Psychoanalysis And Psychodynamic Theory

/in /by

I need 150 words for each question and I want the references listed individually; and no plagiarized workplease

Topic 1 DQ 1

Messias (2014) outlined five epochs in the history of psychology. Consider the progression of these epochs and the factors that marked the end of one epoch and the beginning of the next. Which epoch do you believe to be the most significantly different from the one immediately prior? Why? How does this difference advance the field of psychology? Explain.

Topic 1 DQ 2

Derrida, Brault, and Naas (1994) asserted a philosophy of psychoanalysis that claims “madness” is not necessarily a disease, but a cognitive process lacking reason. Do you agree? Why or why not? Does the philosophy of Derrida, Brault, and Naas affirm or refute Freudian principles? Explain.

Topic 2 DQ 1

Freud started his theoretical postulations by studying patients with hysterical or conversion reactions. This led to his realization that his patients had conscious and unconscious aspects of memory. Why was this realization significant? How did this influence the development of the field of psychology? Explain.

Topic 2 DQ 2

What is the relationship between Freud’s notion of a “secondary system” and his abandonment of the “seduction hypothesis?” Do you believe his abandonment of the “seduction hypothesis” was the right choice for future of psychology? Why or why not?

Topic 3 DQ 1

What do you believe to be optimal stimulation and optimal frustration during Freudian psychosexual stages? Support your view.

Topic 3 DQ 2

Is the topographical model a better model than Freud’s structural model? Why or why not?

Topic 4 DQ 1

Klein found different children have alternative psychosexual periods to that of Freud. Why was this significant in the rise of Neo-Freudian theory? Support your view.

Topic 4 DQ 2

Klein found different children have alternative psychosexual periods to those proposed by Freud such as girls in their oral stage who may turn to their fathers. Do you agree with Klein’s assertions? Why or why not?

Topic 5 DQ 1

Winnicott described “early processes” including integration, personalization, and realization. Which of these do you believe to be the most significant? Why?

Topic 5 DQ 2

Watts and Erguner-Tekinalp (2017) discussed how several Neo-Freudian approaches have been influenced by Alfred Adler’s theory. Does this rise of positive psychology signal the beginning of the decline of psychoanalytic theory? Why or why not?

Topic 6 DQ 1

In Chapter 13 of the textbook on page 482, Heinz Kohut (the Father of Self Psychology) is credited with expressing the notion of a “joyful creative activity” as important for analytic success. Given Kohut’s ideas, what do you believe are the best ways to achieve this state? Support your position with relevant literature and specific “real world” examples. (Be sure not to present information that might specifically identify any individual.)

Topic 6 DQ 2

Kirsch and Mertens (2018) found, through their neuroscientific research, biological correlates to Freudian drive states. Why do you believe these findings are significant in the evolution of psychoanalytic theory? Explain.

Topic 7 DQ 1

Review the De Carli et. al. (2018) study regarding psychoanalysis and empirical research. What were the findings? Do you agree with the findings? Why or why not?

Topic 7 DQ 2

Consider the information in Chapter 18 of the Ellman text. What points do you believe are the most useful for conducting dissertation research? Why?

Topic 8 DQ 1

Bruno, Dell’Aversana, and Guidetti (2018) discussed how they used gaming theory and psychoanalytic approaches to better understand how to teach conflict management within an organization. Does this alter your view (positively or negatively) of Neo-Freudian and psychodynamic theory? Why or why not?

Topic 8 DQ 2

Consider the four major areas of psychoanalytic theory addressed in this course. Which of these, if any, do you believe will be of help to you as you consider the theoretical foundation and other aspects of your dissertation? Why?

Discussion On Cultural Immersion Paper

/in /by

ASSIGNMENT 2 – FORUM

THE JEWISH RELIGION 

Cultural Immersion Project – Part 2 Forum Instructions

Based on the Cultural Immersion Project – Part 1 and Part 2 Paper, you will share some of your experience in the Cultural Immersion Project Forum. You will tell your classmates of the culture you are exploring, discuss with them some of the most interesting things you experienced in the events you attended, and describe any emotional reactions you had. Describe any challenges you anticipate for the final portion of this project (Part 3). First-person perspective is acceptable; integrate a Christian worldview and biblical themes as appropriate. Your thread must be at least 350 words. Do not attach your paper.

You will interact with at least 2 classmates who explored a different culture. Your replies must be at least 200 words each.

