Self- Assessment Paper Using Pamela Hays’ Addressing Model

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I need only 4 simple pages without any out resources USE JUST THE FILE ATTACHED AND THE LINK AT THE BOTTOM. **With the verb (I). I will attach the Pamela Hays’ Addressing Model and the first part that I did it about my self.

The name of this class is Culture and Gender in Counseling and Psychotherapy

The paper has to due in two parts. The first part I did it in the first of the semester, and the second part it due now.

It is a self- assessment. The first part was about my self identity. And the second part is:

The second section is due Week 11 and should be 4-6 pages APA Style. This section is to include a self-assessment using Pamela Hays’ Addressing Model discussed in class along with reflections of changes or new awareness that has emerged as a result of the course. In other words, reflect back on Part 1. You are to turn in the graded copy of Part 1 along with Part 2.

……………………………………………………………………………………………………..

Here what is the professor said:

C) Self-Assessment.  This paper has two parts. The first section will be a follow-up to in-class activities presented in Weeks 1 and 2.  For this assignment you will reflect on your cultural identity.  Honesty is expected and will not be penalized, however a respectful tone is required.  The first section should be 2-3 pages APA Style and is an honest assessment of your cultural identity, how you see yourself at the start of this class. We will do a few in-class exercises during the first two weeks to support this process. The second section is due Week 11 and should be 4-6 pages APA Style. This section is to include a self-assessment using Pamela Hays’ Addressing Model discussed in class along with reflections of changes or new awareness that has emerged as a result of the course. In other words, reflect back on Part 1.

The following are questions to consider in the completion of this assignment:

a) Which one of these identities (from the ADDRESSING model) do you find to be most salient? Why? Which is least salient? Why?

b) What does it mean to you (and to American Society as a whole) to be part of this group?

c) What are some of your recollections about interactions and experiences that have significantly impacted your cultural identity development as part of this group?  Have your feelings changed or stayed the same about being part of this group?

d) Have you contributed to discrimination/oppression as part of this group?  Have you been a victim of discrimination/oppression as part of this group?

e) What messages have you received (directly or indirectly) about people who share your identity, and people who do not share your identity?

f) What are some skills you have learned in this class that you can use when working with individuals from diverse groups?

g) Have your views changed since taking this class?  If so, how?  What are some areas you still need to work on?

The link for Pamela Hay’s

https://ltc.highline.edu/cce/Addressing%20Complexities%20in%20Counseling%20(ADRESSING%20model)-%20Hays.pdf

Running head: SELF-ASSESSMENT 1

SELF-ASSESSMENT 2

 

 

 

 

 

 

 

Self-Assessment Part1

 

Self-Assessment Part1

Everyone has different cultural identity. Each of them has their owns’ cultures, behavior, ethics, religions, languages, education, social..etc. People are different in the whole world. They cannot be similar, but they can respect each other. In this essay, I will reflect my cultural identity.

I am from Saudi Arabia, and we have our behavior that connect with our religion and habits. For example, all of my family members live together at the same house. The daughter or the son cannot live in separate home until they get married. That means, they can move to another house when they want to get married. That because of my religion, which prevents intimacy between any couple without marriage.

Furthermore, in my culture, women cannot drive a car. This related to our habits cultures. Men think that is dangers for woman to drive by herself. They believe that is a part from their responsibility. I do not agree with them, however, I respect their opinions. Thus, women having hard time moving inside the city especially we do not have good transportation.

As a Muslims woman, I grow up in a conservative family. For example, I and other females in my family wear hijab, which is a scarf on our head with long and wide dress. In addition, we do not shake hand with other gender. Sometimes this put me in embarrassing situation with people who are from different cultures. We like our religion and respect other religions and beliefs.

I grow up in a big lovely family, which I have seven siblings. They are five sweet sisters, and two great brothers. I really appreciate my parents’ fatigue. They support all of us and they did their best to make us good people. Therefore, we have strong communication between each other and all of us complete our education until Bachelor’s degree or higher.

My parents give me the power to have a family too. I marry in early age, which I was only 18 years old. In my culture, this is normal age to get married for girls, but it is very young and up normal for other cultures. Men in my culture can get married as soon as they have a job. I got my decision to be marry for my husband when I was in high school. Now, I am so happy and proud to be a mother for two beautiful children, and a wife for an awesome husband.

Schools and universities in Saudi Arabia are very different form the United States. For example, form first grade to university students study in separate schools for each grander. That means males and females study in divided building, and that do not happened in the United States, which student with different gender study together. This difference come by cultures behaviors.

