Cristiano Ronaldo Analysis For Sport Psychology

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Give a page biography of cristianos past his struggles his upbringing and mention his struggles 1 page

following page segway to talking about a sport psychology concept called catastrophe theory

 

CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE

  • Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
  • Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
  • The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U

This is a brief description on the theory cover this in detail about ronaldo and how this applies when he plays football 2 pages

2nd concept

HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?

get some quotes on him mentioning competition and how he perfromance in it

 

  • Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
  • Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
  • Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
  • Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
  • Concentration Disruption: the degree to which one typically has concentration disruption during competition

People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn’t view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than expected in this specific scenario. 

HIGHLY SKILLED ATHLETES EXPERIENCE LESS STATE ANXIETY AND MORE CONFIDENCE

  • State Anxiety: an emotional state characterized by subjective consciously perceived feelings of apprehension and tension accompanied by or associated with activation or arousal of the autonomic nervous system.
  • Cognitive State Anxiety: moment to moment changes in worries and negative thoughts
  • Somatic State Anxiety: moment to moment changes in perceived physiological arousal
  • Perceived Control State Anxiety: the degree to which one has the resources and ability to meet challenges

Example player playing basketball at the start of the game he or she may have a slightly elevated level of anxiety before tip off ( nervous  feeling heart pumping), lower level once he/she settles into the pace of the game, and then an extremely high level in the closing minute of the game (feeling nervous with his/her heart racing)

HOW ATHLETES PERCEIVE THEIR ANXIETY AND PERFORMANCE

  • There is a direct relationship between a person’s level of trait anxiety and state anxiety. Research shows that the athletes who score high on trait anxiety measure a high state anxiety in competition. But this varies a highly trait anxious athlete may have a lot of experience in a particular situation and therefore not perceive it as a threat and have a high state anxiety.

Mention all this of the second concept and how it motivates ronaldo all these concepts need to be covered in detail to get a good understanding of ronaldos motivations and how he performs under pressure and how he deal with it 2 pages with quotes from him and sources

 

4 STAGE COMPETITIVE PROCESS/ OBJECTIVE AND SUBJECTIVE COMPETITIVE SITUATIONS/ MOST IMPORTANT DETERMINANT OF INTRINSIC MOTIVATION= SUBJECTIVE PERCEPTIONS OF PERFORMANCE

  1. The objective competitive situation
  • The persons objective and goal is set
  • Martens states that it is better studied when the objective is told to another person

Example Athlete A runs a mile in 8 min and his goal is to hit under 8 today this is competition because only you are aware of the standard of excellence you are striving to beat. Marthens run with a friend and tell him that his goal is to run under 8 min the situation would be competitive because your friend is aware of the criteria.

  1. The subjective competitive situation
  • How the person perceives, accepts, and appraises the objective competitive situation

Example Athlete A is looking forward in competing in the UEFA Champions League, whereas another athlete, Athlete B which is facing the same objective situation may not be looking forward to competing 

  1. The response
  • If the decision is not to compete then the response stops there
  • Response to compete can occur at the behavioral, physiological or psychological level or at all three levels

Example Behavioral what type of opponent you might want to fight with whether it’s a tough opponent, easy, or better than you. Physiological level heart starts to beat faster and your hands become cold and clammy. Psychological motivation confidence, can be internal or external. 

  1. The consequences of the response
  • Are seen as either positive or negative
  • The perception of the consequence is more important than the objective outcome

Example Athlete A loses the match the athlete might still perceive the outcome as positive if he played well and met his own standard of excellence.

1 page

All the pages are double spaced

Alternative Model of Personality Disorders

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Discussion 1: Alternative Model of Personality Disorders

The DSM-5 contributors did not make any changes to the DSM-IV criteria for the personality disorders (pp. 645-684). However, the contributors added an entirely new, alternative model for personality disorders (pp. 761-781) that the APA plans to transition towards.