Discussion Response

Victoria 

Cultural Immersion Forum

For my cultural immersion project, I chose to focus on the African American population. A substantial amount of the research I read discussed the importance of spirituality to the African American population. In fact, researchers have found that African Americans are five times more likely to utilize spiritual coping mechanisms (such as prayer) when they experience depression or other chronic conditions (Lewis, Hankin, Reynolds, & Ogedegbe, 2007). Additionally, many African Americans state that spirituality is a source of solace, hope, meaning, and forgiveness when they experience oppression (Lewis et al., 2007). Due to these findings, I chose to observe a church service at a local African American church. The pastor encouraged everyone to hold onto the assurance that the light of God will always ultimately overpower the darkness of this world. He closed his message by reminding everyone that God is always with them and ready to help in their time of need. Congregants were encouraged to engage in the same spiritual coping tools (such as prayer, fellowship, etc.) that researchers have identified as being commonly used by this community.

The second event I observed was a march and rally that protested police brutality and the death of Mr. George Floyd. I was very anxious about how the event would go and also how to sensitively discuss the issues the protest was focusing on. However, I quickly found that the individuals that I spoke to were happy to discuss their perspective on the issues with me. No one expected me to be an expert, but rather, just appreciated me approaching the conversation as humbly as I could and viewing it as an opportunity to learn. I was very fortunate to witness a peaceful event that (in my opinion) reflected many biblical principles. As Christians, we know and believe that every person on this earth is made in the image of God. One verse that stuck with me was from the book of Galatians: “There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.” (Galatians 3:28, NIV). We are all called to extend the love of Christ to every person. God makes it clear that no race is “greater” or “superior”. As Christians, we have a duty to live this truth out and be sure that we are setting an example for the world to follow.

The main challenge that I am anticipating with Part 3 of the project is that I will probably still feel anxious about whether or not I am being culturally sensitive enough as I conduct my final interview.

Reference

Lewis, L. M., Hankin, S., Reynolds, D., & Ogedegbe, G. (2007). African american spirituality: A process of honoring god, others, and self. Journal of Holistic Nursing, 25(1), 16-23. https://doi-org.ezproxy.liberty.edu/10.1177/0898010106289857

Paul 

Cultural Immersion

Hey All-

For my project I am working with the homeless population in and around northeastern NJ.  It has been extremely difficult since we are the epicenter of Covid-19 and basically all shelters and soup kitchens have closed down rendering this vulnerable population in an even more precarious situation.  One of the most interesting things I am learning through this immersion project is the desire for some of the homeless population to stay ‘homeless’ even when offered housing options.  Many of these men and women prefer the freedom that the streets provide as opposed to the rules and regulations that they must abide by in order to remain in housing projects or apartments.  This is interesting to me and reinforces the power of getting to know someone and empathizing with them to hear their story before simply trying to ‘fix’ them or help them with the next steps that I as a counselor feel they should take.

Another point of learning has been the extraordinary generosity and how the homeless group I am working with looks out for one another, shares what they have amongst each other and gives to those less fortunate than they are.  It is powerful to see the ‘sub-group’ with its norms and unwritten rules among this group of individuals.  Sadly, some of their interactions with each other seem more like a church then the church.

Overall, I am learning a ton while being socially distanced from the lost and the least of northern New Jersey.  So many people are stepping up and helping this group out that it has been an overwhelming display of God’s grace through people even during this crisis time in our state and nation.  I am thankful to be on the front lines of God’s grace being displayed in such tangible ways to such beautiful, messy, and valuable people who bear the image of their creator in so many ways.

Controversial Punishment Procedures-Contingent Electric Shock/Stimulation

/in /by

Controversial Punishment Procedures ( Contingent Electric Shock)

Turnitin report less than 25% SAMPLE PAPER and Grading Rubric Provided!

In a prior assignment, you considered some “controversial treatments.” Perhaps there is no more controversial treatment than the use of highly aversive punishment procedures for children and adolescents, especially those with disabilities. Some behavior analysts strongly oppose the use of aversive punishment procedures . Other behavior analysts weigh the short-term discomfort to the client associated with such procedures against the potentially long-term relief from pain and risk to the client that may occur if dangerous behaviors are not effectively decreased or stopped so that more appropriate skills can be taught.

