What are the ethical or legal issues pertinent to this scenario? Are there any ethical issues or legal issues that must be considered by Dr. Jones’ colleagues in the nearby offices?

This assignment requires 2-3 pages in response to the case vignette below. 

For this case you will identify the ethical and/or legal issues involved. Specify the ethical codes that pertain to it. List three possible courses of action that might be taken to resolve the issue, describe your decision-making process and describe which option you believe best upholds the ethical standards of the profession.
The assignment requires:

Evidence of academically mature insight and use of critical thinking skills.

Clear and thorough articulation of key points.

Compliance with APA paper source crediting and formatting standards.

Minimal to no grammar, spelling or basic writing errors

Case Vignette:
Dr. Jeff Jones has been a counselor in private practice for over five years. His office is in a suite of offices in downtown Chicago. The other offices are occupied by other mental health professionals. Dr. Jones treats adolescents and adults in his practice and often works from early in the morning to early evening. In recent weeks, Dr. Jones has been experiencing severe marital problems, difficulty sleeping, and difficulty relaxing. He often takes a drink or two in the evening to help him relax. He is having some difficulty recently getting to his appointments on time and also becomes quite distracted at times during his counseling sessions. His colleagues have noticed that he seems distracted and worried.
What are the ethical or legal issues pertinent to this scenario?

Are there any ethical issues or legal issues that must be considered by Dr. Jones’ colleagues in the nearby offices?

Discuss the theoretical models of treatment you feel would be most helpful for your case study subjects. Support your recommendations with documented information from your research, using research with publication dates within the last three years.

 

JESSICA

Jessica is a 34-year-old who became a paraplegic in college after a freak basketball accident. She now works in a government agency as a records clerk. While her job is secure and she earns enough to cover her bills and save some, she has been depressed for the past 10 years. She has been hospitalized on two occasions when she became suicidal, stating that her life was not worth living. She has some family support, but her father is very distant, and her mother busy with a job and children still in high school. After her accident, Jessica began smoking marijuana occasionally. Eventually, the pattern of use was every weekend and day off, and now she smokes some nearly every day. She is able to function in her job, but is listless. She believes that she cannot cope with the pain of life unless she is high most of the time. One day she comes to work smelling of pot. Her boss, who is an understanding woman, speaks with Jessica about the absolute necessity that she never come to work smelling of marijuana again, or her job will be in jeopardy.

Video:
Mary: Jessica, you are a valuable and responsible part of our staff here. I have depended on you for many things over the past years, and you have always been reliable. However, today you came in smelling like marijuana, according to several people in the office and—I want to be honest with you—there is an odor of marijuana around you now. I am not here to lecture you or to report you. I want to help you. Can you tell me what is happening?

Jessica: I need this job, Mary. Will you promise me that what I tell you stays between us?

Mary: Jessica, as long as you never come in to the office smelling of pot again, this can stay between us. However, if the problems persist, I will be required to take other action. I could not allow someone to come to work drunk day after day, could I?

Jessica: No, I suppose not. OK, I trust you, and you have always been honest with me. What is bothering me is nothing new, and I am sure will not be a surprise to you. I just do not have much to live for. My life was ruined by the spinal injury. The world for me is reduced to a constant struggle to perform basic things like going to the bathroom, preparing food, getting in and out of cars, asking for help, and never being able to have the life that I dreamed of before. There have been times when I had hope that I could have a more or less normal life, or even have a modicum of happiness. But now, after fifteen years as a paraplegic, I don’t see any hope. It will always be this daily struggle, and what for? I know that I am smoking too much dope, but it does help me to get through the day. For a little while, I actually feel good after getting high, and then afterwards I am just numb and I can get through the day. Is not that better than just being miserable all the time? I promise you that I won’t come in to work ever again smelling like pot.

Mary: Thank you, Jessica, for being so honest with me. I think there is more hope that you are seeing now. Would you be willing to consider counseling for help?

