Stages Of Group Therapy

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**PSYCHOLOGY WRITERS ONLY**

 

A simple way to remember the stages of group therapy is as follows: form, storm, norm, perform, and adjourn. For its members, a therapy group begins with the group’s first gathering (form). Early meetings are frequently accompanied by some level of conflict (storm) as members learn to work together and establish the “rules” of the group. As members become more comfortable with the process (norm), their ability to work toward a common goal improves (perform). This is when the bulk of the therapy group’s productivity occurs. Finally, when the desired results have been achieved, the group terminates (adjourn). There are more scientific names associated with these stages, and there can be sub-stages, as well, but the underlying concepts of progression and change over time remain the same.

Effective therapy group leaders should be aware of what clients may be feeling during particular stages of group therapy and know techniques to help the group members move throughout the various stages. In addition, therapy group leaders need to be aware of group dynamics, including recognizing how therapy groups get stuck, as well as why and how to help groups move through barriers. At times a group leader might let the group work through its own problems, but, at other times, the leader needs to be proactive and take control of the therapy group.

For this Discussion, select one of the stages of group therapy. Consider the key characteristics of the stage you selected and how you might identify that stage during the therapy process. Also, think about the steps you might take to smoothly transition therapy group members to the next stage.

With these thoughts in mind:

 

WRITE a brief description of the stage you selected. Then, explain how you might recognize this stage in the therapy process (e.g., what you would do or say during this stage, what therapy group members would do and say during this stage). As the group therapy leader, explain what you might do in order to transition the group to the next stage. Provide examples to support your response.

**STAY ON TOPIC**

Early Childhood Development. Using A Developmental Checklist

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CE300: Observation and Assessment in Early Childhood

Using a Developmental Checklist

 

Video:

http://media.pearsoncmg.com/pcp/pls_0558982484/index.html?wf=1&item=3

 

If you have trouble reaching that page (if you use a pop-up blocker), try the following:

Go to http://media.pearsoncmg.com/pcp/pls_0558982484/index.html

Select the third video titled “Two Year Olds Playing With Toys”

 

After watching this week’s Web Resource video, Two Year Olds Playing with Toys , pick one of the children and complete the following:

 

Fill out the Developmental Checklist (attached).

 

Also answer the following questions:

1. Which child did you observe in the video to complete the Developmental Checklist?

2. What did you learn about this child’s development?

3. Identify other non-standardized assessments you would you like to complete. Explain why you selected the specific assessments and in what instance you would use these.

4. What are the advantages and disadvantages of using non-standardized assessments?

 

Reference text from the course textbook for this topic is also attached:

 

Hardin, B. J., Wortham, S.C. (2015) Assessment in Early Childhood Education (7th ed.).  [Vitalsource Bookshelf Online].  Retrieved from https://kaplan.bitalsource.com/#/books/9781323290804/

 

In-text citation: (Hardin & Wortham, 2015)

Developmental Checklist

(By age two)

 

Child Name_________________________________ Age__2_______________

 

Observer__Lew Wirt________ Date__September 27, 2016___

 

 

Does the child… Yes No Comments

 

Walk alone? _____ _____

Bend over and pick up toy without falling over? _____ _____

Seat self in child-size chair? _____ _____

Walk up and down

stairs with assistance? _____ _____

Place several rings on a stick? _____ _____

Place five pegs in a pegboard? _____ _____

Turn pages two or three at a time? _____ _____

Scribble? _____ _____

Follow one step directions involving something

familiar (e.g.: give me ____) _____ _____

Match familiar objects? _____ _____

Use spoon with some spilling? _____ _____

Drink from a cup holding it with one hand? _____ _____

Chew food? _____ _____

Take off coat, shoe, and socks? _____ _____

Zip and unzip large zipper? _____ _____

Recognize self in mirror? _____ _____

Refer to self by name? _____ _____

Imitate adults in play? _____ _____

Help put things away? _____ _____

Ask for desired items by name? _____ _____

Answer to question “What’s that?” _____ _____

Make some two word statements? _____ _____

1. Which child did you observe in the video to complete the Developmental Checklist?

 

2. What did you learn about this child’s development?

 

 

3. Identify other non-standardized assessments you would you like to complete. Explain why you selected the specific assessments and in what instance you would use these.

 

4. What are the advantages and disadvantages of using non-standardized assessments?

 

 

 

 

References:

 

Allen, K.E. & Marotz, L.R. (2003). Developmental profiles: Pre-birth through twelve, 4th ed.

Clifton Park, NY: Delmar Learning.

 

Hardin, B. J., Wortham, S.C. (2015) Assessment in Early Childhood Education (7th

ed.).  [Vitalsource Bookshelf Online].  Retrieved from

https://kaplan.bitalsource.com/#/books/9781323290804/

Psychoactive Drugs and Their Effects on the Brain

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Psychoactive Drugs
and Their Effects on the Brain

Please choose one of the cases to review.