Conduct a search for information on aversive procedures being used with children and adolescents. Cite the source and describe the treatment. Prepare 3–4 pro statements that might be given to support the use of the treatment. Also, prepare 3–4 con statements that might be given to oppose the treatment. Finally, give your own opinion. Discuss relevant ethical compliance code elements that you have learned in this course thus far. Submit this assignment for grading and feedback from your instructor.

Writing Requirements

To achieve a successful project experience and outcome for your Controversial Treatments paper, you are expected to meet the following requirements:

  • Written communication:
    • Prepare an outline of your key points and related comments before constructing your document.
    • Check grammar and spelling using your software’s editing tools.
    • Practice the correct use of the ABA terminology that you have learned, where appropriate.
    • Edit carefully to remove out-of-place or extraneous content. The final product should clearly communicate your points in a concise and efficient manner. This is an important skill to practice for becoming an effective behavior analyst. Remember that others (for example, teachers, parents, caretakers, and managers) often will have only a few precious minutes or seconds to hear or read your comments.
  • Paper expectations:
    • Write a paper of no less than 750 words and no more than 1,000 words of content, excluding the cover page and references.
    • Use double spacing with one-inch margins.
    • Use Times New Roman, 12-point font. Use underlining, italics, and bold highlights sparingly.
  • List of references: Include at least one reference from a professional journal or text, Web site, or other resource. In some cases, you will be directed to provide additional references or information.
  • APA format: Format the paper (including references according to APA (6th edition) style and formatting guidelines.Running head: CONTINGENT ELECTRIC STIMULATION

     

    [Type text] [Type text] [Type text]

     

    6

    CONTINGENT ELECTRIC STIMULATION

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Controversial Punishment Procedure: Contingent Electric Stimulation

    Grecia Gaviria

    PSY7705

    Capella University

     

    Punishment is often considered bad. However, learning from consequences aversive to us (pain, discomfort, loss of reinforcement) has survival value for individual organisms and for the specie (Cooper, Heron, & Heward, 2007). Punishment is a natural phenomenon that teaches us not to engage in behavior that produces harm. In behavior analysis punishment is one basic principle of operant conditioning and behavior analysts design behavior-change programs utilizing punishment procedures that are conceptually consistent with behavior-analytic principal (code 4.01 conceptual consistency). However punishment is poorly understood, often misapplied and its applications can be controversial (Bailey & Burch, 2011; Cooper, Heron, & Heward, 2007).

    Punishment occurs when behavior is followed by a stimulus change that decreases the likelihood of that behavior to occur in the future. Positive punishment occurs when the aversive stimuli are presented immediately following the behavior (Cooper, Heron, & Heward, 2007). For example, the pain experienced by a person who fell after running on slippery floor is a form of positive punishment. The aversive stimuli (pain) will reduce the probability of that person engaging in the behavior that caused it (running) under similar circumstances (wet surface) in the future. Negative punishment involves the termination of an already present stimulus following the behavior that results in the decrease of that behavior occurring in the future. For example, a child who is removed from a play area for pushing a peer in which case the child loss access to positive reinforcement for a specific amount of time.

    Self-injurious behaviors (SIB) are considered the most persistent form of challenging behaviors in people with intellectual disabilities resulting in negative consequences that impact the overall functioning of the individual. Challenging behaviors such as SIB are also related to reduced access to education, limited social interaction with peers and significant increase in family stress. If left unmanaged these behaviors are likely to lead to more restricted interventions (psychotropic medications, seclusion, physical restraint, and placement in residential care facilities). SIB may also lead to abrasions, bruising, tissue damage hair loss, detached retina, and even death (Minshawi, Hurwitz, Fodstad, Biebl, Morriss & McDougle, 2014; Oorsouw, Israel, Heyn & Duker, 2008).

    One punishment procedure surrounding a lot of controversy is the use of contingent electric stimulation. This involves the presentation of a brief electrical stimulus immediately following an occurrence of the problem behavior. One of the most thorough researched and carefully applied procedures for implementing punishment by electric stimulation is the Self-Injurious Behavior Inhibiting System, SIBIS. (Cooper, Heron, & Heward, 2007; Linscheid, & Reichenbach, 2002; Salvy, Mulick, Butter, Bartlett & Linscheid 2004; Oorsouw, Israel, Heyn & Duker, 2008). As a practitioner in the field of behavior analysis I believe this procedure should only be considers when there is short-term discomfort to the client against the potentially long-term relief from pain and risk to the client that may occur if dangerous behaviors are not effectively decreased so that more appropriate skills can be taught.

