Case Study – Gloria

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Case Study Assignment Template Note: Please use this template to complete the Case Study Assignment (due in Week 7). All you need to do is write a paragraph within each box contained in the template to receive credit for this assignment.

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Case Study Assignment Overview

Case Study Section 1 Review

Case Study Section 2 Review

Case Study Section 3 Review

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Gloria has recently graduated college and started a new job. Her coworkers seem very nice, and Gloria has gotten to know Lakeisha and Reggie the best.

Reggie is a friendly older man who often talks about his plans for retirement in five years. He likes to make people laugh but often jokes about his struggles to learn new programs and technology.

Gloria and Lakeisha have been assigned to work on a project together. Lakeisha is very organized and has prepared a list of to-do items along with due dates. She even color-coded the list to indicate which partner will do each item. Gloria, who is more laid-back, feels a bit uncomfortable with this micromanaging from Lakeisha, who has only been at the job a few months longer than she has. Gloria wonders if Lakeisha thinks she is either lazy or stupid, and she does not look forward to working on this project. In the past, Gloria attempted to communicate her feelings with a co-worker; however, her coworker told Gloria that she needed to put her feelings aside and just do the work assigned to her.  As Gloria ponders having a conversation with Lakeisha, she starts to feel overwhelmed and thinks she might have to ask to be removed from this project.

Still, she and Lakeisha have connected because they are both single mothers of teenagers. Gloria confides in Lakeisha about her 16-year-old son who has started making poor choices and is currently grounded for sneaking out of the house and getting drunk at a party the night before a big exam.

The company recently informed the team that there will be a compliance test on new safety policies, which employees will need to pass in order to keep their jobs. The company has provided materials to study as well as optional practice exams. Gloria and Lakeisha have signed up to take the first practice test. Reggie, however, jokes that he will probably wait until the night before the test to read the material. As the date of the test approaches, Reggie becomes increasingly nervous. He makes frequent comments about how hard it is for him to learn a different way of doing the jobs that he has been doing for years, joking that “you can’t teach an old man new tricks.”

1. Gloria’s son is making poor decisions. Given what you have learned about a) brain development and b) social development in Chapter 3:
Explain why Gloria’s son is making those poor decisions.
Discuss specific strategies Gloria can implement to help her son make better choices.
Use specific concepts related to development and self-regulation to explain why these strategies would be effective.
2. Reggie is demonstrating a fixed mindset. How is Reggie’s mindset affecting the way he prepares for the new compliance test?
Use brain plasticity (neuroplasticity) to explain how Reggie can start to develop a growth mindset.
Suggest study strategies for Reggie so that he will be prepared for the compliance test. Use specific concepts from Chapter 4 to explain why these strategies will be effective.
3. Consider Gloria and Lakeisha’s different approaches to the project. On which of the Big 5 personality traits do they most differ?
Give advice to Gloria on how she can use emotional regulation and cognitive reappraisal to work with Lakeisha.Page 1

PSY105 CASE STUDY

 

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Introduction to Psychology

April 3, 2019

 

Given what you have learned in Chapter 3 about brain development and social development, explain why Gloria’s son is making poor decisions. (Use page 3.4 for brain development and page 3.6 for social development).

 

 

 

 

 

 

 

 

 

 

What specific strategies can Gloria use to help her son make better decisions? (Hint: pages 3.7 and 3.17 have resources to help)

 

 

 

 

 

 

 

 

From what you have learned about human development and self-regulation, why do you think these strategies will be effective?