Your roommate Gretchen has had chronic pain issues since she broke her back in a car accident about a year ago. You know that she finished her prescription pain killers at least three months ago, but you’re suspicious she’s been taking something else. Quite frequently you find Gretchen passed out in her room, and when she is awake, she doesn’t seem to care about much. She stopped going to class and says her pain is way better than it was a few months ago. You got really worried last week when you found a syringe laying on the bathroom floor and then found out from your landlord that Gretchen never paid her share of the rent. What drug is Gretchen on?

 

Choose at least 4 of the following questions to discuss:

1. What drug has the individual in this case been using? What led you to believe this?

2. What are the subjective effects of the drug (i.e., what has a person reported feeling after using the drug)?

3. What receptors, transporters, or neurotransmitters could be involved? How does the drug affect these receptors, transporters, or neurotransmitters?

4. Provide at least one relevant website concerning the drug in question.

5. Is this drug addictive? What are the consequences of continued use of this drug?

6. Putting yourself in the role of a professional counselor or biological psychologist, what advice do you have for concerned family or friends of someone using this drug?

Mini Cases in Psychoactive Drugs and Their Effects on the Brain  by Darlene Mitrano

Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally
published September 2, 2011.

Psychoactive Drugs and their Effects on the Brain

You made plans with your friend Jason to order some pizza and watch the new Transformers movie. When you arrive at Jason’s apartment you smell a distinctive odor in the hall. When you open his door, a smoky cloud lingers in the living room. Jason has invited his cousin Max over and they seem to have been smoking something. Their eyes are red, they seem extremely relaxed, and there are food and candy wrappers all over the place. Jason says that he totally forgot you were coming over, but you should stay and hang out anyway. What have Jason and Max been smoking?

Choose at least 4 of the following questions to answer:

1. What drug has the individual in this case been using? What led you to believe this?

2. What are the subjective effects of the drug (i.e., what has a person reported feeling after using the drug)?

 

3. What receptors, transporters, or neurotransmitters could be involved? How does the drug affect these receptors, transporters, or neurotransmitters?

4. Provide at least one relevant website concerning the drug in question.

5. Is this drug addictive? What are the consequences of continued use of this drug?

6. Putting yourself in the role of a professional counselor or biological psychologist, what advice do you have for concerned family or friends of someone using this drug?

 

Mini Cases in Psychoactive Drugs and Their Effects on the Brain  by Darlene Mitrano

Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally
published September 2, 2011.

Case Study on Split My Brain

Please click on the following link: http://sciencecases.lib.buffalo.edu/cs/files/split_brain.pdf 

Please choose at least 4 of the following questions to discuss:

1. What is Rasmussen Syndrome (what are its history, symptoms, prognosis, etc.)?

2. What structures or abilities of the brain are concentrated in the areas of the left hemisphere that would be removed in the hemispherectomy?

3. Other than reducing his seizures, how else might Jerrod’s thinking or behavior be affected by losing these parts of his brain?

 

4. What types of abilities would he still retain, because the brain structures would remain intact?

 

5.  What might the family do to help Jerrod recover after such a surgery?

 

6.  If Jerrod had the surgery, would his level of functioning get better, worse, or stay the same over time?

 

7.  What other kinds of questions would you have about the surgery? Can you find the answers, i.e., provide a website, etc.?

 

8. What decision do you recommend to the family? Why or why not go ahead with surgery?

Speak Up:  Bob’s Case

Bob is a 33-year-old right-handed man who was recently found sprawled on the floor by his wife. When he woke, he was dragging his right leg, had a right facial droop, and didn’t appear to understand anything said to him. After being rushed to the ER, the doctors diagnosed a dense right hemiparesis (weakness). Doctors also noticed that while his speech was rapid and fluent, he was quite unintelligible. He showed no slurring
or stilting of his speech, and his overall articulation was fine. Bob had absolutely no trouble getting words out—the problem was that once they were out they made no sense!

During his neuropsychological assessment, his doctor asked him to repeat sentences such as “will you answer the telephone?” More often than not, he would answer the questions (“yes I will” or “no, it’s on the ground”)
rather than repeat the sentence. His spontaneous speech was filled with neologisms (made-up words) and jargon. In fact, one of his doctors commented that Bob’s speech was reminiscent of the “Jabberwocky” poem by Lewis Carroll (i.e., “Twas brillig, and the slithy toves … Did gyre and gimble in the wabe”).

Bob was unable to comprehend written text or write coherently (his written work read much like his spoken words sounded; fluent but empty). And, to all intents and purposes, Bob seemed completely unaware of his condition.