    Various studies have investigated the effects of SIBIS. Children and adolescents in these studies were removed from school and no longer received other services because of the severity of their behaviors (Salvy, Mulick, Butter, Bartlett & Linscheid 2004; Oorsouw, Israel, Heyn & Duker, 2008). Because this type of punishment procedure is considered by many to be one of the most intrusive behavioral interventions, researchers considered this type of punishment procedure for the children and adolescent involved only after several alternative behavior reduction techniques had been implemented and failed to reduce the target behavior. Injury risk associated with SIB and stress levels of the family are also considerations for the need of effective rapid treatment such as SIBIS. Such like in previous studies in which SIBIS has been found to be effective for decreasing SIB, behavior analysis must be skilled in implementing the treatment. They should always provide appropriate training to those involved in the therapeutic process, oversee every procedure and follow up after a criterion for treatment success has been reached to ensure therapeutic effects remain after the removal of SIBIS. These steps are in compliance with several ethical codes such as 2.09 treatment and/intervention efficacy, 4.0 individualize behavior change program, 4.11 discontinuing behavior-change programs and behavior-analytic services, 2.02 responsibility, 2.03 consultation, 4.06 describing conditions that interfere with implementation, and 4.08 consideration regarding punishment procedure of the professional and ethical compliance code for behavior analyst (Bailey & Burch, 2011).

    The presentation of aversive stimuli may generate new challenging behaviors that may compete with the acquisition of the target behavior. Some side effects associated with punishment are: elicited aggression or other emotional responses and escape or avoidance. The use of punishment may also be reinforcing for the person using it thus misuse or overuse of the procedure may happen (Cooper, Heron, & Heward, 2007). In a study that addressed the side effects of contingent shock therapy with a group of nine participants with severe SIB and aggressive behavior no negative side effects were observed. The participants’ ether significantly improved or did not show any change (Oorsouw, Israel, Heyn & Duker, 2008).

    Studies have also demonstrated the durability of punishment effect when neutral stimuli are paired with punishing stimuli to produce conditioned properties. For example if SIBIS was paired with the word “no hit”, even after SIBIS terminated the effects of it were still seen when only the words “no hit” were used (Salvy, Mulick, Butter, Bartlett & Linscheid 2004).

    Overall punishment is part of behavioral sciences, as behavioral analysts we should acknowledge that punishment procedures could be beneficial only in circumstances in which it is necessary and detrimental for the individual at risk. Contingent electric stimulation should be considered after other procedures have failed. Since many ethical issues arise in treatment with the use of punishment interventions, such as ensuring the clients’ rights and dignity and providing treatment that are both appropriate and timely, behavior analyst must make sure they oversee the process. Additionally, behavior analyst should ensure that during the process they are in compliance with the professional and ethical compliance code for behavior analysts.

     

     

     

     

     

    References

    Bailey, J. S., & Burch, M. R. (2011). Ethics for behavior analysts (2nd Expanded edition). New York: Routledge

    Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

    Linscheid, T. R., & Reichenbach, H. (2002). Multiple factors in the long-term effectiveness of contingent electric shock treatment for self-injurious behavior: A case example. Research in Developmental Disabilities, 23, 161–177.

    Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J. (2014). The association between self-injurious behaviors and autism spectrum disorders. Psychology Research and Behavior Management, 7, 125–136. http://doi.org/10.2147/PRBM.S44635

    Oorsouw, W. V., Israel, M., Heyn, R. V., & Duker, P. (2008). Side effects of contingent shock treatment. Research in Developmental Disabilities, 29(6), 513-523. doi:10.1016/j.ridd.2007.08.005

    Salvy S-J, Mulick JA, Butter E, Bartlett RK, Linscheid TR. (2004). Contingent electric shock (SIBIS) and a conditioned punisher eliminate severe head banging in a preschool child. Behavioral Interventions, 19 (2):59–72

PSYCH Case Study Project—Brain And Behavior; Sensation And Perception

/in /by

Last week you submitted the first part of your case study, which involved writing an introductory paragraph about your chosen individual and finding an article in the Walden library to support your analysis of that person. You are now ready for the next phase of your Final Project.

This week you will continue working on your project by applying the concepts you learned in Week 2 (Brain and Behavior; Sensation and Perception) and Week 3 (Learning and Memory) to your chosen case study.

