Group Leadership Self-Assessment

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You have had the opportunity to work as a member of a small group as your cohort developed your group proposal concept. During your work in your cohort group, you made notes and observed the dynamics which emerged while working together in a small group. You have paid special attention and taken notes on your role in your small group in order to achieve the heightened self-awareness required to become a skilled group leader.

You also had the opportunity to practice your group leaderships skills at each stage of group development using Theravue. You will now use your knowledge of small group process and your newly acquired group leadership skills to reflect on your progress as a group leader as you complete your Group Leadership Self-Assessment for submission in Week 11.

To Prepare:

  • Review your notes from your cohort group work in Weeks 3 and 4.
  • Review your experience in creating group leadership responses using Theravue in Weeks 6, 7, and 8.
  • Using your knowledge of group dynamics and group leadership skills, consider your growth as a group member and group leader.
  • Review the Group Leadership Self-Reflection Guidelines to guide your Week 11 Group Leadership Self-Assessment Assignment

    COUN 6250: Group Leadership

    Self-Assessment Guidelines

    For this assignment, you will write a self-assessment using narrative style and integrating the information you gleaned from the following prompts. The assignment should have sub-headers clearly distinguishing the two components. APA Style writing is required including a cover sheet and citations and references. The body of the reflection should not be more than 3-5 pages in length. Part I: In Weeks 3 and 4, you should take notes on your experiences working with your group cohort on your Group Proposal Project. Use these prompts as a guide to capture the needed information to complete your self-reflection at the end of the course. Be sure to add to your notes weekly so that you are able to reflect on the arc of your experience in Week 11. Each week you will integrate the Johari window assignment and the School of Counseling Key Professional Dispositions towards self-reflecting on your areas of strength and potential areas for needed growth as well. Be sure to reflect on the following questions weekly. Then, by Week 11 you will provide a reflective summary of your small group process self-reflective journey.

    • How would you describe your role in the group in Week 3? Week 4? For example, did you assume the leadership role? Did you sit back and wait to see who spoke up? Did you find yourself irritated with the members or the progress of the group? Did you feel adequate as a group member and how do you know your self-assessment is accurate?

    • How did you end up in the role you assumed? Is this a familiar role for you? Does this resemble a role you played in your family?

    • How would you describe the group member dynamics? Did some members do more of the work? Less of the work? How did you respond to those members?

    • Did the group face a conflict or problem? What was your part in exacerbating or resolving the concern? Did you become the problem-solver? The silent member? The peacekeeper? Given this experience, how might you handle conflict in the future? Review the Counselor Key Professional Dispositions and consider in review of these questions.

    • Reflect on the Johari window assignment and the Counselor Dispositions. What are you learning about yourself as a group member? Identify areas where you found strengths and areas for growth.

    • How might this information and enhanced self-awareness using the Johari window and dispositions inform you as a group leader? How might you use this experience to have a deepened self-compassion as well as compassion for colleagues and members of a group?

     

     

     

    Part II: In Weeks 6, 7, and 8 you assume the role of a group leader who responds to several group scenarios using Theravue. Use the following prompts to stimulate a reflection of your experience practicing counselor group leadership skills.

    • Consider the skills self-assessment you completed in Week 1. Review your initial self-assessment of group leadership skills.

    • Repeat the self-assessment (Corey, Corey, & Corey, Chapter 1, p. 45) after you have completed the Theravue group leadership training modules.

    • Compare and contrast any changes in your group leadership skill set and/or your current understanding of group leadership skills.

    • How has your conceptualization of group counseling leadership changed?

    • How would you describe your experience using Theravue as a learning tool for group leadership skills?

    • How will you continue to practice your group leadership skills as you move toward your Field Experience?

    .

An Interdisciplinary Case Study of Madness

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Week 6 Discussion: Case StudiesDiscussion TopicTask: Reply to this topic Ends Apr 27, 2021 11:59 PM

This week we will continue to tap into our analytical abilities, applying them to four case studies.  Through the review, evaluation, and drawn conclusions for each study, we will apply our knowledge and understanding of clinical and counseling concepts.

Your Task

Part 1:  Read:  Read the four case studies provided this week.  They are included in the Week 6 Learning Resources. Links to access the case studies are included below as well.

Part 2: Main Post:  In order to express our mastery of professional psychology’s prerequisite knowledge, skills, and abilities, this week we will exchange responses to diversely different case studies.