For this Discussion, read the case study “Working with Clients with Dual Diagnosis (attached): The Case of Cathy” and review Cathy’s DSM-IV diagnosis.

Post an update of Cathy’s diagnosis into DSM-5 and ICD-10-CM. Then analyze how the addition of the alternative model for personality disorders affects Cathy’s DSM-5 diagnosis. What behaviors and/or symptoms may be a personality trait for her, versus criteria for a required diagnosis? How might the “Other Conditions That May Be a Focus of Clinical Attention” affect Cathy’s diagnosis?

References (use 3 or more)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

“Personality Disorders” (pp. 645–684)

“Alternative DSM-5 Model for Personality Disorders” (pp. 761–782)

Ferguson, C. (2010). Genetic contributions to antisocial personality and behavior: A meta-analytic review from an evolutionary perspective. The Journal of Social Psychology, 150(2), 160–180.

Gunderson, J. (2008). Borderline personality disorder. Social Work in Mental Health, 6(1), 5–12.

Ogrodniczuk, J. S., Piper, W. E., & Joyce, A. S. (2006). Treatment compliance among patients with personality disorders receiving group psychotherapy: What are the roles of interpersonal distress and cohesion? Psychiatry: Interpersonal & Biological Processes, 69(3), 249–261.

Verheul, R. (2005). Clinical utility of dimensional models for personality pathology. Personality Disorders, 19, 283–302.

Clinical Utility of Dimensional Models for Personality Pathology by Verheul, R. in Journal of Personality Disorders, 19/3. Copyright 2005 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Widiger, T. A., & Simonsen, E. (2005). Alternative dimensional models of personality disorder: Finding a common ground. Personality Disorders, 19, 110–130.

Akehurst, S., & Thatcher, J. (2010). Narcissism, social anxiety and self-presentation in exercise. Personality and Individual Differences, 49(2), 130–135.

Allik, J. (2005). Personality dimensions across cultures. Personality Disorder, 19, 212–232.

Buffardi, L. E., & Campbell, W. K. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303–1314.

Discussion 2: Are Social Networking Sites for Narcissists?

The term “narcissist” is used commonly in society to describe someone who is self-centered or self-absorbed. However, the DSM-5 requires much more extreme behaviors for someone to be diagnosed as having narcissistic personality disorder. See the list of criteria for this diagnosis (p. 669) and also review the “Alternative DSM-5 Model for Personality Disorders” (pp. 761 to 781). Personality disorders develop throughout the lifespan. Most social networking sites are based on individuals sharing information about themselves with very few limitations. Consider if these individuals are just participating in a cultural way of relating, or are they presenting behaviors of a narcissistic personality disorder?

For this Discussion, read the Buffardi and Campbell (2008) article (attached). Then review the DSM-5 on the traditional Narcissistic Personality Disorder and the Alternative DSM-5 Model for Personality Disorders to compare the models.

Post an analysis of your view on this topic using both types of DSM-5 personality criteria. Are individuals who use social networking sites displaying traits of narcissism? Is this a developmental stage in the lifespan?

Remember, this is not a place for personal opinion; this is a forum for professional, clinical discussion. Support your argument with evidence-based information (DSM-5, research) and other professional articles that you may find. Include examples of social networking websites. Remember you are to articulate your thoughts as a professional clinician.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

References (use 3 or more)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

“Personality Disorders” (pp. 645–684)

“Alternative DSM-5 Model for Personality Disorders” (pp. 761–782)

Ferguson, C. (2010). Genetic contributions to antisocial personality and behavior: A meta-analytic review from an evolutionary perspective. The Journal of Social Psychology, 150(2), 160–180.

Gunderson, J. (2008). Borderline personality disorder. Social Work in Mental Health, 6(1), 5–12.

Ogrodniczuk, J. S., Piper, W. E., & Joyce, A. S. (2006). Treatment compliance among patients with personality disorders receiving group psychotherapy: What are the roles of interpersonal distress and cohesion? Psychiatry: Interpersonal & Biological Processes, 69(3), 249–261.