(Hint – based on what you offered as a suggestion in question 2, why would that strategy help Gloria’s son)

 

 

 

 

 

 

 

 

 

 

 

 

How does Reggie’s mindset affect the way that he prepares for the compliance test? (Hint: page 7.6 will help you learn about mindset)

 

 

 

 

 

 

Use brain plasticity (neuroplasticity) to explain how Reggie can start to develop a growth mindset. What can Reggie do to actually change his brain so that he can adopt a growth mindset approach? (Hint: page 7.6 will be a great resource for this question)

 

 

 

 

 

 

 

 

 

Suggest at least three study strategies that Reggie can use to study for the compliance test. Based on what you have learned about memory in Chapter 4, explain why these would be effective study techniques.  (Hint: page 4.15 has suggestions to improve your memory)

 

 

 

 

 

What are the big five personality traits? When thinking about the big five personality traits, on which ones do Gloria and Lakeisha differ the most? (Hint: page 3.12 helps you learn about the big five traits)

 

 

 

 

 

 

 

 

 

 

 

 

Give some advice to Gloria. How can she use emotional regulation to work more effectively with Lakeisha? Give at least two things that Gloria can do and provide a rationale for why these will be effective. (Hint: Pages 6.4 and 6.11 have resources to help with this question)

 

 

 

 

 

 

 

 

 

 

 

References

Myers, D. (2017). Psychology (4th ed.). Asheville, NC: Soomo Learning. Available from hMp://www.webtexts.com

Is there anyone interest in completing a homework worksheet Psychology?

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  Title

ABC/123 Version X

 1
  Week 4 Research Methods in Pivotal Studies

PSYCH/665 Version 3

 2

University of Phoenix Material

Week 4 Research Methods in Pivotal Studies

Matching

Match the study with the individual researcher by entering the letter of the correct study to match the number of the researcher in the Answer column in the following tables.

Table 1

Researchers Study Answer
1. Edward Lee Thorndike A. Group Conflict 1. E
2. Solomon Asch B. Race and Self-Concept 2. H
3. Muzafer Sherif C. Strength of Situation 3.
4. Philip Zimbardo D. Cognitive Dissonance 4. C
5. Kenneth and Mamie Clark E. Puzzle Box and Learning 5. B
6. Leon Festinger F. Obedience 6. D
7. Stanley Milgrim G. Social Facilitation 7. F
8. Gordon Allport H. Conformity 8.

Table 2

Researchers Seminal Study Answer
1. Bibb Latane A. Operant Conditioning 1.
2. John Darley and Bibb Latane B. Learning 2.
3. Albert Bandura C. Cognitive Development 3.
4. B. F. Skinner D. Learned Helplessness 4.
5. Martin Seligman E. Social Loafing 5.
6. John B. Watson F. Modeling 6.
7. Jean Piaget G. Bystander Intervention 7.
8. Ivan Pavlov H. Classical Conditioning 8.

Multiple Choice

Choose one or more researchers who conducted each type of research.

1. Which of the following researcher(s) conducted a combination of observation and descriptive research?

a. Piaget

b. Clark

c. Thorndike

d. Milgram

2. Which of the following researcher(s) conducted experimental research?

a. Asch

b. Festinger

c. Sherif

d. Zimbardo

3. Which of the following researcher(s) conducted experimental research?

a. Latane

b. Bandura

c. Allport

d. Darley & Latane

4. Which of the following researcher(s) conducted experimental research?

a. Seligman

b. Watson

c. Pavlov

d. Skinner

5. Which of the following researcher(s) conducted quasi-experimental research?

a. Jung

b. Thorndike

c. Watson

d. Freud

For the following research questions, choose which research method would be most appropriate to use.

