· Explain how same-sex couples might be influenced by homonegativity on different levels: individually, in a relationship, within their families, and socially.

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Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Murray, C., Pope, A., & Willis, B. (2017) and/or American Psychological Association (2014).  Assignments should adhere to graduate-level writing and be free from writing errors. Please follow the instructions to get full credit. I need this completed by 04/19/2020 at 6pm.

Assignment – Week 8

Top of Form

Addressing Homonegativity

Homonegativity, sometimes also referred to as homoprejudice, refers to negative biases, assumptions, beliefs, and behaviors toward individuals who are gay, lesbian, bisexual, or otherwise in same-sex relationships. Homonegativity may be internal (i.e., when a person directs it toward him- or herself as a result of negative feelings about his or her sexuality) or external (i.e., when it is displayed by others—either individuals or institutions). Furthermore, homonegativity may be either covert and subtle (e.g., passing over a qualified employee for a promotion or failing to demonstrate basic kindness) or it may be overt and direct (e.g., negative comments, bullying, and discriminatory policies).

There are at least four levels at which partners in same-sex couples may experience homonegativity. First, the individuals within the partnership may experience homonegativity. Second, partners may experience homonegativity within their relationship interactions and dynamics. Third, partners may face homonegativity from their extended family members. Finally, social norms, policies, and institutions may demonstrate homonegativity toward same-sex couples. In this week’s Assignment, you consider how same-sex couples may be influenced by homonegativity at each level and strategies that counselors might use to address homonegativity.

The Assignment (3- to 4-page paper):

· Explain how same-sex couples might be influenced by homonegativity on different levels: individually, in a relationship, within their families, and socially.

· Describe strategies a counselor might use to address homonegativity and support couples at one of the four levels.

· Explain why each strategy would be appropriate.

Support your Assignment with specific references to all resources used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.

Required Resources

· Article: American Counseling Association (ACA). (2014). ACA Code of Ethics. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

· Article: Altshuler, A. L., Ojanen-Goldsmith, A., Blumenthal, P. D., & Freedman, L. R. (2017). A good abortion experience: A qualitative exploration of women’s needs and preferences in clinical care. Social Science & Medicine, 191, 109–116. Retrieved from the Walden Library databases.

· Article: Coast, E., Norris, A. H., Moore, A. M., & Freeman, E. (2018). Review article: Trajectories of women’s abortion-related care: A conceptual framework. Social Science & Medicine, 200, 199–210. Retrieved from the Walden Library databases.

· Article: Edwards, A., & Seck, M. M. (2018). Ethnicity, Values, and Value Conflicts of African American and White Social Service Professionals. Journal of Social Work Values & Ethics, 15(2), 37–47. Retrieved from the Walden Library databases.

· Article: Hoggart, L. (2015). Abortion Counselling in Britain: Understanding the Controversy. Sociology Compass, 9(5), 365–378. Retrieved from the Walden Library databases.

· Explain the environmental factors presented in the Case Study, as well as others that may be present but not specifically identified in the Case Study that might affect Sam’s development.

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Assignment: An Infant Case Study—Sam

Many changes happen from conception to birth. A single-celled zygote multiplies and grows over approximately 9 months into a living, breathing human being composed of trillions of cells. That’s quite an amazing feat! With such rapid growth occurring, it is not surprising that the developing fetus is vulnerable to a number of different environmental influences.

For this Assignment, you will examine an infant case study to determine short-term developmental outcomes.

Refer to the following Case Study about Sam, a male infant:

An infant male, Sam, was born to Jane and Roberto. Jane works in the city as a medical transcriptionist, but requested 12 weeks of family leave effective immediately upon Sam’s birth.

Sam was born 6 weeks premature, by Cesarean delivery. His Apgar score at 1 minute was 5; after receiving oxygen, his Apgar score at 5 minutes was 8. Apart from the first few minutes after birth, Sam has not required oxygen or respiratory assistance. Because of his prematurity, Sam stayed in the hospital for 72 hours before he was discharged.

Jane drank occasionally throughout the pregnancy, but reported drinking most heavily during the last trimester of her pregnancy, which was about the time Roberto got laid off from his job. There is suspicion, although not confirmed, that Sam has Fetal Alcohol Spectrum Disorder (FASD). Sam is a fussy eater, requiring short and frequent feedings. He has been home for 2 weeks and wakes up hungry every 2 hours. He does not sleep through the night.

Roberto and Jane live in a house in a rural area. They do not have a network of friends and family who live nearby who can help, but Jane’s mother has offered to move in with them temporarily. Roberto and Jane’s mother get along very well. Jane is debating whether she should reduce her family leave and go back to work earlier than she had planned.

Many of the details in the above case study have purposely been left ambiguous (e.g., ethnicity, geographic location, etc.) so that you can make some conjectures of your own and relate that to Sam’s short-term and long-term prognosis.

To prepare for this Assignment:

· Review the Learning Resources for this week and consider any environmental factors that might affect the infant’s development.

· Search the Internet and/or the Walden library to find articles related to the case study that might support your findings.

For this Assignment:

Write a 2- to 3-page paper and include the following:

· Explain the environmental factors presented in the Case Study, as well as others that may be present but not specifically identified in the Case Study that might affect Sam’s development.

· With the environmental factors you explained, further explain what you think the best case scenario and the worst case scenario might be for Sam’s short-term developmental outcomes and explain why.

· Be specific, provide examples, and justify your response with citations from the Learning Resources/literature.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course. Use proper APA format and citations.

Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.

  • Chapter 2, “Genetic and      Environmental Foundations” (pp. 44–77)
  • Chapter 3, “Prenatal Development, Birth, and      the Newborn Baby” (pp. 78–117)

Charness, M. E., Riley, E. P., & Sowell, E. R. (2016). Drinking during pregnancy and the developing brain: Is any amount safe? Trends in Cognitive Sciences, 20(2), 80–82. doi:10.1016/j.tics.2015.09.011

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

Entringer, S., Buss, C., & Wadhwa, P. D. (2015). Prenatal stress, development, health and disease risk: A psychobiological perspective—2015 Curt Richter Award Paper. Psychoneuroendocrinology, 62, 366–375. doi:10.1016/j.psyneuen.2015.08.019

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

Tzouma, V., Grepstad, M., Grimaccia, F., & Kanavos, P. (2015). Clinical, ethical, and socioeconomic considerations for prescription drug use during pregnancy in women suffering from chronic diseases. Therapeutic Innovation & Regulatory Science, 49(6), 947–956. doi:10.1177/2168479015589820

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

Grace, T., Bulsara, M., Robinson, M., & Hands, B. (2015). The impact of maternal gestational stress on motor development in late childhood and adolescence: A longitudinal study. Child Development, 87(1), 211–220.

The Impact of Maternal Gestational Stress on Motor Development in Late Childhood and Adolescence: A Longitudinal Study by Grace, T., Bulsara, M., Robinson, M., & Hands, B., in Child Development, 2015/October. Copyright 2015 by John Wiley & Sons-Journals. Reprinted by permission of John Wiley & Sons-Journals via the Copyright Clearance Center. Retrieved from https://www.researchgate.net/profile/Tegan_Grace/publication/282873739_The_Impact_of_Maternal_Gestational_Stress_on_Motor_Development_in_Late_Childhood_and_Adolescence_A_Longitudinal_Study/links/56244b7d08ae70315b5db881.pdf

March of Dimes Foundation. (2016). Retrieved from http://www.marchofdimes.org

Centers for Disease Control and Prevention. (2016). Birth defects. Retrieved from http://www.cdc.gov/ncbddd/birthdefects/index.html

Review the section on stereotypes in the Encyclopedia of Gender in Media. Reflect on the meaning and implications of gender stereotypes.

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Gender stereotypes are over-generalizations about the inherent traits and behaviors attributed to and expected of men and women based on social and cultural norms. Despite the social progress in many countries, gender stereotypes persist. Women may still be labeled as caring, timid, and emotional, while men may be described as smart, strong, and stoic. The persistence and negative effects of gender stereotypes has prompted a gender-neutrality movement in which a concerted effort is made to avoid differentiating people by gender. You may have heard of gender-neutral parenting or you may have noticed that major retailers are selling gender-neutral clothing lines. While the movement has its critics, there is an increasing population of people who are concerned with how stereotypes harm men, women, and children. For example, young girls may be discouraged from exploring an interest in science because science is viewed as a masculine subject. Similarly, boys may be discouraged from expressing their emotions, which is perceived as a more feminine activity, and encounter difficulties in close relationships as an adult. How did gender stereotypes come to be and why do they continue to persist? In this discussion, you will explore gender theories that help to answer these questions.

To Prepare:

  • Review the article, Feminism and psychology: Analysis of a half-century of research on women and gender.Consider the factors that led to the emergence and evolution of gender theories and research.
  • Review the section on stereotypes in the Encyclopedia of Gender in Media. Reflect on the meaning and implications of gender stereotypes.
  • Read the remaining resources on gender. Pay particular attention to how gender stratification, gender schema, and moral reasoning theories account for the development of stereotypes.
  • Identify one gender stereotype that exists. Think about how the theories and research you read about this week explain the development of this stereotype. Then consider the implications of the stereotype on men and women or boys and girls if it is perpetuated.

By Day 4

Post a response to the following:

Describe one gender stereotype that exists. Then explain how gender theories (e.g., gender schema theory, moral reasoning, gender stratification theories) and related research might explain the development of this stereotype. Finally, explain the possible implications for men and women or boys and girls if this stereotype you identified is perpetuated. Be specific.

Note: Support your postings and responses with specific references to the Learning Resources and any additional sources you identify using both in-text citations and references. It is strongly recommended that you include proper APA format and citations.

By Day 6

Respond to at least one colleague and propose a strategy that might help mitigate the effect of the stereotype your colleague identified. Provide at least one scholarly source to support your strategy.

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 you have gained as a result of your colleagues’ comments

provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client.

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A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.

Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.

Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report:

The Reason for Referral and Background Information
In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.

Assessment Procedures
In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.

Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.

General Observations and Impressions
In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client’s behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.

Test Results and Interpretations
In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.

Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.

Summary and Recommendations
In this section, students will summarize the test results.  They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report.

Pathbrite Portfolio 
The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Psychological Assessment Report, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site. and upload the revised Psychological Assessment Report to the portfolio. Use the Pathbrite Quick-Start Guide  (Links to an external site.)Links to an external site. to create an account if you do not already have one. The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.

Writing the Psychological Assessment Report

The report:

  • Must be six to ten double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the required headings and content as listed above.
  • Must address the topic of the paper with critical thought.
  • Must utilize assessment manuals as necessary to support the inclusion and results of the assessments.
  • Must use a minimum of four peer-reviewed sources, at least two of which must be from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.