JOHN

John is a 28-year-old Native American man who has been abusing alcohol since high school. At present, John has a responsible position administering a tribal public assistance program. John is affable, well-liked, and committed to helping his people. At the same time, he is bitterly disappointed that his sports career did not reach a professional level. While he had a lot of promise, his emotional outbursts and pattern of drug abuse started to cause problems in high school. And, while he went to college on a sports scholarship, he argued with coaches and other players, eventually quitting college in his sophomore year. John drinks to numb his anger and pain. Henry is an elder in the tribe who notices John’s distress and goes to talk with him.

Video:
Henry: John, you have done really good work helping our people here on the reservation. So many look up to you as a role model, especially the boys. You are kind to them and take time to make them feel important. You are a valuable member of our tribe. But John, I am wondering if there is something bothering you.

John: Henry, thank you for your kind words. I am really OK. I’ve been feeling a bit down about the lack of funds to help all those who need it. The BIA in DC does not release the money that has already been allocated to us. Those guys would rather spend it on fancy offices and parties while our people starve.

Henry: I do not doubt it, and you’ve been effective in working to improve these programs. But John, I am asking about how you feel inside. You seem to be troubled. Is there anything I could help with?

John: I do not know. I suppose it is kind of stupid, but I have been feeling as though my life is already over. I did not achieve the career that I wanted. I am back here on the rez and life will be pretty much the same from here on. Of course I want to help, but I do not see much ahead for myself. I can not even play pickup games of basketball anymore because I am too out of shape and get tired too easily. I am only 28! This should not be happening so soon. As far at the job goes, we will be fighting with the white government for all of our lives, and they will be trying to break all of their treaty obligations just the way they’ve always done. Our children will always be struggling and our elderly without the care they need.

Henry: John, things are not so bad. They are getting better. Our people have much more pride and there are many programs that are helping. John, I want to speak to you bluntly. I am worried about your drinking. It seems to be increasing, and you do not look as healthy as you did a year ago.

John: Henry, I respect you as one of our elders and thank you for your concern. But my drinking is my own business. It helps me to get through the night, to be able to sleep, and to have a little fun. It is not a problem.

Henry: John, your drinking is my business. I do not want to see you suffering. You have got to find a different way to deal with the destruction of our traditional culture. We are working towards rebuilding and teaching our young to feel good about themselves and our traditions. And alcohol plays no part in that. You can be a leader of our people. You have had success with the language program. Do not give up on these things. Believe in yourself and our people.

LEVI

Levi is a 35-year-old man who is HIV positive. He works as an auto mechanic. Since learning that he was HIV positive 10 years ago, Levi has been on medications that have stopped the progression to AIDS, and Levi is fairly healthy. However, the emotional toll has been much more serious. Levi has withdrawn from most social interactions. He has not told anyone in his family, and has fallen away from most of his friends. He has been able to obtain a variety of medications for anxiety, and often takes more than the prescribed dosage. In addition, he has had a cocaine habit that he views as his one area of excitement in life. His pattern of use is on weekends, or sometimes as a pick-me-up to get to work. He tends to use the anti-anxiety medications in the evening to help him relax and sleep. He sees his life slipping away in what has come to feel like an increasingly empty lifestyle. He calls a counselor to talk about his problems.

Video:
Dan, thanks for fitting me into your schedule. I have been feeling more down for the past few months, and do not really know how to deal with it. As for as being HIV positive, my physical health is alright, but my mental health is not so good. I spend most of my time by myself, except for work, and at work I am essentially a cog in a machine. I actually enjoy work because I almost lose a sense of time when I just concentrate on fixing an engine. But when I leave work, life comes crashing in on me. I do not have anyone special in my life. As you know, I made a decision to be celibate after finding out I was HIV positive. But I still have desire, not only for sex but, more importantly, for love. I have tried all kinds of hobbies: hiking, biking, camping, running, fishing, music, and even building models. But in some ways all those things just feel like marking time while my life goes by. I thought I was over it, but for the past few months the thoughts have been keeping me awake again, hours of regretting that I am positive, wishing that it somehow magically had not happened, that I could have a normal life. Then it all comes crashing back in on me. I can not have a normal life. Having sex with someone is a potential death sentence for them. I could not live with that, nor could I even enjoy the sex.