My language is Arabic, and it is a basic language in the Middle East. Recently, I learned English language as a second language after I decided to study my master degree in the United States. I got intensified English classes for one year and half. That because the fact that my county gives me the opportunity to study here after I took a high grade in my under gradate.

Therefore, I am a graduate student in Chestnut Hill College. I am proud that I achieve part of my dreams, which was to study Psychology in under graduate, and Clinical and Counseling in my graduate; however, many people around me tried to change my mind in choosing this major. Unfortunately, they think is a major that take for madness. I did not hear for them because of my desire to help people getting better life.

In spite the fact that I am shy in making friendship, I am a social person and I like to have many friends. I am always interesting for having friends, but it is difficult for me to have a friend from different gender. In my culture, it is fine for females to work with males, but it should

Case Study: Self Role As A Counselor For Feminist Therapy

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  • Understand the application of feminist therapy concepts to counseling.
  • Identify techniques commonly used in feminist therapy practice.

Directions: Assume the perspective of a feminist therapist, and show how you would proceed with Marina by answering the questions that follow the case description.

Marina: “Searching for Identity”

By Mary M. Read, PhD, Director of Clinical Training in the Counseling Department at California State University, Fullerton

Background

Marina is a 38-year-old single woman who came into therapy to better understand her emerging racial and sexual identities, as well as to cope with some issues surfacing from her traumatic childhood. She is having trouble keeping her job due to excessive tardiness. She links this to her “head feeling scattered” from new information she just received about her ethnic background and a budding attraction to women, when she had previously expressed herself as heterosexual. She admits to feeling “extremely down” at times, and she is struggling to incorporate conflicting views of herself on her own.

Feminist Therapy Approach from Dr. Read

Marina was referred to me by a coworker, specifically because of my feminist orientation to therapy. “I don’t want anyone to tell me what to do or how to be—I just want to get a handle on who I am so I can get on with my life,” Marina tells me in our first meeting. I assure her that we will explore her issues together, focusing on her strengths, and that she will be responsible for making the choices for her own life. She will be the expert on who she is and wants to become, and I will work to provide hope, encouragement, and support as she moves through this process. We discuss what feminism means in the context of therapy, and I leave plenty of time for Marina to ask me questions about my background, training, and therapy process, leveling the power differential between us somewhat.

Significantly, until recently Marina had been unaware that her father is African American. He left the family before she was 3 years old. Her mother’s family, of northern European descent, never shared with Marina why she did not have blonde hair and blue eyes like the rest of her family. Her brown hair, eyes, and café au lait skin tone matched others in her primarily Latino neighborhood, and she had assumed that her father was Hispanic. She has now met him once and finds that “a piece of the puzzle of who I am just fell into place,” yet some of the information he imparted is also very upsetting. Her father confirmed some of the memories Marina has about being verbally and physically abused by her mother and maternal aunt when she was very young, which progressed to sexual abuse when she reached puberty. Being sexually victimized by female relatives has made it very hard for Marina to explore her own sexuality, especially her developing realization of bisexual attractions.

Marina’s job is on the line, so we focus first on what it would take to please her boss (a woman) enough to successfully complete the remediation plan at work to salvage her job, then earn a better employee evaluation for the next period. This brings up Marina’s lack of sleep from frequent nightmares, resulting in missing her alarm once she finally returns to sleep. As well, Marina’s mood at work has been “grumpy and distracted” by her own admission. I ask if Marina has shared with her boss any of the extenuating circumstances that have caused a drop in her work performance, and she hasn’t. This brings up a choice point, where Marina could go along one path or another, disclosing personal information to her boss or not. Marina and I explore different avenues (mainly by role play and visualization) before she makes her selection, as part of informed consent. Understanding the risk-to-benefit ratio of her choices is part of what gives Marina the empowerment to make changes in her life.

I also encourage Marina to get a good physical from a medical doctor because she has been ignoring her health for some time. There are several female physicians to whom I routinely refer, and Marina agrees to make an appointment with one. The whole person is a focus of feminist therapy, and self-care is a vital tool of empowerment. We also discuss the possibility of seeing a psychiatrist if her depression worsens, or if her posttraumatic symptoms continue to interrupt her sleep. She is hesitant to follow through with this referral because, as she says, “I don’t want to be called crazy for what I remember.” I assure Marina that I do not see her as crazy, and that it is very common for children in abusive situations to develop coping skills that in the moment help them survive, yet in the long run also cause some problems.