1. Is there a link between television and obesity?

a. True experiment

b. Correlation

c. Quasi-experiment

d. Historical

e. Observation/Descriptive

2. How does schizophrenia differ in young women and men?

a. Observation/Descriptive

b. True experiment

c. Historical

d. Correlation

e. Quasi-experiment

3. How does social anxiety disorder affect the routine life of a person?

a. Correlation

b. True experiment

c. Observation/Descriptive

d. Quasi-experiment

e. Historical

4. Does gender affect memory?

a. True experiment

b. Observation/Descriptive

c. Quasi-experiment

d. Correlation

e. Historical

5. Does room temperature affect long term memory?

a. Historical

b. Quasi-experiment

c. Observation/Descriptive

d. True experiment

e. Correlation

6. What is the influence of work environment on the worker’s self-esteem?

a. Correlation

b. Observation/Descriptive

c. Quasi-experiment

d. Historical

e. True experiment

7. How does in-store music influence product selection?

a. Observation/Descriptive

b. Quasi-experiment

c. Historical

d. True experiment

e. Correlation

8. How does over-crowding affect human beings?

a. True experiment

b. Observation/Descriptive

c. Quasi-experiment

d. Correlation

e. Historical

9. Does attractiveness affect our perception of others – are the attractive treated differently?

a. Quasi-experiment

b. Historical

c. Correlation

d. True experiment

e. Observation/Descriptive

10. What is the effect of color on mental states?

a. Observation/Descriptive

b. Correlation

c. Quasi-experiment

d. Historical

e. True Experiment

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2017 by University of Phoenix. All rights reserved.

Research Critical Analysis of a Journal Article

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Balkin, R. S., & Kleist, D. M. (2017) and/or American Psychological Association (2014). Assignments should adhere to graduate-level writing and be free from writing errors. I have also attached my assignment rubric so you can see how to make full points. Please follow the instructions to get full credit and use the attached worksheet as required. I need this completed by 09/21/19 at 7pm.

Assignment – Week 4

Research Critical Analysis of a Journal Article

The purpose of this assignment is to allow you to practice the critical analysis of the contents of research articles. When you identify a research article, you want to begin by assessing whether the source of the article is scholarly and current. Once you have verified these elements, it is important to determine what the researchers were attempting to investigate, how the study was carried out, and what the outcomes were.

For this Assignment, you will critically examine the elements of a scholarly article. Because you will need to choose research articles that represent each type of methodology when you create your Final Project Annotated Bibliography, it is essential for you to understand the contents of a research article.

To Prepare

  • Review the media programs and blog found in the Learning Resources which will introduce you to the critical elements of a scholarly article, how to identify them, and how to read scholarly articles.
  • Review the Kenny, M. C., & Winick,      C. B. (2000) article found in the Learning Resources. You will use this article to complete this Assignment.
  • Review the Scholarly Article Content Analysis Preparation Guide, the Scholarly Article Content      Analysis Worksheet including the briefcase conceptualization found in the      Learning Resources and consider the “client” for any counseling implications. Note: You will use this Worksheet to complete this Assignment.

Assignment

  • Complete the Scholarly Article      Content Analysis Worksheet for the Kenny and Winick (2000) article.
  • Analyze the contents of the article and apply the findings to the case conceptualization included in the worksheet.
  • Critically analyze the article  and identify all components:
    • Is the article scholarly?
    • What is the problem/purpose?
    • What is(are) the research question(s)?
    • Who are the participants?
    • What are the ethical/cultural considerations?
    • What data /information was collected from participants?
    • How did the researchers describe the results/answer to the research question?
    • How does this research apply to the case study?

Required Resources

Kenny, M. C., & Winick, C. B. (2000). An integrative approach to play therapy with an autistic girl. International Journal of Play Therapy, 9(1), 11–33. doi:10.1037/h0089438

Note: You will access this article from the Walden Library databases.

Raff, J. (2018, January 3). How to read and understand a scientific article [Blog post]. Retrieved from https://violentmetaphors.files.wordpress.com/2018/01/how-to-read-and-understand-a-scientific-article.pdf

Walden University. (n.d.). How do I verify that my article is peer reviewed? Retrieved August 1, 2019, from https://academicanswers.waldenu.edu/faq/72613  

Walden University Library. (n.d.). Verify peer review. Retrieved August 1, 2019, from https://academicguides.waldenu.edu/library/verifypeerreview  

Document: Scholarly Article Content Analysis Preparation Guide (PDF) 

Document: Scholarly Article Content Analysis Worksheet (Word document)

Required Media

Walden University Library. (n.d.). Anatomy of a research article. Retrieved from https://waldencss.adobeconnect.com/anatomyofaresearcharticle/ 

Note: if you are having difficulty viewing the required media above using Google Chrome as your browser, please visit http://academicanswers.waldenu.edu/faq/239615 for instructions on how to enable Flash.