I’ve been to see you off and on for the past 10 years, but I need to tell you that I have not been honest with you about my drug use. I use tranquilizers to get through the weekdays, and then cocaine for a little excitement on the weekends. It is almost like I have a relationship with the drugs. But it is not working for me anymore. The cocaine just does not feel as good as it used to, and I been feeling more anxious and jittery. There have a few times recently that I was confused, even thinking that people were outside the door who were going to hurt me when there was no one there. Once I thought I heard them talking. That just about shot my heart through the roof! I have felt weak at times and I have been losing weight. I think that I might need some serious help.

ROBERTA

Roberta is a 16-year-old African American, a high school sophomore whose grades have recently been dropping after having been a high achiever in elementary, junior high, and in her freshmen year. An excellent athlete, Roberta abruptly quit the swimming team last week. Her parents, teachers, and school counselor are all at a loss to explain the changes. Roberta had a serious injury to her leg this past October, and was treated with muscle relaxants and pain medications. After a lot of inquiry from the adults in her life, Roberta reports that she has continued to use pain medications because they help her to feel better, and that she is obtaining these through friends, spending nearly all of the money she makes from her part-time job.

Video:
I just hate not being able to be involved in sports. It was my life. I want to swim, but it hurts my leg too much. If I could get more medications to help, I could be able to be on the team, but the doctors make excuses for not renewing my perscriptions. Those old fossils are upset because I have been getting meds from my friends. Well, what am I supposed to do? Hello! If the docs would give me the drugs I need to function, then I would not have to go to my friends. You are a school counselor. Are not you supposed to advocate for us? Can you help me to get these prescriptions? If I could get through this pain, then I would be able to swim again. I am sure that after a month or so I would be back in good shape. The swimming season might be over, but soccer will be starting soon, and I would be ready for that. But without the medication, I just can not do the conditioning exercise that I need. Do not you see how stupid it is that they will not give me the meds? I know that you can help me. You understand kids better than the doctors or my parents. Will not you explain to them that they are holding me back? I mean, I have got a good job, I am dependable. Yeah, my grades have dropped some, but that is because I am in such pain all the time. If they all want me to get my grades back up, then give me the damn meds so that I will be able to concentrate.

STEVE

Steve is a freshman in college in a regional metropolitan center. Steve is increasingly isolated in his dorm room and has been missing a lot of classes. He grew up in a more rural setting, and the urban center is somewhat intimidating to him. He is having difficulty making friends. He has not yet chosen a major, but is very interested in music and political science. He has begun more experimentation with drugs and alcohol. While he feels happier when he is high, his drug use has not yet had any real negative consequences for him. Andy, the dorm student counselor, notices Steve’s distress and goes to talk with him about his life.

Video:
Andy: Hey Steve, what is going on man? You are kind of isolating yourself in your dorm room here. How are you feeling?

Steve: Oh, I have just been more tired lately. It is no big deal—I am fine.

Andy: Steve, as an RA to look out for everyone here, and I am worried about you. You have been getting pretty drunk and high a lot, and you seem to be kind of sad. Could we just talk about it some?

Steve: Well, you are right. I have been using a lot more than in the past. Getting drunk or high is not good for me, I know, but it helps to calm me down. I do not seem to fit in with any group here. Back home I had friends and was busy all the time. Here I just do not get it. I am nervous and others students do not seem comfortable with me. When I try to talk to people, I do not know what to say, and I feel sort of stupid.

Andy: Yeah, in a new climate everything kind of changes and you have to get acclimated. But there are a lot of groups that would welcome you here, Steve.