Apparently, this has happened for Marina, who admits at our third meeting that she had seen a psychologist previously for a few sessions. “He gave me some tests, then said I was ‘Borderline,’ which sounded pretty hopeless, so I didn’t go back.” I explained to Marina that sometimes children who experience very early trust wounds, usually with their primary caregivers, later have difficulty figuring out who they are relative to others, and go back and forth on whether others are trustworthy or not. Given Marina’s complicated history with multiple losses and traumas, this pattern of development made sense. I encourage her to read books on the subject of surviving trauma in childhood, including John Briere’s Child Abuse and Trauma (Sage Publications, 1992), which talks about psychological symptoms as coping strategies that fit within the context of abuse. This feminist view of the diagnostic process allows for the development of better coping skills over time, emphasizing choice and empowerment versus abnormality and deficit. A strengths-based perspective, essential in feminist therapy, is thus preserved in the context of diagnosis.

Rather than see Marina through the lens of her diagnosis, she and I discuss how she is feeling about our relationship in each session. We make room for her to feel positively and negatively toward me, the therapy process, and the therapeutic relationship, not taking the feelings of the moment as the last word, but simply another layer of information to guide our work together. When she is angry with me, we explore what she might have wanted to be different, and whether that can be arranged, within the boundaries of therapy. For example, when I looked at the clock near the end of one session to be sure we ended on time, Marina came in the following session accusing me of being uncaring and wanting to be rid of her. Now, if I wonder about the time, I ask her where she thinks we are in the session, and we look at the clock together to gauge how to process where she is and where she’d like to be by session’s end. We both approach the end of the session differently now, and are learning from that shift.

To explore her emerging identities, I encourage Marina to participate in cultural events that provide a systemic context for her unique ways of being. She is becoming active in an African American singing and drumming group, wearing traditional African garb for performances. The rich cultural inheritance she now embraces helps her move from feeling “different” to “special,” which is increasing her self-esteem. I also encourage her to participate in events like Pride Festivals for the LGBT (Lesbian, Gay, Bisexual, and Transgender) communities, where many participants experience and express a sense of sexuality alternative to society’s hetero-normative views.

Embracing two identities that have been heavily stigmatized and oppressed over the years is a challenge for Marina because of society’s injustice rather than because of a deficit in Marina. She now realizes that her differences can be causes for celebration rather than discrimination, that social justice demands equality for all races and sexualities, and that finding her way in these alternative identities will take some navigating over time and in different contexts. Marina continues to use the support of feminist counseling to help her embrace her emerging identities and to explore ways to work for a more inclusive, tolerant society.

You Continue as the Therapist

(1) Marina decides to talk to her boss about why she has had issues being tardy (interrupted sleep), but she only discloses learning of her father’s ethnicity, not her child abuse history or shifting sense of sexuality. Marina reports that her boss responded by making a derogatory comment about African Americans. How would you process this with Marina? What are your responsibilities as a feminist counselor?

(2) Given that therapy is an intimate context, Marina begins to indicate she is experiencing feelings of attraction to you. How do you process this from a feminist perspective? How do you balance power-sharing with keeping appropriate therapeutic boundaries?

(3) Marina eventually loses her job, and with it the insurance coverage that paid for her therapy with you. As a feminist, how do you negotiate a new arrangement with Marina, ensuring she continues to receive needed support

answer the three questions and number responses only.

APA format

  • Margins – 1 Inch
  • Font – Times New Roman, Arial or Calibri (12pt)
  • Spacing – Double
  • Length – No Page Length (Questions must be answered thoroughly)

· Define and distinguish between qualitative and quantitative research.

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Qualitative vs. Quantitative Research

PSYCH/610 Version 2

 1

Qualitative vs. Quantitative Research

Use the table below to answer the following:

· Define and distinguish between qualitative and quantitative research.

· Provide examples of qualitative and quantitative research.

· Imagine that you are a researcher interested in identifying the components of ‘giftedness’ in pre-teen children. What quantitative methods might you use to help you better understand the experience of giftedness? What qualitative methods might you use?

· What are the advantages and disadvantages of each approach?

 

 Definition Examples Examples of methods to study ‘giftedness’ Advantages Disadvantages
Quantitative

Research

          
Qualitative

Research

      

Psychological Report

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COUN 521

 

Psychological Report Instructions

 

 

For this assignment, students will write a 2100–2400 word Psychological Report based upon four (4) psychological evaluations. Using your character from the Initial Interview and Mental Status Examination assignments, you will take the assessments with the goal of answering one (1) of the referral questions posted below:

 

1. Would this examinee be a good candidate for participation in a summer missions trip in a very challenging environment?