For more information on parts of the brain that might be affected:  Go to:http://sciencecases.lib.buffalo.edu/cs/ enter Speak Up in the Search box download the cases, then scroll down to pages 8 and 9.

Please discuss the following: 

 

1. What condition or conditions (there may be more than one possibility) are being described in this case? Let us know why you think this is the case, and provide one website that might justify your position.

2. What brain area or area(s) may be involved (be sure to consider which language functions are compromised too, and be specific as to which hemisphere)? How should they function normally?

3. What could be causing this dysfunction?

4. What do the patient’s symptoms tell you about his/her language abilities and how they may be impaired?

 

Speak Up! Mini cases by Antonette R. Miller

Case copyright © by the National Center for Case Study Teaching in Science. Originally published April ,  at
http://www.sciencecases.org/mini_aphasia/mini_aphasia.asp

Selecting the Perfect Baby

Read the case at:

http://sciencecases.lib.buffalo.edu/cs/files/genetic_selection.pdf
Answer question 10 (required), and your choice of at least 3 additional questions.

1. How could baby Sally inherit Fanconi anemia even though neither parent suffers from it?

2. What other illnesses or developmental disabilities can be inherited in this way?

3. What are the odds that the Shannon’s second child would also have this disease?

4. What are the basic processes of IVF and PGD?

5. What risks are involved in this whole procedure?

6. How could a sibling’s blood help cure Sally?

7. How could PGD be used to create that sibling?

8. What is so unusual about the PGD proposed by the Shannons?

9. What are some ethical issues related to the use of IVF? What are some ethical issues related to
the use of PGD? What do you think about those issues?

10. What do you think the research team should do? What should the Shannons do?

 

 

Case Study APA Code Of Ethics Outline

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Okay here is my case study

 

Case Study 10-53: Zena Freeman is a contention between a student and her male teacher (Dr. Macho Mann ) Organizational Psychology course. She goes to her teacher requesting help understanding specific organizational psychology research ideas. Educator Macho Mann remarks his student that women don’t have a place in the course since they are not suited for the field and exclusively decline to answer her questions, yet he kept on criticizing her and the female sex overall. He went ahead about how women are inadmissible for function in the business world and utilized her issues understanding specific ideas as his proof to help this. A way to deal with breaking down this case study would be analyzing why a renowned teacher wants to disparage his student looking for his assistance and clarifying which ethical and moral violations he has supported.

Ethical Conflict was::

 

The main ethical conflict includes the standard of “Human Relations” and the guideline of “Regard for People’s Rights and Dignity.” The standard of human relations incorporates sexual harassment, unfair discrimination, exploitative relationships, and avoiding harm. These were available for Zena’s case. Zena was subjected to unfair discrimination exclusively because she is a girl. She was likewise subjected to a type of sexual harassment. Although there were no immediate sexual references or inappropriate touching, she is sexually harassed by Macho Mann’s attempt to keep her in a subordinate position by exclusion and ridicule (Koocher, 2016). The Respect for People’s Rights and Dignity is described as respecting the dignity and worth of all people, their right to privacy, confidentiality, and self-determination. Be aware of, and respect cultural and role differences, and don’t willingly participate or condone activities of others based on prejudices (“Ethical Principles of Psychologists and Code of Conduct.”, 2017).

INSTRUCTIONS FOR HOMEWORK

in this milestone, apply the APA Code of Ethics to your chosen case study vignette and expand the outline of your final case study analysis paper you began in Milestone Two.

The APA Code of Ethics Principles a. Identify and define all five principles b. Highlight, bold, or summarize all that might apply to your case study vignette’s ethical conflict c. Justify why highlighted or bolded principles apply to your case study vignette’s ethical conflict 6. The APA Code of Ethics Standards a. List and define all ten standards b. Highlight, bold, or summarize all that might apply to your case study vignette’s ethical conflict c. Justify why highlighted or bolded standards apply to your case study vignette’s ethical conflict 7. Statement of Culture and Social Orientations in the Case Study

I posted a sample code of ethic outline paper below

MILESTONE THREE 5

 

Running head: MILESTONE THREE 1

 

 

 

 

 

Milestone Three

Personal Value System Ethical Conflicts

Susan Prather

PSY-570 Ethical Practice in Psychology

Dr. Andrea Felch

October 8, 2017

 

 

 

 

 

 

 

 

 

 

 

APA Code of Ethics Prinicples

There are five principles of the American Psychological Association (APA). Each was written to be a guideline for psychology professionals to follow to ensure decisions and advise given have the clients’ best interest in mind.

Principle A: Beneficence and Nonmaleficence – Psychology professionals make every effort to only benefit those they work with, and to do no harm. Psychologist take extra precaution to safeguard associates and others their work may effect, and resolve conflicts that occur in ways that minimize harm to those involved (American Psychological Association, 2017).