Steve: Maybe you could give me some help with that. Another thing is that three weeks ago my parents told me that they are getting a divorce. It is really bothering me. They have been fighting for years, and maybe it is for the best, but I have a younger sister and brother at home who are all broken up over it and I am not there to help them. Dad has been leaving the house a lot and is back to drinking. Mom is just depressed. It is really hell for the younger kids. I do not know if I should even be here. Maybe it would be better for me to leave school for a while. What do you think?

TOMMY

Tommy, a 22-year-old, has just returned from a tour of duty in Iraq. During his time there, he was nearly killed by a IED that destroyed his vehicle and killed two others. Tommy was in the hospital for a concussion after the accident, and was never able to return to his unit. He is married and has a two-year-old daughter. Since returning, Tommy has been going to bars during the day and often drinking until passing out at home during the evenings. His wife, Angie, is extremely alarmed, not only for Tommy but for herself and their child, as Tommy gets very angry at times. While Tommy refuses help, Angie has contacted a veteran’s organization about the situation.

Video:
I am only here because my wife and family think I should try this. They are overreacting. I am just going through an adjustment period and I will be fine. It is normal, do not you think? I was over in that hell hole for a year, saw my buddies killed and maimed, come back home where my wife and family treat me like some sort of crazy person, and on top of that, no one will offer this veteran a job. I go and sacrifice myself for this country and then it treats me like a piece of crap. Of course I am angry—it is normal. If I were not angry about it, then there would be something wrong with me, right? I was in the hospital for months recovering from the IED, but they took good care of me and I am fine now. People want to put me down by accusing me of being nuts, but they just use it as an excuse to control me.

I just need time by myself, and that is why I go to the bar. Some of my friends are there. They are the only ones who understand—some of them were over in Iraq too. I feel more safe when I am with them. I do not get any pressure from them. We can just sit and be quiet together. Sometimes the memories of what happened just replay in my head over and over like a movie. You might think it is bad, but the alcohol works for stopping that horror film.

TONY

After a year in a half-way house, Tony has been released on a three-year parole for a sentence involving distribution of amphetamines. While in prison, and again in the half-way house, Tony participated in chemical dependency programs. Tony has neither the means nor the intention to use meth again, but now that he is associating with some of his old friends, he has been offered meth and he is having a hard time resisting the temptation. He has gone to his counselor to ask for assistance.

Video:
Well, I came in to talk with you because I am really worried. I am trying not to use, but it is getting really hard to resist. No one will talk with me except for all my friends who are using. My job sucks, I live in a rat-hole, and neither my wife nor my kids will have anything to do with me. Life just seems hopeless. Sometimes I think about ending it, but I do not really want to do that. I am having so much trouble sleeping that I a zombie at work, and I am making mistakes that might get me fired and violate my parole for my job. I do not enjoy or look forward to anything. It is hard to see my life getting any better. I am losing weight. I do not have any energy. I get to thinking that if I could just use a little, I would have the energy focus to do well, and feel energized in my life. And at the same time I already know that it is a fantasy, and that if I use again my life will go down the toilet. I feel trapped. That is why I came to you. So, what should I do?

ANDREA

Andrea is a 17-year-old Hispanic in the U.S. illegally. She crossed the Mexican border with her mother last year. Mama is finding sporadic work. At times Andrea has been able to work with her mother. However, there are many days when Andrea is left by herself in the rundown building where they live with other illegals. Various drugs have been offered to Andrea. Mama has on a couple of occasions returned to find Andrea passed out on the couch next to a bottle of aerosol spray. Mama doesn’t know what to do to help Andrea. She has gone to the local Migrant Council to ask for help.