Laureate Education (Producer). (2016). Literature review [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 8 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Laureate Education (Producer). (2017k). Purpose of research [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 15 minutes. This media piece is also in the resources of Week 2.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Literature Review

© 2017 Laureate Education, Inc.

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Literature Review Program Transcript

[MUSIC PLAYING]

NARRATOR: Have you ever thought about a literature review as representing your intellectual heritage or intellectual genealogy? In his exploration of the purpose of a literature review, Dr. Patton explains this interesting perspective. He also points out common errors to avoid when undertaking a literature review.

MICHAEL QUINN PATTON: One of the things that we do as scholar practitioners is look at the knowledge created by other people. And we draw on that knowledge as a way of positioning our own work and understanding where our contribution to knowledge, our own research, fits in that larger tradition. This is often referred to as the literature review. And the way that you go about knowing the knowledge that others have generated, that you’re going to build on and contribute to, is to conduct a literature review.

I tend not to like that terminology, because it sounds like the purpose is to review the literature. Literature review is actually a means to another end. And it’s that end, it’s that purpose of conducting the literature review that I want to focus on.

The purpose is for you to understand your intellectual heritage, your intellectual genealogy. Anytime we undertake an inquiry into a particular issue, we are building on the knowledge of others. And we need to know what that knowledge is. It’s part of our obligation as scholars, is to understand what work has come before us, what concepts we’ve inherited, what methods we’ve inherited, what measures we’ve inherited. Some of which we’ve adopted, some of which we’ve parted from. But we need to know that.

Because at the end of a program of study, a master’s degree, a program of doctoral inquiry, you’re going to be expected to be able to locate your work within that tradition. And so it means that you need to be able to establish the people who formulated the basic distinctions that you’re drawing on.

Let me share with you some of the mistakes that I, from my point of view, find students engaging in when they undertake the literature review. One of these is to simply do an internet search to see how many articles they can find on a topic. Where they think that the game is how many citations you can come up with to show that you’ve done the literature review.

This isn’t a quantitative game. It’s not something where the number of sources is important. It’s the quality of those sources and your engagement with them, that you are able to engage with what other people have done and understand what’s relevant, what’s not relevant to your own area of inquiry. So that you’re positioning yourself out of those traditions that others have engaged in.

 

 

Literature Review

© 2017 Laureate Education, Inc.

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A second error is to think that the game is to position your work as unique. It is to try to find something that nobody else has ever done, to say nobody else has ever studied this before. Likewise, for any given field, there are burning questions that have defined that field.

In sociology, which is my own field, all sociology derives from what we call the Hobbesian question of order. What holds society together? Why doesn’t society fall apart? Every sociological question stems from that question that Hobbes asked. And therefore, if you look at sociology articles in the premier journals, the American Sociological Review, the American Journal of Sociology, you’ll find that they typically begin with a reference to Hobbes or to Durkheim time or to Weber or to Marx who were asking the original burning questions in psychology and sociology.

In psychology, you’ll find original references to Freud and to Adler and to Jung that go back to things like the notion of the unconscious. And whether you agree or disagree with various aspects of Freudian theory, the notion that there’s an unconscious mind and that that unconscious mind makes a difference in what we do is a part of what has framed modern psychology.

And so you stand on the shoulders of people who are trying to understand how the mind works, and who have divided off from those original classical theorists and researchers about how the mind works. The burning question in psychology is, why do we behave as we behave? How do we think and feel? How do we know and engage the world? And so you need to know who the classic people were who were asking those questions, who their disciples were, what were the splits along the world, along the journey where one group went in this direction and another group went in another direction?

Up to the more recent published research, and up to the kind of work that’s now going on that may not yet be published, where you can get in touch with those people who are engaged in research now. Find out what the funded research is from the National Institutes of Health, the National Institutes of Mental Health, the major foundations. And find out what cutting edge work is going on so that you have a full scale genealogy of what your intellectual tradition is.

