“Piaget’s Sensorimotor And Preoperational Cognitive Development Stages”

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PCN-518 Topic 1: Piaget’s Sensorimotor and Preoperational Cognitive Development Stages

 

Directions: Conduct an analysis of the significant developments in a child related to each stage of Piaget’s sensorimotor and preoperational stages. Complete each section of the matrix for the stages listed below. Describe the significant developments and provide an example, using complete sentences, with the information gleaned from your analysis. Include scholarly references as appropriate using in-text citations and the reference list on page two.

 

Table 1: Sensorimotor Thinking

 

Stage of Sensorimotor Thinking Significant Developments Example
Adapting to and Exploration of Environment    
Understanding Objects  

 

 
Using Symbols    

 

 

 

 

 

Table 2: Preoperational Thinking

Stage of Preoperational Thinking Significant Developments Example
Egocentrism    

 

Centration    

 

Appearance as Reality    

 

 

References:

© 2017. Grand Canyon University. All Rights Reserved.

© 2017. Grand Canyon University. All Rights Reserved.

Diagnosing Depressive And Bipolar Disorders

The Case of Sam Sam is a 62-year-old, widowed, African American male. He is unemployed, receives Social Security benefits, and lives on his own in an apartment. Sam has minimal peer relationships, choosing not to socialize with anyone except his daughter, with whom he is very close. Sam raised his daughter as a single father after his wife passed away. Melissa is 28 years old and works as an emergency medical technician (EMT). When Sam was 7 years old, he was placed in foster care and has had very limited contact with his extended family. Prior to September 11, 2001, Sam had a steady employment history in food services and retail. He had no psychiatric history before that time. Sam reported his religious background is Catholic, but he is not affiliated with a congregation or church. Sam became depressed and psychotic sometime after 9/11 and had to be taken to an emergency room. He was hospitalized at that time for several weeks. His mental status exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse issues, and he had no criminal background or current legal issues. Sam was released to outpatient care but was deemed unable to return to work. At that time, he had a diagnosis of major depression with psychotic features; he also has a history of high blood pressure and migraines. After several additional multiple psychiatric hospitalizations, he was gradually stabilized. Sam has been seeing a psychiatrist once a month for over a decade for medication management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has a positive history of medication and treatment compliance. He was treated by a social worker at an outpatient program for about 2 years after his hospitalizations for his psychosis and depression. He gradually stopped attending sessions with the social worker after his symptoms stabilized, and his termination from the outpatient program was deemed appropriate; he continued to see the psychiatrist monthly for medication management. After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this social worker for increased feelings of depression. These feelings were brought on after his daughter moved out of the apartment they had shared for many years to live with her boyfriend. He reported difficulty adjusting to living alone and said he often feels lonely and anxious. He reported during sessions with his social worker that he speaks to his daughter frequently, and although she only lives 10 blocks away, he misses her terribly. Our sessions for the last 3 months have focused on his mixed feelings around his daughter’s new life with her boyfriend. He said he is happy that she is happy but misses her very much. I emphasized his strengths and helped him reframe his situation by focusing on the positive changes in her life as well as his own life. Our goals were to help him reduce his symptoms of anxiety and begin searching for new opportunities for socialization outside of his daughter. During our last two sessions, I became concerned because Sam, who was normally articulate, had been appearing confused and slightly disorganized. I asked him if he had a recent medication change and if he had been compliant with his current medications, but he denied noncompliance or any recent medication adjustment. I asked Sam if he was experiencing any physical health problems. He denied any ongoing problems but mentioned that he had collapsed on the street recently. He reported that he had been hospitalized and had undergone a number of tests, which he thinks were all negative. He said he still feels “foggy” at times, and sometimes time seems to be “missing.” I reviewed his medications with him. As he went down the list, he reported taking Cogentin® and Ativan®, which according to his chart history had been discontinued months ago. When I asked Sam where he obtained these medications, he stated, “I got them out of the bag.” Sam reported he has a bag at home in which he puts all leftover and discontinued medications. He could not explain why he was taking discontinued medication or for how long. Sam stated, “I thought I was supposed to take it.” I called his daughter, and she verified he had recently been hospitalized and that the MRI, CT scan, and EEG tests were negative. I requested that Melissa go to her father’s apartment to look for the bag of medications he mentioned, because it seemed likely that her father was taking discontinued medications. I then scheduled a meeting with Sam and his daughter for later that week. During that session, Melissa reported that she found multiple vials of old medication on the kitchen counter mixed in with her father’s current medications. Melissa reported that she collected and disposed of all the old medications. I recommended obtaining a daily medication planner. Although the hospital tests were negative, I recommended scheduling an appointment with a neurologist, and both agreed. Sam saw a neurologist who reported that his test results were negative but did not rule out the possibility of a seizure disorder. The neurologist recommended a follow-up appointment in 3 months. He also contacted Sam’s psychiatrist and recommended that the Wellbutrin be discontinued because it is known to have the potential to cause seizures and that Sam should start on another antidepressant. Sam began to focus and become more cognitively alert after the discontinued medications were disposed of and the Wellbutrin was discontinued. I scheduled another family session for Sam to discuss his feelings regarding Melissa moving out. Sam was tearful when he told Melissa he missed her and her dog Sonny. He also told her he was concerned he would not be financially able to remain in the apartment. Melissa reported working long and odd hours but did call her father often and invited him over to her apartment. She further reported that he often declined her invitations. Sam reported he declined because he did not want to intrude on her life or her boyfriend. Melissa assured her father that both she and her boyfriend wanted him to visit and be part of their lives. I asked Sam if Melissa’s dog had been company for him, and he replied, “Yes, and I miss him.” I asked Melissa if it would be possible for Sonny to spend some time with her father. Melissa reported her long work hours were making it difficult to take care of Sonny and asked her father if he would like Sonny to live with him. Sam replied, “I would like that.” I discussed with Sam how he spends his time, which normally consists of reading a newspaper, watching television, or listening to talk radio. I suggested Sam increase his socialization and recommended a social club for older adults that is near his home. Sam said he would consider this idea. I asked Sam to discuss his financial concern that he may not be able to remain in his apartment. Sam stated that Melissa had been contributing to the household expenses but stopped when she moved out. He stated he had been too embarrassed and ashamed to discuss this with Melissa and had been keeping this to himself. Although Sam is on a fixed income, he is currently able to meet his expenses. However, he is concerned about his rent, which is his largest expense. I explored state and federal rent assistance programs for seniors and the disabled. I found a program through which tenants who qualify can have their rent frozen at their current level and be exempt from future rent increases. Sam met the program requirement of being at least 62 years of age, currently living in a rent-controlled apartment, and having a household income that was within the specified guidelines. I obtained the required forms and personal documentation from Sam and completed the application, sending it to the appropriate agency. Adapted from: Plummer, S.-B., Makris, S., & Brocksen, S. (2013). Social work case studies: Concentration year. Baltimore, MD: Laureate Publishing.