Select the case study you would like to analyze and discuss.  Read the case study carefully and compose your responses to the assigned questions, provided below. Your responses should reflect your unique, personal, response to the case addressed.  Once you have crafted your analysis and written your answers, post your answers here as your main post.

Part 3.  Peer follow-up:  Respond to two of your classmates’ postings.  In 5+ sentences, share how their posting reinforces your understanding of the case or an ethical principle.  Provide constructive, thoughtful feedback designed to build an engaging dialog.  To achieve this, you can ask questions, or share a website or articles, that address topics relevant to the case.

– – – —

CASES

Study 1: Josie: An Interdisciplinary Case Study of Madness

Josie:  An Interdisciplinary Case Study of Madness by Joan-Beth Gow. Susan M. Nava, and Kerri W. Augusto. Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally published July 30, 2011. https://sciencecases.lib.buffalo.edu/files/josie.pdf

This case study is divided into 6 parts.  After each part there is a series of questions.   Jot down your initial impressions after each part.  At the conclusion of your reading, answer the following questions.  Post your answers and discuss the case with your classmates.

Questions (Required): Answer these three questions.

1.  Outline for the class a brief history of this case.

2.  Discuss the presenting problem addressing your early and concluding assessment of the problem.  That is, in the beginning did you think Josie was physically or mentally ill?  How or why did your thoughts change?

3. What kind of treatment strategy would you recommend? Mention theoretical perspectives, or interventions/techniques and prognosis.

Questions (Pick Two):  Select. then answer two of the following questions.

4. Do you think Josie’s behavior or appearance influenced the care she received?  Why?  How did this impact her case?

5.  What questions still remain?  What other information would help you more accurately assess what Josie is experiencing?

6. With respect to the general public, how has the treatment of the mentally ill changed over time?

7.  Do you think medical professionals are sufficiently trained to differentiate medical from psychological illness?  Why or why not?  Can you give us an example of another illness which presents as a psychological concern but is chemically based?

Study 2:  Artificial Sanity

Artificial Sanity by Sheila O’Brien Quinn.  Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally published June 23, 2005. https://sciencecases.lib.buffalo.edu/files/artificial_sanity.pdf

Questions: Answer five of the following questions.

1. Discuss two accepted models of mental illness, i.e., psychological, biological, behavioral.  What assumptions are made within the models? How do they differ?

2.  How do these two different models influence the treatment of people with mental disorders?

3.  Tell the class the history of the present case.   What does “right to treatment” entail for Singleton?  Does Singleton have schizophrenia, in your opinion?

4.  What are the assumptions about mental illness held by Singleton’s lawyer and the prosecutor?  Support your answer with direct quotes from each lawyer.

5.  Each lawyer appears to believe in a different model of mental illness.  What model is each lawyer using to support his/her argument about how Singleton should be treated?

6.  What is artificial sanity?  Argue your personal side of the case.

Study 3: Sins of the Mother

ID Crimefeed (2017, October 25). A look back at Susan Smith – the South Carolina mom killed her two young sons.  (Webpage)

Read the attached article.  Then answer at least 4 of the following questions.

http://www.investigationdiscovery.com/crimefeed/crime-history/a-look-back-at-the-susan-smith-case-23-years-after-the-south-carolina-mom-killed-her-2-young-sons

Questions: Answer five of the following questions.

  1. Susan violated what most people consider our most sacred trust when she killed her children. How could she have done it? Develop a profile of a woman who might kill her own children. Online, find the FBI’s profile of women who kill their own children. Compare your profile with the FBI’s profile.
  2. Discuss potential effects that sexual abuse can have on a young woman. How might Susan’s experiences with her stepfather have affected her behavior?
  3. Discuss possible pressures on a young couple that marries in their teens, especially under the circumstances of David and Susan’s marriage.
  4. Identify nonverbal cues that Susan gave. Discuss how it is possible to tell if someone if lying from nonverbal behavior. What information does the use of the polygraph supply?
  5. Speculate on why Susan might have done what she did. Include speculations about her marriage as well as her own childhood and adolescence.
  6. Susan wanted relief from loneliness and the problems in her life. She wanted to commit suicide but did not want her sons to suffer as she had after her father’s suicide. She believed that if she killed her sons first and then committed suicide, her sons would suffer less than if she left them on their own. She felt burdened and was overwhelmed by the responsibilities of being a single mother. What role might depression have played in her actions?
  7. Classify Susan according to the DSM V?
  8. Why didn’t her attorneys use the mental illness defense?

