseling, Prevention, and Intervention,” select two criteria      related to child, adolescent, and family counseling that you believe are      most important for you to learn. Justify your selection and support it      using evidence-based research.
  • Explain how the criteria you      selected may support your ability to intervene effectively with the family      in crisis depicted in the case study in Section One.

Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future marriage, couple, and family counselor working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that impact your effectiveness working with children, adolescents, and families.

  • Explain any areas of strength      you identified as you worked on this course that impact your effectiveness      working with children, adolescents, and families.
  • Explain any areas of      development you identified as you worked on this course that impact your      effectiveness working with children, adolescents, and families.
  • Explain any insights you had or      conclusions you drew as you worked on this course regarding your interest      in becoming a marriage, couple, and family counselor that works with      children and adolescents.

Bottom of Form

Required Resources

Readings

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

  • Chapter 5 “Autism Spectrum Disorder”
  • Ali, M. M., Salleh, N. M.      (2008). Similar of different? Examining views on exceptionality among      individuals with and without special needs. International Journal of Diversity in Organizations,      Communities, and Nations, 7(6), 335–342.
    Retrieved from the Walden Library databases.
  • Estell, D. B., Farmer, T. W.,      Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J. (2009). Students with exceptionalities      and the peer group context of bullying and victimization in late      elementary school Click for more options . Journal of Child and      Family Studies, 18(2), 136–150.
    © 2009 by HUMAN SCIENCES PRESS. Reprinted by permission of      HUMAN SCIENCES PRESS via the Copyright Clearance Center.
  • Orfus, M., & Howe, N.      (2008). Stress appraisal and coping in siblings of children with special      needs. Exceptionality Education Canada, 18(3),      166–181.
    Retrieved from the Walden Library databases.
  • Xiong, N., Yang, L., Yu, Y.,      Hou, J., Li, J., Li, Y., Liu, H., Zhang, Y., & Jiao, Z. (2011). Investigation of raising burden      of children with autism, physical disability and mental disability in      China Click for more options . Research in      Developmental Disabilities: A Multidisciplinary Journal, 32(1),      306–311.
    © 2011 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS.      Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via      the Copyright Clearance Center.
  • DSM-5 Bridge Document: Exceptionalities Click for more options

Optional Resources

  • Rose, C. A., Espelage, D. L.,      Aragon, S. R., & Elliot, J. (2011). Bullying and victimization among      students in special education and general education curricula. Exceptionality Education International, 21(3),      2–14.
    Retrieved from the Walden Library databases.
  • Roskam, I., Zech, E., Nils, F.,      & Nader-Grosbois, N. (2008). School reorientation of children with      disabilities: A stressful life event challenging parental cognitive and      behavioral adjustment. Journal of Counseling & Development, 86(2),      132–142.
    Retrieved from the Walden Library databases.
  • Woods, A. G., Mahdavi, E.,      & Ryan, J. P. (2013). Treating clients with Asperger’s and      autism. Child & Adolescent Psychiatry &      Mental Health, 7(1), 1–8.
    Retrieved from the Walden Library databases.