Verheul, R. (2005). Clinical utility of dimensional models for personality pathology. Personality Disorders, 19, 283–302.

Clinical Utility of Dimensional Models for Personality Pathology by Verheul, R. in Journal of Personality Disorders, 19/3. Copyright 2005 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Widiger, T. A., & Simonsen, E. (2005). Alternative dimensional models of personality disorder: Finding a common ground. Personality Disorders, 19, 110–130.

Akehurst, S., & Thatcher, J. (2010). Narcissism, social anxiety and self-presentation in exercise. Personality and Individual Differences, 49(2), 130–135.

Allik, J. (2005). Personality dimensions across cultures. Personality Disorder, 19, 212–232.

Buffardi, L. E., & Campbell, W. K. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303–1314.

Discussion 3:
Policies and the Influence of Values

Ideology, politics, and the influence of values often override evidence-based policy. When there is evaluation conflict, a policy advocate must be prepared to defend his/her reasons for wanting to implement a policy. Because almost all proposed policies are circumscribed by politics (for reasons brought up by Jansson throughout the course when discussing the subtleties of policy implementation), you should be prepared for some conflict, ranging from having your research ignored, to having the accuracy of your data questioned, to having your personal values brought into question.

In this Discussion, you consider the assertion that the evaluation of specific policies is often strongly influenced by values. You also examine and evaluate ways to mitigate evaluation conflict to defend the feasibility of your policy.

By Day 3

Post a response to Jansson’s assertion that evaluating specific policies is strongly influenced by values with respect to the case of the evaluation of special services. How do the values of evaluation conflict adhere to social work values? What practices would you use to defend the feasibility of and effectiveness of your evidence-based policy?

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Midgley, J., & Livermore, M. M. (Eds.) (2008). The handbook of social policy (2nd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 33, “The Future of Social Policy” (pp. 557–569) (PDF)

English, D. J., Brummel, S., & Martens, P. (2009). Fatherhood in the child welfare system: Evaluation of a pilot project to improve father involvement. Journal of Public Child Welfare, 3(3), 213–234. Doi:10.1080/15548730903129764.

Swank, E. W. (2012). Predictors of political activism among social work students. Journal of Social Work Education,48(2), 245–266. Doi:10.5175/JSWE.2012.200900111.

Discussion 4:
Becoming a Lifelong Advocate

It is not enough to be compassionate. You must act.

—Tenzin Gyatso

As this course comes to a close, consider and reflect on how you can become a lifelong advocate for social change in your future social work practice. As a motivated policy advocate and social worker, your actions in your chosen profession will reflect your motivation to help relatively powerless, disenfranchised groups of people improve their resources, their opportunities, and their quality of life.

In this Discussion, you reflect upon your responsibility as a social worker, politically and professionally.

Post your thoughts on this question: As a social worker, what is your responsibility to engage in political action? Identify an area of social welfare where social work policy advocacy is needed.

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Midgley, J., & Livermore, M. M. (Eds.) (2008). The handbook of social policy (2nd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 33, “The Future of Social Policy” (pp. 557–569) (PDF)

English, D. J., Brummel, S., & Martens, P. (2009). Fatherhood in the child welfare system: Evaluation of a pilot project to improve father involvement. Journal of Public Child Welfare, 3(3), 213–234. Doi:10.1080/15548730903129764.

Swank, E. W. (2012). Predictors of political activism among social work students. Journal of Social Work Education,48(2), 245–266. Doi:10.5175/JSWE.2012.200900111.

 

***Each response needs to be 1 page or more***

Working With Clients With Dual Diagnosis: The Case of Cathy / Page 1 of 4 © 2016 Laureate Education, Inc.