Study 4: Nature or Nurture: The Case of a Boy Who Became a Girl

Nature or Nurture: The Case of the Boy Who Became a Girl by Keith K. Schillo.  Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally published November 16, 2011. https://sciencecases.lib.buffalo.edu/files/gender_reassignment.pdf

Questions: Answer five of the following questions.

1. Some people have argued that the Johns Hopkins psychologist used this opportunity as an experiment to test his nurture theory of gender identity. What are the expected results of this experiment, assuming that the nurture theory is valid?

2. According to the nurture theory, predict the gender identity Bruce would express if he were not subjected to gender re-assignment surgery and raised as a boy?

3. Provide one peer-reviewed article, selected from our UMGC Library’s databases, that address current research or theory on gender identity.

4.  In light of newer research on gender identity, what advice would you give parents who are considering gender re-assignment of a male infant who lacks a penis, but has functional testicles?
5.  What are your thoughts on therapist behavior. What guidelines and codes of ethics direct therapists managing cases of this nature?

Comprehensive Case Conceptualization Template

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MHC 610 Client Case File Charles “CJ” Jones You are a counselor in an on-campus counseling center. Charles “CJ” Jones is a 21-year-old, single, straight, African American and Lakota man who sought treatment because he “feels lost,” withdrawn from friends, and “worried about money.” He said he had been feeling increasingly depressed for two months, and he attributes this to two essentially concurrent events: the end of a three-year romantic relationship (four months ago) and being unable to find his ideal employment situation. Mr. Jones has been on a job search for around five months. Mr. Jones has supported himself financially since high school and is accustomed to feeling nervous about making ends meet. He has become more worried after breaking up with his longtime live-in girlfriend, so he approached a family friend for financial help. He was turned down, leading him to feel alone in his financial struggles. This disappointment revived long-standing anger and sadness about not feeling close to and supported by either of his parents. His friends taunted him for “falling apart” over wanting to be financially stable saying, “We’re young. You have time to figure this out!” Mr. Jones is a full-time undergraduate student in his final year of college studying computer science; he also works full-time as a midnight-shift warehouse worker. When he finishes his early-morning shift, he finds it hard to “slow down,” and he has trouble sleeping. He has been looking for work daily and applies for jobs that are less physically demanding, with more flexible hours, but never gets past the phone call or interview. His appetite is unchanged, and his physical health is good. His grades have recently declined, and he has become increasingly discouraged about money and about being single. He has not previously sought mental health services, but a supportive cousin suggested seeing a counselor. Mr. Jones was raised as an only child by his mother and her extended family who all identify as African American. Mr. Jones reports that his extended family identifies as Baptist and, in his youth, he spent some time with family members at church; however, he now identifies as spiritual rather than religious. Mr. Jones describes that he has been drawn to exploring the spiritual beliefs and practices of the Lakota Nation. Mr. Jones regularly keeps in touch with his maternal extended family. Growing up, Mr. Jones mentioned he was a “good student and popular kid.” High school was complicated by his mother’s two-year period of unemployment and his experimentation with alcohol and marijuana. He recalled several heavy drinking episodes at age 14 and first use of marijuana at age 15. He smoked marijuana daily for much of his junior year and stopped heavy use under pressure from a girlfriend. At the time of the evaluation, he had “an occasional beer” and limited marijuana use to “being social” several times a month. Mr. Jones described his childhood as “normal,” and that while he had a very close relationship with his mother, it deteriorated in his adolescence. Mr. Jones’s mother decided that he should move out when he finished high school. She was dating a man she subsequently married and wanted time alone with this man. She was clear about her feelings that he needed to be more independent from her and that it was “finally her turn.” Mr. Jones’s father left shortly before his birth, telling his mother, “I didn’t sign on for this.” She relayed this story to him often in his childhood. On examination, Mr. Jones is punctual, cooperative, pleasant, attentive, appropriately dressed, and well groomed. He speaks coherently. He appears generally worried and constricted, but he did smile

 

 

 

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appropriately several times during the interview. He has a quiet, dry sense of humor. He denied suicidality, homicidality, and psychosis. He’s cognitively intact, and his insight and judgment were considered good. In your first session, Mr. Jones communicated to you that as a young biracial man, he is generally expected to be strong and independent, and norms of masculinity have made him hesitant to attend counseling. He further expressed that his family views counseling as something that is only for “crazy people.” He informs you that there may be individuals in his family struggling with addiction and other mental health concerns who are not receiving treatment.