When you have finished that inquiry over a period of time, you’re able to then say, these are the people on whose shoulders I stand. These are the intellectual traditions that I’m a part of. This is my intellectual DNA. Here is what I’ve drawn on. Here are the places where I’m departing from others. And here is where I’m going to make my contribution. That’s the purpose of a literature review. You’re positioning yourself in a stream of knowledge, in a flow of knowledge.

As a part of that work, a third error that I think students often make is to only read second-hand and third-hand accounts of the classics. The classics got to be

 

 

Literature Review

© 2017 Laureate Education, Inc.

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classics for a reason. People over the years read those works and found the thinking in them profound.

Yes, in some cases, the findings may be out of date. But a part of what you ought to be learning as you engage in a literature review and in your intellectual history is not just the specific findings. You are learning how scholars think. You’re learning how scientists think. You’re learning how a researcher thinks.

So read those works not only for what they found out. Read them for their methods. Look for the methods-findings linkage. How did particular findings yield and come from particular methods? How did those methods develop over time? And how did the classic writers think about things, inquire into things?

So as you’re engaging in that, it has two streams that you’re paying attention to. One is the theoretical stream. What are the findings? What are the constructs that you’ve inherited? And the other is the methodological stream. What are the methods of inquiries, the measures, the instrumentation, the ways of going about recording what you observe that we’ve inherited?

Both of those are your rich inheritance as scholar practitioners. And one of the things that you ought to come out of your education with is knowing what that intellectual heritage is, both conceptual and methodological, and then where you’re going to make your contribution.

Case Study Discussion – Strategic Family Therapy

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Instructions – Case Study Outline

  1. Read the following case study.

· Week 6 Case Study Discussion – Strategic Family Therapy

The Beyers family has come for therapy. Bill and Maria are the parents, and Veronica and Justine are their two teenage daughters, age 16 and 14, respectively.

Bill: I guess we’ve come to see you because we fight all the time. We don’t have any good times together anymore.

Maria: (interrupting) Baloney! We’re in trouble because we don’t have any money. Period. Bill refuses to get a job even though he has an MBA. We should be well off. Instead, we live off of the money my father left us- and that’s going fast. If Bill would just develop a little backbone and get a job, we’d all be fine.

(You notice that Bill withdraws, and Veronica rolls her eyes as her mother talks.)

Maria: I make what little money we earn, and to do it I have to work 10 hours a day. When I get home, no one has done a thing to help the family. Bill is playing computer games likes a 12-years-old, and the girls are text messaging everyone in creation. The other night I refuses to cook dinner and took myself out to a restaurant. They could all starve as far as I am concerned.

Of course, I don’t want things to be like this, but what an I supposed to do, give in every single day of my life? Frankly, I am married to a coward, and the girls are spoiled brats. No one cares about me at all.

Bill: That’s not true, Maria. We all care about you very much.

Maria: Yeah, well, thanks is cheap. Prove it. Go get a job.

Bill: I am trying, but in this market there isn’t much out there. You know I send out my resume to someone practically every day.

Veronica: I am so tired of listening to this same old battle. Mom says Dad’s a wuss, and Dad tires to calm her down. (Turning to her parents): Why don’t you get divorce a already? You obviously don’t love each other anymore.

  1. 2.Complete the Case Study Outline.

Case Study Outline – Week 6Read the Beyers Family case study. Please respond to this case study from Strategic Family Theoretical Perspective.

1. Background information and Socio-cultural considerations.

2. Assessment (assessment methods must be consistent with the theory you have read for this week’s assignments, video clips or theory mentioned in the vignette).

3. Treatment plans, must list 3 treatment goals that follow logical problem solving.

4. Interventions (Interventions must be consistent from theory/ theories you are using for the case study) include collateral stakeholders as part of the interventions as needed.

5. Discuss future research that may be needed.

Your Case Study Outline should be attached as a Word .doc file (.doc, .docx)

Video links

1.  Jay Haley on Directive Family Therapy (2000

2. MFT Exam Strategic Therapy

3.  Behavioral Couples Therapy Video

Chapter 11 & 12

 

Goldenberg, I, Stanton,M & Goldenberg, H. (2017). Family Therapy: An Overview (9th Edition). Cengage Learning.