2. Would this examinee be a good candidate for Senior Pastor at a large urban church?

3. Would the examinee make a good Resident Assistant (RA) at Liberty University?

 

Assessment Selection

 

You will report on four (4) assessments. For one of your assessments, you must use the IPIP-NEO assessment. There are two versions (short/long) of the IPIP-NEO assessment. Please use the longer version. Copy and paste the NEO description and chart into the report. This will give you a nice template for writing an assessment description. Once you have the results of the IPIP-NEO, you will plug in your own numbers into the chart.

 

The three (3) additional tests may come from the assessment listed on Blackboard: Jung Personality Test, Beck Depression Inventory, and the Beck Anxiety Inventory. However, you may select other assessments to replace these assessment. Please make sure that any assessments that you select are designed to provide some of the information needed to answer the referral question. For example, if going on a mission trip is stressful, then you will want to pick an assessment that measures stress; you would not pick one that can be used to diagnose schizophrenia. When you have completed scoring the assessments, begin writing the psychological report.

 

You may not use the Symptom Questionnaire (SQ); Depression, Anxiety, Stress Scales (DASS) or the Clinical Anxiety Scale (CAS). These assessments are used in the sample paper, so you may not use them in your report. This would be plagiarism.

 

Please refer to the Diagnostic Report Sample to ensure that you correctly format your paper. For this paper, you will not use APA formatting for the headers and page numbers. You will write it in a format consistent with a psychological report which you can use for future reference. Be sure to head your paper “Psychological Report.” Underneath this heading, fill in the following information (include the labels given):

 

Student ID#

Client’s Name: (you can use a fictitious name)

Date of Report:

 

T

Sections of the Psychological Evaluation Report

 

 

I. REFERRAL QUESTION/REASON FOR TESTING: In this section, you will write a brief description (3–4 sentences) of why your subject is being tested.

 

II. ASSESSMENT METHODS: List the full names of all the tests administered. The Examinee Biography should be the first measure on your list.

 

III. EXAMINEE BACKGROUND: In no more than 2–3 paragraphs, use information from the Initial Interview (or Mental Status Exam) and write a well-organized succinct summary of the examinee’s background based on the information in the initial interview. Note that you will not include everything from the initial interview in this section. For example, you might decide certain pieces of information (e.g., perceived strengths and weaknesses, goals and aspiration, etc.) fit better in the Psychological Impressions section because they support or illustrate your interpretations of test results. See the Diagnostic Report Sample’s Psychological Impression section for more information.

 

IV. SUMMARY OF TEST RESULTS: The name of each test should be underlined and serve as subheadings in this section. The following information should be reported for EACH test:

 

A. A brief description (4–5 sentences) of the test. The information you report on each test will vary considerably, but must include the purpose of the test, a general description of any subscales, and a statement relating to scores and norms (e.g., T-scores with a mean of 50 and a standard deviation of 10, specific raw score means, and standard deviations, etc.).

 

B. Delineation of your subject’s scores: both raw scores and standard scores or percentiles (if applicable) should be reported.

 

C. Additional Notes

i. In this section, do NOT make any interpretive statements. Just report the scores.

ii. In “real-world” settings, most likely you would NOT include clients’ actual scores in the written report. Whether actual scores are reported depends in large part on the intended audience (e.g., other psychologists, attorneys or judges, parents, etc.).

 

D. Example of a Test Summary:

Minnesota Multiphasic Personality Inventory (MMPI-2): The MMPI-2 is a structured, self-report personality test that was designed to assist in the assessment of personality and the diagnosis of major psychiatric disorders. The MMPI-2 consists of 10 clinical subscales measuring different domains of psychological functioning or symptomology, several validity scales assessing subjects’ approaches to taking the test (e.g., defensiveness, acquiescence), and content scales relating to a specific content areas (e.g., anger). Distinct norm are provided for male and female examinees. MMPI-2 scores are reported in standard T-scores (mean=50, SD=10), with scores above 65 falling in the clinical range.

 

John’s scores on the MMPI-2 are presented below; standard scores are given in boldface type followed by raw scores in parentheses:

Scale 1, Hypochondriasis: 45 (11).

Scale 7, Psychasthenia: 72 (39).