Video:
Sometimes I like it here in the U.S., and at other times, no. We never have enough money, and people are always asking my mother for money. There is no water in our building, and most of the time no electricity. There is nothing to do. We are afraid to ask for help because of being illegal. We had so much hope when we dreamed of coming here. But we had to pay everything to the Coyotes to get across the border so we had nothing when we got here. My mama tries her best. She cleans houses. Sometimes I help her. But other days I am left here by myself, with nothing to do and no money. So I talk with other people here, and they are mostly out of work with no money too. I started smoking pot with some of the other young people. Some of them are mean, so I try to stay away. But I get so bored that I have to find somebody to talk with. My friend Angela is good to talk with, but she has bad drug habits. A couple of times I have huffed with her, but I really do not like it that much and will not do it anymore. Mama is so worried about me, and I think it is ridiculous. It was her idea for me to come in here (to the Migrant Council). I am really alright, if we just had a little more money.

  1. Show awareness of the impact of treatment on clients from different cultural and ethnic backgrounds.
  • LEARNING ACTIVITIESCollapse All
  • Toggle Drawer[u03s1] Unit 3 Study 1Studies
    Readings
    Complete the following:

    • Project Case Studies.Project Case StudiesLAUNCH PRESENTATION |TranscriptClick View Case Studies to view eight case studies, and select two that you will work with to complete your class project.
  • Toggle Drawer[u03a1] Unit 3 Assignment 1Theoretical Analysis
    To complete this component of your course project:

    • Select your two case study subjects for your project and explain why you have chosen them.
    • Analyze current trends in compulsive and addictive behaviors that are directly related to your case study subjects.
    • Discuss the theoretical models of treatment you feel would be most helpful for your case study subjects. Support your recommendations with documented information from your research, using research with publication dates within the last three years.
    • Review your course project description for an understanding of how this assignment fits into your course project as a whole, and the Theoretical Analysis Scoring Guide to learn how you will be graded on this assignment. Suggested guidelines: 2 pages, 4 references.
  • Case Studies: http://media.capella.edu/CourseMedia/HS5264/cases/cases.asp

Explain how you will account for issues of ethics associated with your proposed research. In other words, how will you ensure that issues of ethics associated with your proposed research have been managed appropriately? Be sure to support your analysis with examples from research to support your claims.

PSY 216 Final Project Guidelines and Rubric

Overview 

Personality psychology is an important course for all students because it provides insight into everyday behavior. Students are able to see themselves, their families, and their friends in the concepts covered in personality psychology, and are able to adjust their behavior and attitudes based on what they have learned. Although personality psychology is a research field, social psychologists are often interested in understanding current social problems, and their work is often applied to improve individual-, community-, and societal-level relationships.

The final project is meant for you to propose a hypothetical study. You are not and should not be conducting human subjects research for this project. It is not necessary for the purposes of this assignment. All human subjects research requires written approval from the SNHU COCE Institutional Review Board in order to protect the welfare and ensure ethical treatment of the subjects. 

For the first final project in this course, you will examine research presented in the course for how personality psychology has changed, and investigate a potential gap in the research that has not been addressed. This assessment will allow you to foster and improve your skills at reading, interpreting, and writing psychological works. It will also help you to learn your place within the field, and how to combine both your personal perspective and opinions with established, empirical research to make original claims.

Final Project I is supported by two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will take place in Modules Three and Five. The final research investigation is due in Module Seven.

This assessment addresses the following course outcomes:

  • ●  Describe foundational research regarding personality by examining the historical evolution of the field of personality psychology
  • ●  Determine appropriate research designs used in personality psychology for application in the study of aspects of personality
  • ●  Examine issues of ethics in foundational research in personality psychology for informing appropriate conclusions
  • ●  Interpret claims made by foundational research in personality psychology for conveying appropriate conclusions that are supported by peer-reviewed
    evidence
  • ●  Develop basic research questions supported by peer-reviewed evidence by identifying gaps in the research of personality psychology
    Prompt
    For your summative assessment, you will conduct an investigation of the foundational research in personality psychology. You will need to conduct a literature review of the research presented in the course. This research will include both classic and current foundational research from the field. You will analyze the research presented in the course to determine how what we know about personality has changed over time as well as how researchers have approached the study of personality. You will also consider the issues of ethics that are or are not addressed in the research. Following your review of the research, you will

