Invitation-To-The-Lifespan Assignment

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SOCIAL NETWORKING DURING LATE ADULTHOOD

Older people text, tweet, and stream less than younger ones. Compared with emerging adults, older adults own fewer computers, are less connected to the Internet, and avoid social networking. Yet elders who have strong social networks and engage in cognitively stimulating activities tend to live longer, healthier lives. With the knowledge that you have about development and social media, please answer the questions below and complete the following tasks:

What are the major reasons for the digital gap between the older and younger generations?

Is the digital gap in social networking likely to increase or decrease in the future as current technologically savvy generations become “the older generation”?

Using the model of primary, secondary, and tertiary care, what steps could individuals and communities take to reduce the size of the digital gap?

Using Facebook or Twitter as a model, how would you modify popular social networking sites to be “friendlier” to older adults? Can you observe any ageism that occurs on these sites?

Create your very own social media site for people who are considered to be in the late adulthood portion of life. Include the following components:

  • Name of your site
  • Purpose of your site
  • Motto of your site
  • How you would explain (in step-by-step detail) the way that your site works?
  • What are the benefits of your site for this group vs. the other popular sites?
  • What tech support is available for those who experience issues with operating your site?

 

TRAIT THEORY AND PERSONALITY

The Internet contains a wealth of information about the various approaches to studying personality, including trait theory. For this activity, please visit the Keirsey Temperament Website ( http://keirsey.com ), complete the Keirsey Character Sorter and Keirsey Temperament Sorter II and follow up by answering the questions from Handout 3 (attached).

HANDOUT 3 Developmental.docx

 

HANDOUT 3

Internet Activity: Trait Theory and Personality 

Trait theory is one of the most popular approaches to studying personality. Researchers who work from this perspective search for identifiable, enduring patterns of behavior and thought processes that seem to apply to all people. To learn more about trait theory firsthand, visit the Keirsey Temperament website (http://keirsey.com) and complete the Keirsey Character Sorter and the Keirsey Temperament Sorter II. Then complete the following questions: 

1. How does the creator of this website define temperament?

2. What determines temperament?

3. How stable is temperament over the life span?

4. What are four basic temperaments? Briefly describe each type and give an example of each from the world of science, politics, or the arts.

5. Do you fit one of these patterns? Which one?

6. What role does temperament play in choosing a mate? What temperaments attract each other?

7. How valid do you believe these online scales to be as measures of personality?

Diagnosis of Anxiety and Obsessive Compulsive and Related Disorders

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Diagnosis of Anxiety and Obsessive Compulsive and Related Disorders

Social workers take particular care when diagnosing anxiety due to its similarity to other conditions. In this Discussion, you carefully assess a client with anxiety disorder using the steps of differential diagnosis. You also recommend an intervention for treating the disorder.

To prepare: Read “The Case of Emily P.” Review the decision trees for anxiety and OCD in the Morrison (2014) text and the podcasts on anxiety. Then access the Walden Library and research interventions for anxiety.

Post a 300- to 500-word response in which you address the following:

  • Explain your own diagnostic decision tree with a brief rationale for any elimination of close differentials for the case of Emily.
  • Provide the full DSM-5 diagnosis for Emily. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention).
  • Describe an evidence-based assessment scale that would assist in ongoing validation of your diagnosis.
  • Recommend a specific intervention and explain why this intervention may be effective in treating Emily. Support your recommendation with references to scholarly resources.

    The Case of Emily P.

    Emily is a 62-year-old, single, heterosexual, African American female who seeks treatment for anxiety. She says she often hears a female voice directing her to punish herself by tweezing the hair from her head or by scrubbing her home clean. She reported that tweezing her hair eases her anxiety. Emily reports that germs have been a milder but regular concern of hers since adolescence, when she learned in health classes about the risks of serious diseases “like HIV.” Emily presented with meticulous grooming, although the knees of her pants were noted as worn. She has arthritis in her spine and knees and uses a walker to help her manage mobility safely.

    Emily receives Social Security income and is not employed. She lives alone in a subsidized apartment in the same building as her 72-year-old, unmarried sister.