Working With Clients With Dual Diagnosis: The Case of Cathy

Cathy is a 32-year-old, divorced, heterosexual African-American female. She came to her

first initial intake session with complaints of depression with passive suicidal thoughts,

anxiousness, and trouble sleeping. Cathy’s primary concern is that she has been having episodes

three to five times a week during which she reports she cannot breathe, her heart feels like it will

explode, and she feels like the “walls close in.” She states that this has been going on for about a

year, but lately it is getting worse. She self-referred after being prompted by her sister to contact

a social worker. The following is a summary of the initial appointment and assessment we

completed.

Cathy is the oldest of four children (two brothers and one sister), all of whom are married

and live in the same community. Cathy works in a doctor’s office and lives in a one-bedroom

apartment. She is the primary caretaker of her mother, who was involved in a car accident 20

years ago and was left a quadriplegic, going to her home daily to help with her personal hygiene.

Cathy has an arrest history and was incarcerated for 3 years for drug-related charges. She

was charged with possession and intent to distribute. Cathy states that at that time she was

addicted to heroin and using daily. When she completed her prison sentence, she was paroled

and mandated to attend a 1-year outpatient drug treatment program, which she successfully

completed. Cathy reported that she started using cocaine 2 years ago, stating that it helps her do

her fast-paced job better and it keeps her energy up so she can help her mother early in the

morning and late at night. She said no one in her family or at her job knows that she has been

doing drugs. She drinks alcohol daily (two to three drinks). Cathy also takes numerous

medications prescribed to her by her primary care doctor, including an antidepressant and pain

medication.

 

 

Working With Clients With Dual Diagnosis: The Case of Cathy / Page 2 of 4 © 2016 Laureate Education, Inc.

As we discussed her presenting concerns, multiple issues came up. Cathy shared her

feelings about being her mother’s primary caretaker, stating, “I love my mom, but everyone

expects me to care for her. It feels so unfair, but it’s because I am not married and don’t have any

children.” She said her father does not help with the care of her mother and that all he does is

“hang out.” She feels increasingly frustrated with this added responsibility and resentful that her

father and siblings have relegated this job to her. She also stated that she recently allowed one of

her brother’s friends to move in with her as a favor because he was homeless and had nowhere to

go. She said she believed he was a sweet person who just has had a hard time in life, and she

wanted to help him. She has been supporting him financially over the last month, and she has

become concerned because it appears that he has not made any effort to get a job. She fears she

made a mistake allowing him into her home and worries she will not be able to get him to leave.

Cathy said that she and this new roommate had sex one time when he first moved in. She

said they both got very intoxicated, and she is not sure exactly what happened, but she blacked

out and found him in her bed, undressed. She then told him she had herpes, and he responded

that it had been a “mistake” and that he did not want to have sex with her again because he was

afraid of getting infected. Cathy explained that her ex-husband’s cheating had resulted in this

lifelong disease, and she expressed anger and resentment toward him. She said even though the

herpes is controlled with medication, she feels embarrassed and fears she will never have another

healthy relationship. She also feels used and humiliated by this man now living in her home.

Cathy then shared that when she was 12 years old her father began molesting her. She

stated that she tried to forget what happened to her, but this recent incident with her new

roommate brought it up again. Cathy complained of recent nightmares related to the abuse and

exaggerated startle reactions to other people’s movements.

 

 

Working With Clients With Dual Diagnosis: The Case of Cathy / Page 3 of 4 © 2016 Laureate Education, Inc.

Plan:

Cathy agreed to go into a 30-day residential treatment program. She completed this

program successfully and, once discharged from the program, resumed individual treatment. Her

trauma and depression were effectively addressed with the combined use of eye movement

desensitization and reprocessing (EMDR) and cognitive behavioral therapy (CBT).

Cathy currently continues in treatment and no longer reports experiencing panic attacks

or nightmares related to her past trauma. Cathy is working on mindfulness and the establishment

of healthy relationships using dialectical behavior therapy (DBT).

 

Reflection Questions The social worker in this case answered these additional questions as follows. 1. What specific intervention strategies (skills, knowledge, etc.) did you use to address this

client situation?