 

identify a gap (or unexplored topic within the research) and develop a research question designed to further explore your gap. This will include how the research supports your research question and how you would approach addressing your research question. Specifically, the following critical elements must be addressed:

  1. Literature Review: In this part of the assessment, you will analyze foundational research presented in the course for how the field of personality psychology has changed over time, how researchers have designed research to study personality, and how issues of ethics have been addressed historically in the field.
    1. Summarize the claims made by the authors of the foundational research presented in the course regarding how personality develops. In other words, what claims are made by the research about how human personality develops?
    2. Summarize the claims made by the authors of the foundational research presented in the course regarding how personality is assessed. In other words, what claims are made by the research about how personality has been determined by assessments?
    3. Explain how the view of personality has evolved over the history of personality psychology. Be sure to support with examples from research to support your claim.
    4. Explain the conclusions you can reach about research in personality psychology. In other words, explain what we know about personality, based on your review of the research presented in the course. Be sure to support your analysis with examples from research to support your claim.
    5. Describe the specific research designs used in the foundational research presented in the course used to address research questions. For example, what were the specific methods used to address their research question? What type of research design was used?
    6. Explain how research designs were used by authors to conduct research in personality psychology. In other words, how did the research designs used by researchers help in conducting research regarding personality psychology?
    7. Discuss how issues of ethics have been addressed in the foundational research presented in the course. For example, how did the authors inform the participants of what the experiment would entail? How did the authors account for any potential risks to participants associated with the study?
    8. Discuss how issues of ethics in personality psychology have been viewed historically. In other words, how have issues of ethics in the field been viewed over time? Has this view changed as the field has progressed? Be sure to support your response with examples from research to support your claims.
  2. Research Design: In this part of the assessment, use your previous analysis of the research presented in the course to develop your research design. You will identify a gap in the research you have reviewed, explain how the research supports further exploration of that aspect of personality psychology, and develop a research question addressing the gap. You will then determine an appropriate research design and explain how it could be implemented and how you will account for issues of ethics in your proposed research question.
    1. Identify a gap in personality psychology research presented in the course that is unexplored or underdeveloped. For example, is there an unexplored aspect of personality psychology you believe could be further explored?
    2. Develop a basic research question addressing the identified gap. In other words, create a question that you could answer in potential research to further investigate your identified gap. Be sure to support your developed research question with examples from research to support your claims.
    3. Determine an appropriate research design that addresses your research question regarding personality psychology and explain why it was chosen. Be sure to support your response with examples from your analysis and the research presented in the course that supports the determined research design.

 

  1. Explain how you will account for issues of ethics associated with your proposed research. In other words, how will you ensure that issues of ethics associated with your proposed research have been managed appropriately? Be sure to support your analysis with examples from research to support your claims.
  2. Explain how your approach to accounting for issues of ethics was informed by your review of the research presented in the course. In other words, what did you learn from the research presented in the course in terms of how to address issues of ethics that you were able to incorporate in your own design?
    Milestones

Final Project, Milestone One: Literature Review Draft
In Module Three, you will prepare a draft of the literature review due as part of your final research investigation using the three articles for your track that you selected in Module One. Use the Literature Review Template to complete this task. Refer to the Literature Review Example to assist you. This milestone is graded with the Final Project Milestone One Rubric. 

Final Project, Milestone Two: Designing a Research Study
In Module Five, you will participate in a discussion in which you present the research design you will be using in your final research investigation. You will also assist your classmates in refining their own research designs. This milestone is graded with the Final Project Milestone Two Rubric. 

Final Project Submission: Research Investigation
In Module Seven, you will submit a document containing a polished literature review and research design. The full adapted literature review will include a review of five articles. Combined with the research design, the final document should be 6-8 pages in length. Both the literature review component and the research design component should incorporate the feedback received in the milestones and should reflect all the critical elements in the Final Project Rubric below. Use the Final Project Paper Template as a guide when writing your final research investigation. This document should be formatted in APA style. Refer to the SNHU Online Writing Center for guidance on how to properly format sources in APA style. Consult Chapters 4, 5, and 6 of the Publication Manual of the American Psychological Association for guidelines for writing in APA style, including punctuation and spelling rules. Also, consult the tutorials at the Smarthinking Online Tutoring Service to assist you in your writing. This final submission will be graded using the Final Project Rubric (below). 