Principle B: Fidelity and Responsibility – Psychology professionals establish and maintain trusting relationships with coworkers, stay aware of their professional responsibilities to their communities and society as a whole, and minimize conflicts of interest by upholding professional standards consulting other professionals when necessary (American Psychological Association, 2017).

Principle C: Integrity – Psychology professionals only report and promote accurate findings and support those colleagues in which do the same in their teachings and practice. Psychology professionals make efforts to keep promises and when techniques are used in which causes mistrust, a psychology professional must work to mend that trust, and do no harm (American Psychological Association, 2017).

Principle D: Justice – Psychology professionals understand that all persons, no matter what; are entitled to fairness and justice and should benefit from all psychology has to offer. Psychology professionals use and exercise reasonable judgment and are careful not to allow their potential biases to interfere with their work, and to only work within the boundaries of their competence (American Psychological Association, 2017).

Principle E: Respect for People’s Rights and Dignity – Psychology professionals respect the dignity and worth of all people, no matter of culture, occupation, sexual orientation, race, gender, gender identity, socioeconomic status, or any other factor, nor do they knowingly participate in activities that do (American Psychological Association, 2017).

In the case vignette, Dr. Qualm is facing ethical conflicts with the following principals. Principle A – psychology professionals have a responsibility to do no harm and to not their biases interfere with their profession. If Dr. Qualm does testify, Mr. Beastly may not be sentenced to death; and if he does not testify; he may be sentenced to death. Dr. Qualm is also facing an ethical conflict with Principle B could be affected by him not testifying, since he is an expert in the field.

Another ethical conflict in regard to Dr. Qualm is Principal D- will justice really be served if he does not testify on behalf of the defendant? It is a mental health professional’s obligation to make sure that his decision are just to all those involved; including ones that he does not agree with. The last Principal tenet that Dr. Qualm has an ethical conflict with is Principal E. By not testifying, Dr. Qualm is not respecting the rights and dignity of an individual that deserves it just like any other individual.

APA Code of Ethics Standards

In addition to the Code of Ethical Principals, there are ten standards the APA believes psychological professionals should practice.

Standard 1: Resolving Ethical Issues – Professionals should maintain a professional decorum when there is an ethical issue with another colleague, including discrimination and retaliation towards colleagues that file a complaint (American Psychological Association, 2017).

Standard 2: Competence – Psychological professionals unless emergency, should refer clients to other professionals in which is more capable and competent. Only in cases of emergency, should a psychology professional treat a client outside of their necessary training (American Psychological Association, 2017).

Standard 3: Human Relations – Professionals should follow when it comes to multiple relationships, discrimination, harassment including sexual harassment, and other rights that should be bestowed to clients (American Psychological Association, 2017).

Standard 4: Privacy and Confidentiality – Psychological professionals are to secure private and confidential information and keep information out of the hands of anyone that could do the client harm, keeping the clients’ best interest in mind (American Psychological Association, 2017).

Standard 5: Advertising and Other Public Statements – Psychology professionals are responsible for any advertising statements done on their behalf, be them true or false. Descriptions of seminars and workshops need to be accurate (American Psychological Association, 2017).

Standard 6: Record Keeping and Fees – Psychology professionals are to maintain their client files, must not misrepresent their fees, if they agree to bartering with a client, standard 6 stipulates in which ways bartering is appropriate (American Psychological Association, 2017).

Standard 7: Education and Training – Courses and teachings should be accurate and students and or supervisees are not required to give personal information in coursework (American Psychological Association, 2017).

Standard 8: Research and Publication – Provide true and accurate information to their institution if required to seek permission to conduct research, signed consent, as well as an understanding when it comes to deception in research (American Psychological Association, 2017).

Standard 9: Assessments – Appropriate use of assessments, when and how to release scores from assessments, as well as making sure obsolete assessments are not used (American Psychological Association, 2017).

Standard 10: Therapy – A standard that explains to professionals when it is not appropriate to engage in a therapeutic relationship with clients, explaining professionals not having sexual relations with clients and making sure to get signed consent when necessary (American Psychological Association, 2017).

Standard three addresses the issues of human relations. If Dr. Qualm does not testify for the defense, he is, in essence, discriminating against the defendant because of his socioeconomic status, and the ideological foundation for his trial. Although the case does not designate the race of either Dr. Qualm or Herman Beastly, Mr. Beastly is accused of raping and murdering a young female; and therefore, his social (and sexual) orientation is also on trial while incarcerated awaiting the outcome throughout the trial.

 

 

References

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Retrieved October 9, 2017, from APA Web site: http://www.apa.org/ethics/code/