Your Assignment submission this week should include:

1. What you wrote about your chosen individual that you submitted in Week 2.

2. An explanation of how the concepts from the three major course topics apply to your chosen individual. Be sure to include information from the readings about brain and behavior, sensation and perception, learning and memory.

Incorporate any feedback your Instructor provided to the summary of your individual last week. Your submission this week should be 3 to 5 pages in length.

Refer to the Interactive Case Study media, Final Project Example document, and Final Project Template to guide your work. You will find these in this Week’s Learning Resources. Please remember that the Final Project Example document is just an example. You may not copy any text from this document for use in your own project. All writing in your project must be your own original work.

Y

our Assignment will be graded on the components below. Remember to refer to the required textbook readings from last week and this week to guide you. Also, each section needs source integration to support your comments. For more specific details refer to the Assignment Rubric located in the Course Information area.

· Paragraph summarizing individual (5 points)

· Application of information about Neuroscience and Behavior to your chosen individual (20 points) For example, what are some possible brain-based causes for your individual’s behavior?

· Application of information about Sensation and Perception to your chosen individual (20 points) For example, how is your individual experiencing the world through their five senses?

· Application of information about Learning and Memory to your chosen individual (20 points) For example, what examples of classical or operant conditioning do you see in your individual’s life?

· Quality of writing (15 points)

Allen Whitcomb Reports:

· 47 years old; married with two children in college

· Has been healthy all his life, but recently had a bad car accident and lost a leg; he was texting while driving

· Reports that the car that hit him appeared to be farther away and moving slower than it was

· Reports chronic pain since the accident; and takes over-the-counter medications to reduce discomfort

· Reports that his trouble at work is due to pain, but therapist thinks he has anxiety because his mother always said he wasn’t good enough

· Believes he can succeed at work if he can “get it together”

· Is color blind

· Says his heart rate increases when he hears the song that was on the radio when he got in the accident; this also happens when any similar-sounding song plays

· Has gained 20 pounds since the accident and is trying to lose it

· He knows his wife loves him no matter what; he believes she can do no wrong

· Thinks all managers at work are unfair and overly directive

· Feels people think of him as disabled and treat him differently because of his injury

 

Allen Whitcomb Reports:

47 years old; married with two children in college

Has been healthy all his life, but recently had a bad car accident and lost a leg;

he was texting while driving

Reports that the car that hit him appeared to be farther away and moving slower

than it was

Reports chronic pain since the accident; and takes over-the-counter medications

to reduce discomfort

Reports that his trouble at work is due to pain, but therapist thinks he has anxiety

because his mother always said he wasn’t good enough

Believes he can succeed at work if he can “get it together”

Is color blind

Says his heart rate increases when he hears the song that was on the radio

when he got in the accident; this also happens when any similar-sounding song

plays

Has gained 20 pounds since the accident and is trying to lose it

He knows his wife loves him no matter what; he believes she can do no wrong

Thinks all managers at work are unfair and overly directive

Feels people think of him as disabled and treat him differently because of his

injury

 

Erin Whitcomb (Allen’s Wife) Reports:

He is always seeking a calm, quiet environment.

He always seems on edge.

She describes him as quiet, tense, anxious, and unfriendly.

He has never had many close friends.

She loves him no matter what.

He watches television a lot since the accident and treated her unkindly after

watching violent television shows, but he seems to feel bad and is trying to stop

that.

She encourages him to remain as active as possible.

She wants him to contribute to the family, community, and society.

 

Dawn Taylor (Allen’s Therapist) Reports:

He has difficulty sleeping, has continued pain after the accident, and reports

feelings of sadness and fatigue.

Therapist is teaching him to control his heart rate and breathing when he feels

stressed.

He remembers how to drive a car, but cannot remember the accident itself,

except for the song that was playing when it happened.

Therapist has told him to smile more throughout the day to help improve his

mood.

Therapist is encouraging him to take online classes to develop his sense of selfworth and feelings of contributing to the greater good.

 

Mark Flowers (Allen’s Manager) Reports:

Allen works the night shift but is having attendance problems, frequently showing

up late and calling in sick.

Manager is setting attendance goals with him and he is working toward earning

lunch for his team based on timely attendance.

Since Allen returned to work after his accident, the filing system has changed

and he now frequently gets confused.

Allen has trouble remembering information for more than a few seconds.

Allen is frequently late to work.

Allen performs better when he is working with the rest of his team.