Cathy was resistant to seeking treatment for her substance abuse. She initially refused to seek out help and stated that she knew all about the 12 steps and could quit on her own. Motivational interviewing was used effectively, and she agreed to go into treatment after several failures to stop using cocaine on her own. In addition, she had many symptoms related to her abuse from her father as well as three other incidents (a gang rape, a stranger rape, and a date rape) she revealed later in treatment. Eye movement desensitization reprocessing (EMDR) was used effectively to address her flashbacks and negative associations with this abuse.

2. Which theory or theories did you use to guide your practice?

A combination of theoretical frameworks was used to address each area of concern. Motivational interviewing was used for her substance addiction, EMDR for her post- traumatic stress disorder, cognitive behavioral therapy for her anxiety/panic attacks and depression, and lastly dialectical behavior therapy to address her symptoms related to borderline personality disorder.

3. What were the identified strengths of the client(s)?

Cathy had many strengths, including being a caretaker for her mother, having a job, and being seen as a very helpful and loving woman by her family and friends.

 

 

Working With Clients With Dual Diagnosis: The Case of Cathy / Page 4 of 4 © 2016 Laureate Education, Inc.

4. What were the identified challenges faced by the client(s)?

Drug addiction and trauma were the primary challenges that initially needed to be addressed. Once Cathy had become clean and sober and no longer self-medicated, her trauma symptoms escalated and became the main focus, so she was at great risk for relapse.

5. What were the agreed-upon goals to be met to address the concern?

Our treatment goals included maintaining sobriety, building a clean and sober network for support, reducing panic attacks, decreasing flashbacks, decreasing depressive symptoms, and increasing self-efficacy and mindfulness.

6. What local, state, or federal policies could (or did) affect this case?

After a year of treatment, Cathy became actively suicidal and had to be involuntarily hospitalized several times. State laws related to involuntary hospitalization were used to ensure she was in a safe environment.

7. How would you advocate for social change to positively affect this case?

Although Cathy had health insurance, it was minimal, and she had to privately pay for drug treatment. Her family helped with a deposit of $1,000 but she still owes close to $25,000 to the drug treatment program and is still making payments. Advocacy is needed on both state and federal levels to allow for easy access and free drug/alcohol treatment for all.

8. Were there any legal or ethical issues present in the case? If so, what were they and how were they addressed?

Legal and ethical issues include her family’s desire to know what was happening in treatment and her need to consent to release of information so I might speak with them when they called concerned. In addition, within a year of treatment commencing, Cathy was hospitalized five times as a result of being a danger to herself and holds were written to keep her hospitalized.

9. Is there any additional information that is important to the case?

Cathy continues to receive treatment in my private practice after 2 ½ years of treatment. Due to the extent of her sexual abuse and rape, it has taken time to address her symptoms in an effective manner. Currently Cathy has had no hospitalizations for 3 months and continues to maintain her sobriety.

Adapted from: Working with clients with dual diagnosis: The case of Cathy. (2014). In Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). Social work case studies: Concentration year (pp. 22–24, 104– 106). Baltimore, MD: Laureate Publishing. [Vital Source e-reader]

Comparing Efficacy Research And Program Evaluation -Peer Responses

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There needs to be a seperate response to each peer’s posting and it needs to be supported with at least two references for each peer’s posting.

 

1st Peer Posting

 

What differences do you note between efficacy research and program evaluation?

 

 

 

The difference between efficacy research and program evaluation is the scientific aspect. Program evaluations “primary purpose is to provide data that can be used by decision makers to make valued judgements about the processes and outcomes of a program (Sherpis, Young, & Daniels, 2010). Therefore, letting the agency know what needs to be changed in the program to make the program effective to their clientele.  Efficacy research based on empirical data which is an essential to the scientific method. Therefore, efficacy research is where clients are in controlled environments and interventions can be tested.

 

 

 

What are the key strengths of efficacy research?