 

Final Project Rubric
Guidelines for Submission: Your research investigation should be 6-8 pages in length, using 12-point Times New Roman font, double spacing, one-inch margins,

and APA formatting.

Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value 

 

Literature Review: Personality Develops 

 

Meets “Proficient” criteria and analysis demonstrates an astute ability to interpret claims made in psychological research

 

Summarizes the evidence in the foundational research presented in the course regarding how personality develops

 

Summarizes the evidence in the foundational research presented in the course regarding how personality develops, but summary is cursory or contains inaccuracies

 

Does not summarize the evidence in the foundational research presented in the course regarding how personality develops

 

6.33

 

Literature Review: Personality Assessed 

 

Meets “Proficient” criteria and analysis demonstrates an astute ability to interpret claims made in psychological research

 

Summarizes the evidence in the foundational research presented in the course regarding how personality is assessed

 

Summarizes the evidence in the foundational research presented in the course regarding how personality is assessed, but summary is cursory or contains inaccuracies

 

Does not summarize the evidence in the foundational research presented in the course regarding how personality is assessed

 

6.33

 

Literature Review: History 

 

Meets “Proficient” criteria and explanation demonstrates keen insight into how the view of personality has evolved over the history of the field

 

Explains how the view of personality has evolved over the history of the field using examples from the research

 

Explains how the view of personality has evolved over the history of the field, but explanation is cursory or lacks examples from research

 

Does not explain how the view of personality has evolved over the history of the field

 

6.33

 

Literature Review: Personality Psychology 

 

Meets “Proficient” criteria and response demonstrates an astute ability to interpret claims made in psychological research

 

Explains the conclusions that can be reached about personality psychology, based on analysis of the research presented in the course using examples from the research

 

Explains the conclusions that can be drawn about personality psychology presented in the course, but explanation is cursory, contains inaccuracies, or lacks examples from research

 

Does not explain the conclusions that can be drawn about personality psychology

 

19

 

Literature Review: Research Designs 

 

Meets “Proficient” criteria and response demonstrates an astute ability to interpret psychological research

 

Describes the specific research designs used in the foundational research presented in the course to address research questions

 

Describes the research designs used in the foundational research presented in the course to address research questions, but description is cursory, contains inaccuracies, or response does not reference specific research designs from the research

 

Does not describe the research designs used in the foundational research presented in the course to address research questions

 

6.33

 

Literature Review: Conduct Research 

 

Meets “Proficient” criteria and explanation demonstrates keen insight into how researchers use research designs to better conduct research

 

Explains how research designs were used by authors in the research presented in the course to conduct research

 

Explains how research designs were used by authors in the research presented in the course to conduct research, but explanation is cursory or contains inaccuracies

 

Does not explain how research designs were used by authors in the research presented in the course to conduct research

 

6.33

 

Literature Review: Issues of Ethics 

 

Meets “Proficient” criteria and discussion demonstrates keen insight into how the authors of the research presented in the course addressed issues of ethics

 

Discusses how issues of ethics have been addressed in the foundational research presented in the course using examples from the research

 

Discusses how issues of ethics have been addressed in the foundational research presented in the course but discussion is cursory, contains inaccuracies, or lacks examples from research

 

Does not discuss how issues of ethics have been addressed in the foundational research presented in the course

 

4.75

 

Literature Review: Viewed 

 

Meets “Proficient” criteria and discussion demonstrates a nuanced understanding of how the views and approaches to ethical issues in the field have changed over time

 

Discusses how issues of ethics in personality psychology have been viewed historically using examples from the research

 