 

V. PSYCHOLOGICAL IMPRESSIONS: This section is the most important (approximately 600–900 words). Your goal in this section is to integrate test results into a cohesive summary. In other words, rather than simply reporting each interpretation on a test-by-test basis, you will integrate your interpretations. For example, you should address how the examinee is likely to interact with others. Findings from most of the tests will be relevant to this question. While you will specify your sources of information following each interpretive statement (e.g., Examinee Biography, specific subscales of a named test, etc.), you must also make interpretations based on an integration of findings from multiple sources.

 

A. Additional Notes

i. You are NOT expected to interpret every single result of each test! After examining test results, try to identify consistent patterns or characteristic styles that emerge on several measures. Address findings that seem most relevant, important, or interesting in the context of the referral question.

ii. In this section, you are stating hypotheses about the examinee’s functioning. You can express the probabilistic nature of your interpretations as follows:

a) “Test results indicate (or suggest) that…” (instead of “Test results show that…”)

b) “John seems (or appears) to be…” (rather than “John is…”)

c) “It is possible that John could…” or “John is likely to…” (not “John will…”)

 

B. Example (this represents only a portion of this section, not the entire section):

In regard to interpersonal functioning, results of Test X (list relevant scales here), Test Y (list relevant scales here), and Test Z (list relevant scales here) suggest that John generally interacts well with others. Specifically, he seems to be aware of the needs of others and is likely to respond in a positive manner if asked to help others. John’s family likely fostered his sense of interpersonal responsibility; in his biography, John reported that a primary influence in his life was his father, to whom John credits his “unfailing loyalty to the people in my life.” In addition, Test X (list relevant scales) and Test Z (list relevant scales) indicate that John is rather extraverted. He likely will enjoy having a lot of contact with people. He seems motivated to seek out situations that will allow him to help others solve problems and to feel good about themselves.

 

On the other hand, John may experience difficulties in certain kinds of interpersonal situations. Results of Test Q (list relevant scales here) and Test Y (list relevant scales here) indicate that he tends to be somewhat anxious and unsure of himself. Coupled with his strong need for affiliation (i.e., for others to like and accept him) suggested in Test Z (list relevant scales here) and supported by Projective Test A, John’s anxiety is likely to surface in situations requiring assertive interpersonal responses. For example, it is possible John feels somewhat intimidated when challenged by others, and might acquiesce to the wishes of others rather than assert his own opinions or needs. In support of this hypothesis, John stated that one of his perceived weaknesses was “speaking up for myself.” It appears John would make a good team player because he is interested in considering others’ views, but could be challenged in leadership roles requiring him to direct others or to make independent decisions that might not be popular with peers, colleagues, or subordinates.

 

C. Questions you might address in this section include (but are not limited to):

i. Intrapersonal functioning: How does this person view himself/herself? What are this person’s intrapersonal resources or strengths? What kinds of situations might pose challenges to this person? Is this person motivated more by internal or external influences/factors? How is this person likely to deal with stressful situations of a personal nature?

ii. Interpersonal functioning: Is this person a “loner” or a “people-person?” What are this person’s needs for interpersonal contact? How does this person interact with others? How would you describe this person’s interpersonal style? How might this person respond to interpersonal stressors or conflicts? Does this person seem responsible and able to follow through on commitments?

 

VI. CONCLUSIONS AND RECOMMENDATIONS: Begin this section by writing 3–4 sentences summarizing the examinee’s background and the referral question. Next, you will address the referral questions by:

 

A. Stating an opinion or recommendation (e.g., acceptance or rejection) relevant to the referral question.

 

B. Providing a set of statements that clearly and logically tie your recommendation to integrated psychological impressions. This section should highlight important findings that led you to your conclusion.

 

Example:

John Doe is an unmarried 23-year-old Hispanic male who holds a bachelor’s degree in Literature. Currently, John is employed as an editorial assistant for a large publishing company. John was referred for psychological testing as part of his application to the Walden Three community. Based on findings from a battery of psychological tests, it is the recommendation of this examiner that John (should/should not) be accepted to the Walden Three community for the following reasons…

 

Additional Notes

i. Regardless of your final opinion, decision, or recommendation, you must adequately support it! All the reasons you give should combine elements of your psychological impressions with specific aspects of the referral question. In other words, you should provide evidence justifying your recommendation.

ii. The reasons you provide for your recommendation should summarize material presented in the body of your paper, and should NOT contain new interpretations.

 

Refer to the Diagnostic Report Sample document to see examples of how each section must be completed and how the Psychological Report must be formatted for final submission. Contact your instructor if you have any questions.

 

 

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