 

 

 

The key strength of efficacy research is the scientific process. In the article, The Efficacy of Child Parent Relationship Therapy for Adopted Children with Attachment Disruptions, the researcher wanted to test the child parent relationship therapy (CPRT) which “is an empirically based, manualized counseling intervention for children presenting with a range of social, emotional, and behavioral issues” (Cranes-Holt, & Bratton, 2014). The purpose was to test this theory on adoptive families. Thus, a control group was designed to test CPRT. The researcher used the Child Behavior Checklist-Parent Version (CBCL) and the Measurement of Empathy in Adult-Child Interaction (MEACI). These are both empirical test, the CBCL measures the parents of the child’s behavior problems; whereas, the MEACI is an operational measure that defines empathy between the parents and the child while playing. These tests are conducted in control environments where no outside distractions are permitted and the hypothesis of the researcher can be tested.

 

What are the key strengths of program evaluation?

 

 

 

The key strength of the program evaluation is the clients are the people who are participating in the program evaluation and whether the interventions used are effective for them. Thus, this lets the research know what changes are needed for the agency to be successful. Therefore, surveys are used to collect data for the participants, the parents, are people that work with the clients or caregivers with the client. This give the ideas of opinions of the people directly or indirectly receiving services. In the article, Evaluating Batter Counseling Programs: A Difficult Task Showing Some Effects and Implications, a multisite evaluation was done and the participants were “administered a uniform set of background questionnaire, personality inventory (MCMI-III; Millon, 1994), and alcohol test (MAST; Selzer, 1971)” (Gondolf, 2004). Therefore, given the research opinions of the clientele over the four sites and let the researcher know what treatment is working and not working. Therefore, the conclusion of the program evaluation “the batterer programs, in our evaluation, appear to contribute to this outcome— there is a ‘‘program effect.’’ (Gondolf, 2004).  “Referral to the gender-based, cognitive–behavioral programs, moreover, seems to be appropriate for the majority of men” (Gondolf, 2004).

 

What contribution does each of these types of research make to the counseling field?

 

The contribution that efficacy research makes to the counseling field is that there is scientific data that the interventions used with the client will work; if they are utilized correctly by the client. Efficacy research gives the counselor confidence in providing treatment inventions for the client because it will help in the client’s mental health. Program evaluations aid the counselor in what intervention are working and not working for the client population they serve. Program evaluations make sure the agency has the client’s best interest in mind and the agency is using the best intervention and treatment planning to service their client. Program evaluation helps the counselor increase their knowledge base of treatment, interventions, assessments, and diversity for the clients they serve. “Counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. Counselors maintain their competence in the skills they use, are open to new procedures, and remain informed regarding best practices for working with diverse populations” (APA, 2014).

 

 

 

What is a point from any of the articles that you can apply in your current work setting or your ideal counseling fieldwork setting?

 

 

 

A main point that stood out to this learner was the subjectivity of the program evaluation. “Evaluation is, consequently, not an objective or purely scientific process that produces unbiased and conclusive results”. In this view, a program evaluation is a process with a subjective outcome”. This the research must be careful not to impose if owes values and views when evaluating a program from interpreting the data that is given. According to ACA Code of Ethics (2014), standard a.4.b. states “Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature”.

 

 

 

References

 

American Counseling Association (2014). Code of Ethics. Alexandria, VA: Author.

 

Cranes-Holt, K., & Bratton, S.C. (2014). The Efficacy of Child Parent Relationship Therapy for

 

Adopted Children with Attachment Disruptions. Journal of Counseling & Development,

 

92(3), 328-337. doi: 10.1002/j.1556.6676.2014.00160.x

 

Gondolf, E. W. (2004). Evaluating Batter Counseling Programs: A Difficult Task Showing

 

Some Effects and Implications. Aggression and Violent Behavior, 9(6), 605-631. doi:

 

10.1016/j.avb.2003.06.001

 

Sherpis, Young, & Daniels (2010). Current View: US Counseling Research: Quantitative,