Discusses how issues of ethics in personality psychology have been viewed historically, but discussion is cursory, contains inaccuracies, or lacks examples from research

 

Does not discuss how issues of ethics in personality psychology have been viewed historically

 

4.75

 

Research Design: Gap 

 

Meets “Proficient” criteria and response demonstrates keen insight into an unexplored or underdeveloped area of personality psychology based on the research presented in the course

 

Identifies a gap in the personality psychology research presented in the course that is unexplored or underdeveloped

 

Identifies a gap in the personality psychology research presented in the course that is unexplored or underdeveloped, but identification contains inaccuracies

 

Does not identify a gap in the personality psychology research presented in the course that is unexplored or underdeveloped

 

9.5

 

Research Design: Research Question 

 

Meets “Proficient” criteria and research question demonstrates a keen insight into how to develop research questions that address the identified gap

 

Develops a basic research question addressing the identified gap that is supported by examples from the research

 

Develops a basic research question addressing the identified gap, but developed research question is cursory, contains inaccuracies, or lacks examples from the research

 

Does not develop a basic research question addressing the identified gap

 

9.5

 

Research Design: Research Design 

 

Meets “Proficient” criteria and response demonstrates a sophisticated awareness of the research design that would be most appropriate in addressing the research question

 

Determines an appropriate research design that addresses the research question and explains why it was chosen, using examples from the analysis and the research

 

Determines a research design that addresses the research question and explains why it was chosen, but determination contains inaccuracies or explanation is cursory or lacks examples from previous analysis or research

 

Does not determine a research design that addresses the research question or explain why it was chosen

 

6.33

 

Research Design: Issues of Ethics 

 

Meets “Proficient” criteria and explanation demonstrates an astute ability to interpret psychological research

 

Explains how issues of ethics would be accounted for with the proposed research, using examples from the research

 

Explains how issues of ethics would be accounted for with the proposed research, but explanation is cursory, contains inaccuracies, or lacks examples from the research

 

Does not explain how issues of ethics would be accounted for with the proposed research

 

4.75

 

Research Design: Informed 

 

Meets “Proficient” criteria and explanation demonstrates keen insight into how the personal approach to accounting for issues of ethics was influenced by the research presented in the course

 

Explains how your approach to accounting for issues of ethics was informed by your review of the research presented in the course using personal thoughts and examples from the research

 

Explains how your approach to accounting for issues of ethics was informed by your review of the research presented in the course, but explanation is cursory, contains inaccuracies, or response is not supported by personal thoughts and examples from research

 

Does not explain how your approach to accounting for issues of ethics was informed by your review of the research presented in the course

 

4.75

 

Articulation of Response 

 

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

 

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

 

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

 

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

 

5.02

 

Total 100% 

What are the ways in which the author AK understands and explains binge and purge symptoms? What are the symptoms functions?

Assignment on Eating Disorders 

Read ALL the slides on eating disorders first and answer the following:

· How do you understand the meaning of anorexia as “crystallization” of what´s wrong in the Western Culture? Think of “crystallization” of cultural values.

· What is alexithymia?

“I Used to Love Bread” (In the Therapist Chair by J. S. Gunn)

1. How is anorexia understood from a “relational psychodynamic perspective”?

2. Anorexia symptoms and consequences in L (also use the slides to check which symptoms and medical complication L suffered from)

3. Problematic areas in L´s life, besides the restricted eating?

4. All aspects of L´s relationship with her mother.

5. How did she behave in the therapy room?

6. What is the therapist´s hypothesis about the functions that food has in L´s life? (Remember – symptoms always have multiple functions)

7. What did the psychotherapy focus on? Goals? Which interventions the psychotherapist utilized?

3 chapters from Hunger for Connection by Alitta Kullman

1. How is bulimia understood within this particular psychoanalytic perspective?

2. What is the explanatory mechanism? When and how does it “all” usually begin?

3. What are the ways in which the author AK understands and explains binge and purge symptoms? What are the symptoms functions?

4. What are therapy goals within this perspective?