    Emily and her sister shared an apartment for over 30 years, beginning when each of their marriages dissolved. Emily reported that when her sister began a romantic relationship 5 years ago, Emily began to feel very anxious and started to cry often. Emily moved into an apartment down the hall in the building and began to tweeze the hair from her head, hiding her hair loss by wearing wigs. This behavior occured at different times and resulted in scabbing. Emily said she feels better after but does not always notice how much she is pulling. Her sister learned of Emily’s tweezing after her wig slipped off one evening to reveal bald spots. Her sister encouraged Emily to seek treatment rather than “hiding her ways.” Emily is reliant upon her sister for transportation and for a sense of social and emotional connection. She agreed to this session even though she is pessimistic about anything working.

    During our initial visit (at a local mental health center), Emily shared that when she was 2 years old her mother died from tuberculosis, and the following year her father, an army officer, died from colon cancer. After his death, Emily lived with her paternal aunt, from whom she felt no love. Her older brother and sister were placed in an orphanage, and Emily was permitted to see them on Sundays. When it became apparent that the children were entitled to death benefits, Emily’s aunt agreed to take custody of all three siblings. The household then consisted of Emily’s paternal aunt, her husband (who Emily described as an alcoholic), their three children, and Emily and her two older siblings.

    Emily was briefly married in her early 20s (4 years) but was disappointed and hurt by her husband’s infidelity. She moved in with her sister at that time. Emily reported it as an “anxious” time but denied tweezing then. Emily also enrolled in a cosmetology school and liked her work. She had to stop working “for health reasons” when she was 58 years old.

    When asked what her behaviors are with her hair, Emily reluctantly admitted that if she cannot get to her hair she will pick at a scab or skin. Generally, she avoided social situations so that her behavior is not exposed. She denied other behavior rituals but became noticeably anxious at this question. When asked about “goals” if treatment was to be effective for her, Emily stated that she wanted to “cope better” and to “stop

     

     

    listening to the punishment voice.” Emily was collaborative during this assessment and engaged after a reluctant start.

    Adapted from: Plummer, S.-B., Makris, S., & Brocksen, S. (2013). Social work case studies: Concentration year. Baltimore, MD: Laureate Publishing.

Final Project Part 3: Intervention Strategy And Implementation Plan Draft

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PSY 638 Final Project Milestone Three Guidelines and Rubric Prompt: Building upon your work for Milestones One and Two, you will submit a draft of the Intervention Strategy and Implementation Plan sections of your grant proposal. Specifically, the following critical elements must be addressed in your milestone assignment:

III. Intervention Strategy: Research and justify the selection of a theoretically supported and effective intervention strategy for addressing the target issue.

a. Efficacy: Analyze and critique at least two established intervention strategies for inconsistencies and effectiveness. i. Critically examine intervention strategies for consistency with current developmental theories. ii. How effective were these strategies in addressing their respective issues? To what extent would these intervention strategies address

the issue identified in your community? b. Selection: Select an intervention strategy and justify your selection based on its effectiveness and the individual, familial,

environmental, cultural, and political factors. Your strategy should be appropriate for your age-specific population. c. Ethics: Analyze the selected intervention strategy for possible ethical and legal challenges. Consider provider as well as client concerns.

 

IV. Implementation Plan: Construct a plan for implementation of the selected intervention strategy in your community. a. Narrative: Compose a narrative to describe the setting, personnel, target population, length of time for service, and capacity of the

proposed program. b. Training: Formulate a strategy for the training of personnel according to the selected intervention strategy. c. Assessment: Recommend an assessment plan to evaluate the effectiveness of the intervention strategy. d. Ethics: Assess the ethical and legal implications for implementing the intervention strategy in your community.

Guidelines for Submission: Your paper must be submitted as a 6–8 page Microsoft Word document with double spacing, 12-point Times New Roman font, one- inch margins, and at least five sources cited in APA format.