 

Qualitative, and Mixed Methods. [Bookshelf Online]. Retrieved from:

 

https://bookshelf.vitalsource.com/#/books/9781323128015/cfi/0

 

 

 

2nd Peer Posting

 

U1D1_KDM Powell_Comparing Efficacy Research and Program Evaluation

 

Differences

 

In working with efficacy research, involves general investigation to resolve the analysis of whether a certain program is effective (Royce, Thayer & Padgett, 2016) Evaluation of a program involves assessing whether the program is supplying what is needed by the client attain their goals (Royce, Thayer, & Padgett, 2016). Each has the purpose for a variety of reasons. Program evaluations are practical is do not rely on theory or academics to be performed and can evaluated for one person or a group (Royce, Thayer, & Padgett, 2016). The effectiveness of research offers the research the answers to understand if a program is doing what it was set out to do. The effectiveness or usefulness of a program can mean the difference between expanding a program or creating change.  Program evaluation looks at the efficacy of the research to determine if information supplied can be utilized in the program. With this in mind a program can be made better which ultimately make the people involved in the program get better service toward their needs.

 

Key strengths

 

Efficacy research digs deep through a process and looks at certain information presented can be something meaningful or misguided. The amount of information that is available can offer a clearer view of the course of actions that can be followed to make success of a client’s life in the participation of a program. The amount of research compiled offers information as to what are the pitfalls or viable assets to a program because if the research was done correct is could be replicated and come to the same conclusion which would produce validity in what found (Royce, Thayer & Padgett, 2016).  Understanding how the research was handled and what is revealed within that research can be effectively used as a viable representation to be used in future research.

 

In the regards to program evaluation, the program that may work in one setting may not work another setting even though client’s may have the same or similar program (Royce, Thayer, & Padgett, 2016). Program evaluation looks at how the program may relate to the clients in that particular setting. As mention with this evaluation, change can occur to be more beneficial. The developers and facilitators of a program can review if the interventions are used are what is best for their client population. Also, having the program based on research can assess what research was used to based their decision on the interventions being used.

 

Contribution

 

There are so many programs out there just as there is research out there. There are options that can be utilized to help in the counseling. There is one specific thing that stands out as being definitive in how and what interventions being used.  Gondolf (2004) maintains that what makes how effective a program is based on the interventions incorporated in the program.  Research and evaluation can set a program a part from all others. Gondolf (2004) believed that defining a program is a major issue. With use of research and evaluation, defining the program can dictate which client based that would be better served, the most suitable setting and effectiveness of the programs as whole.

 

Point

 

Information that is out there about evaluation of programs may not be entirely truthful. Gondolf (2004) expressed that producing definitive results can be overwhelming but also the results can be fabricated to produce validation. There should be consideration as to how the results are interpreted based on the research. Sometimes is good to do one’s own research and evaluation. Relying solely on other’s research and evaluation could put the good that one is trying to at risk as well as one’s reputation.

 

References:

 

David Royse, D., Bruce A. Thayer, & Padgett, D.K. (2016). Program Evaluation: An Introduction to an Evidence-Based Approach (6th ed.) Boston. MA: Cengage Learning.

 

Imagine You Are Interviewing For A Job You Really Want.

/in /by

The interviewer asks you the following question: “Explain a specific example in which you used critical thinking/problem solving strategies to solve a problem in the real world.”

  • What is your answer to the question?
  • Choose one classmate’s own response to the      interviewer’s question. If you are a job coach, what suggestions would you      make to maximize your classmate’s answer to the interview question?

This is the classmate’s response

Hello class and Professor,

My answer to this question would be the following, “when I was in the Navy, there were many times when I had to develop a strategy that would suffice for teaching a group of diverse individuals a specific technique.  In doing so, I was challenged with the task of having to use critical thinking skills in order to determine a method in which would provide the necessary information in a way that would be adequate for everyone that in the class.

Have a great week everyone.

Mike