 

  • MHC 610 Client Case File Charles “CJ” Jones

EVALUATION OF TEST PURPOSE, POPULATION, AND TRAINING

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EVALUATION OF TEST PURPOSE, POPULATION, AND TRAINING

Instructions

In Week 1, you read “The Concerns of the Profession” in your psychological Testing and Assessment text. You also learned about the who, what, why, how, and where of psychological assessment. When test users (i.e., psychologists) select psychological tests as part of an assessment of a client, they must consider whether the intended purpose of the test matches the purpose for assessing the client. In addition, test users also consider whether the client they will assess is similar to the test’s norm group or sample in terms of age, gender, race, geographic region, language, and other demographic characteristics. If the test’s norm group or sample is not a good match for the client, then the results could be considered invalid. The publishers of psychological tests also have training requirements for test users. Test users should only use tests for which they have appropriate training and expertise. Pearson Assessments, a large-scale psychological test publisher, has established a level system for test user qualifications based upon the education, training, and expertise needed to purchase, administer, score, and interpret each test. Qualification levels range from qualification level A (no special qualification needed) to qualification level C (a doctorate degree in psychology, education, or a closely related field).

 

For this assignment, you will write a paper in which you:

 

Identify a test category that is relevant to your academic specialization or a related profession. The List of Tests by Type [DOCX] identifies the 11 categories you may choose from. They include:

 

(6) Neuropsychological.

Compare and contrast these three tests based on the following:

The purpose for testing, the content, skills, or constructs assessed and evaluated based on one’s area of specialization or a related profession.

The normative sample, sampling procedures, and the intended population and evaluation based on the anticipated populations served by one’s specialization or related profession.

The training required to administer, score, and interpret and evaluate based on one’s anticipated assessment training or the training of a related profession.

Do bibliography mining to find the original source of the test.

Do cited reference searching to find articles that use the test and their research or discuss the test

See the PSY7610 Search Guide for additional advice. An optional worksheet is also provided to you in the resources to facilitate your research and literature review.

Use RefWorks or another organization strategy to keep track of the articles you find. Even if you don’t use the articles for this assignment, you may use it in a future assignment in this course.

Return to the library to choose a database, for example, PsycINFO, PsycARTICLES, and ERIC (education research). Search for journal articles that are relevant to the elements for each test.

See the PSY7610 Library Research Guide for search advice. An optional worksheet is also provided to you in the resources to facilitate your research and literature review.)

Visit the publisher’s website for each test to obtain additional information.

If the test is not owned by a publishing company, you will need to find this information in other sources, such as journal articles.

Use the MMY database in the Library to locate and read a review for each test.

Not all tests have been reviewed by the MMY. If your test has not been reviewed, you will need to find the information in another source, such as a journal article.

Instructions for the content of the paper are in the u02a1 Assignment Template [DOCX].

Additional Requirements

Your paper should meet the following requirements:

 

References: A minimum of nine references are required for this assignment. These resources may include all of the reference sources identified in your Psychological Testing and Assessment text but must include:

Three MMY test reviews (one for each test if available). If an MMY review is not available for one or more of your selected tests, you must substitute with another type of source.

Three test publisher websites (one for each test). If there is no test publisher website for a selected test, you must substitute this with another type of source.

Three journal articles (one for each test).

Length of paper: A minimum of five double-spaced pages, not including the title page or references (an abstract is not required).

APA format: Current APA format and style is required throughout. Be sure to use the correct format and style for each respective type of reference, for example, website site versus journal). Refer to your APA manual for guidance.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

 

Neuropsych

ological

Dean Woodcock Neuropsychological

Battery (DWNB)

NO Houghton

Mifflin

Harcourt

Halstead Reitan Neuropsychological

Battery (HRNB)

NO Neuropsy

chology

Center

Luria-Nebraska Neuropsychological

Battery II (LNNB-2)*

Yes, LNNB WPS

NEPSY – Second Edition (NEPSY-II) NO Pearson

Neuropsychological Assessment Battery

(NAB)