 

 

 

Rubric Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Intervention Strategy: Efficacy

Submission evidences an extensive review of the current literature to demonstrate consideration of evidence- based intervention strategies for the identified problem/need (considers a minimum of two intervention strategies at a highly detailed level)

Submission evidences a basic review of the current literature to demonstrate consideration of evidence-based intervention strategies for the identified problem/need; submission may consider only a single intervention strategy

Submission evidences a selective or minimal review of the current literature to demonstrate consideration of evidence-based intervention strategies for the identified problem/need, and the submission considers only a single intervention strategy

13

Intervention Strategy: Selection

Submission evidences a clear selection of an intervention strategy based on theoretical and research support considering the age-specific population and community

Submission evidences a clear selection of an intervention strategy that may lack a clear basis in theoretical and research support or it may not clearly consider the age-specific population and community

Submission evidences a selection of an intervention strategy that lacks a clear basis in theoretical and research support, and it fails to clearly consider the age-specific population and community

13

Intervention Strategy: Ethics

 

Submission provides an extensive review of the ethical and legal implications for using the selected intervention strategy that considers provider as well as client concerns

Submission provides a review of the ethical and legal implications for using the selected intervention strategy that may only consider either provider or client concerns

Submission provides a selective or minimal review of the ethical and legal implications for using the selected intervention strategy, and it only considers either provider or client concerns

13

Implementation Plan: Narrative

Submission presents a detailed narrative to sufficiently describe the setting, personnel, target population, length of time for service, and capacity of the proposed program

Submission presents a narrative that may lack detail to sufficiently describe one or more of the following key components: the setting, personnel, target population, length of time for service, and capacity of the proposed program

Submission presents a narrative that lacks detail to sufficiently describe two or more of the following key components: the setting, personnel, target population, length of time for service, and capacity of the proposed program

13

Implementation Plan: Training

Submission presents a detailed plan that accounts for the training needs of the essential personnel who will supply the services outlined in the intervention strategy

Submission presents a plan that accounts for key training needs of the essential personnel who will supply the services outlined in the intervention strategy; this plan may lack the level of detail necessary to demonstrate full consideration of training needs

Submission lacks a plan that accounts for the training needs of the essential personnel who will supply the services outlined in the intervention strategy, or the plan as presented is minimal for meeting training needs for the selected intervention

13

 

 

 

Implementation Plan:

Assessment

Submission provides a detailed plan for assessing the effectiveness of the program/intervention strategy (an essential component of grant submission that allows for programs to be considered “evidence based”)

Submission provides a general concept for assessing the effectiveness of the program/intervention strategy, yet it may lack clear direction or statistical concepts to meet the goal of the data collection

Submission provides a concept too general for assessing the effectiveness of the program/intervention strategy

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Implementation Plan: Ethics

Submission evidences a strong assessment of the ethical and legal considerations for implementing the intervention strategy

 

Submission evidences an assessment of the ethical and legal considerations for implementing the intervention strategy; this may lack attention to one or more elements necessary for a sound ethical approach

Submission provides minimal consideration of the ethical and legal implications; this submission lacks attention to two or more essential elements necessary for a sound ethical approach

13

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has some errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

9

Earned Total 100%

Dual-Store Model Of Memory Discussion Board

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PSYC365 DB Grading Rubric.docx  Click for more options (32.043 KB)

In Modules/Weeks 1, 2, 4, and 5 you will participate in the Discussion Board Forums. For each forum, you will post at least 300 words in response to a provided prompt, supporting your assertions with at least 3 citations in proper, current APA format. Required sources are the textbook and a scholarly article (no websites, newspaper articles, etc.), and you must include at least 1 biblical reference with chapter and verse. In addition to your thread, you must also respond to at least 2 classmates, posting replies of at least 150 words each. Refer to the provided rubric to ensure guidelines are followed. You are encouraged to post your thread early, to allow the opportunity to further the topic of discussion.

Topic: Dual-Store Model of Memory

Question/Prompt: Discuss all 3 components of the Dual-Store Model of Memory. Give an example of the development of a piece of information through all 3 structures of your memory according to the Dual-Store Model. At each stage, give the verbal or visual stimulus and the cognitive processing for transferring information between stages. Include clear biblical principles in your response