Attached is more class material to complete this assignment.

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 1

Strategic Models

Communications Outlook

• What Is Occurring in the Family, not Why It It Occurring.

• Social Context for Pathology

• Sequence and Hierarchy of Interactions

• Punctuation

 

 

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 2

Strategic Models

• MRI Brief Family Therapy • All behavior is communications

• Communications occur simultaneously and at different levels

• Content (report) and relationship (command)

• Relationships defined by command messages

• Relationships as symmetrical or complimentary

• Symmetrical relationships may become competitive (symmetrical escalation)

• Complementary relationships and superior/inferior roles

• Dynamics of punctuation

• redundant interactive patterns and recursive feedback loops

(continued on next slide)

 

 

Strategic Models

MRI Brief Family Therapy (continued)

• Paradoxical Communication • Paradoxical injunction • Double bind message • Redefining, prescribing, restraining

• How Attempted Solutions to Problems Contribute to the Problem Itself

• First Order and Second Order Change

• Relabeling (continued on next slide)

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 3

 

 

Strategic Models

Strategic Family Therapy (continued)

• Three Types of Misguided Solutions • Actions needed but not taken

• Unnecessary action taken

• Action taken at the wrong level

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 4

 

 

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 5

Strategic Models

• SFT: Haley and Madenes • Brief and active treatment

• The meaning of symptoms/Symptom as strategy

• Power and control

• Triangles, sequences and hierarchies

• Developing therapeutic strategies

• The initial interview

• The use of directives

 

 

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 6

Strategic Models

The Milan Systemic Model

• Selvini-Palazzoli, Boscolo, Cecchin, & Prata

• The Early Model • Paradoxes, counterparadoxes, rituals, and positive connotation

• Long brief therapy

• Structured family sessions

 

 

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 7

Strategic Models

Milan Systemic Model (continued)

•Hypothesizing, Neutrality, and Circular Questioning • Define each of the above and their role in the theory.

• The role of underscoring “relatedness”with each of these principles

• The invariant prescription

 

 

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 8

Strategic Models

• A Post Milan Epistemology

• Karl Tomm • Reflexive questioning

• The addition of “strategizing” to the repertoire of the systemic model

 

 

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 9

Behavioral and Cognitive-Behavioral Models

Behavioral Theory

• Leading Figures

• Reinforcements

• Adopting and Family Framework • Couples therapy

• Classical and operant conditioning

• Contingency contract

 

 

Behavioral and Cognitive-Behavioral Models

Cognitive Behavioral Theory

• Ellis and Beck

• Cognitive Restructuring

• Schemas

• Role of Assessment • Behavioral analysis

• Problem and functional analysis

• Homework Assignments

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 10

 

 

Behavioral and Cognitive-Behavioral Models

• Behavioral Couples Therapy

• Manipulating the Contingencies of Reinforcement

• From Reinforcement to Skills Building

• Therapeutic Contracts

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 11

 

 

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 12

Behavioral and Cognitive-Behavioral Models

• Integrative Couples Therapy • Jacobson and Christensen

• Themes of acceptance

• Research on the Behavioral Model • John Gottman

• The four horsemen of the apocalypse

• The 5:1 ratio of positive to negative

 

 

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 13

Behavioral and Cognitive-Behavioral Models

• Parent Education (A Behavioral Model) • Family management skills building

• Positive reinforcement, shaping

• Contingency contracting

• Functional Family Therapy • Focus on outcomes of behavior and how to change

them.

 

 

Goldenberg/Goldenberg, Family Therapy, 8th

edition © Brooks/Cole Cengage 2013 14

Behavioral and Cognitive-Behavioral Models

• Conjoint Sex Therapy • Sex as a metaphor for couple dynamics

• Need for sexual education

• Skills building

• Masters and Johnson

• Sensate focus, systemic desensitization, communications training

• David Schnarch

• Donald Meichenbaum