Multicultural Case Study

Multicultural Case Study

Note: If you have not done so, please read the course project information to understand how all the course assignments interconnect.

Introduction

At some point in your career, you will encounter a multicultural issue. It may be a conflict with a supervisor or a problem with one of your colleagues or clients. You may experience the use of hate speech in the professional work setting or feel marginalized because of one of your cultural identities. A conflict may involve an individual, an entire agency, or an institution.

In this assignment, you will:

  • Create a multicultural conflict that could occur within your psychology specialization. The details of this conflict may be drawn from real life or imagined, but the conflict must involve your actual cultural identities, which you analyzed in the Unit 1 assignment, Self-Reflection: Using the Hays ADDRESSING Model. This conflict will involve one or more people you could encounter in your work who have several points of cultural difference with you. An agency, business, or institution could also be part of the conflict.
  • Analyze the multicultural issues that are present and consult scholarly literature to develop strategies or techniques that you can use to navigate the conflict. This assignment will help you think critically about uncomfortable situations that you may encounter in your career as a psychologist and prepare you to respond effectively in such situations.

The deliverable is a PowerPoint presentation of a case study that could be given in a professional context. A case study is an in-depth report and analysis of events, activities, or processes involving one or more people or a situation. Case studies are examined in academic contexts to prepare learners for the challenges they will face in professional practice. Working psychologists continue to consult with colleagues on case studies to improve their professional competencies.

Instructions

Complete the Multicultural Case Study Template linked in Resources for this assignment. Replace all bracketed language […] in the PowerPoint template with your own words.

  • You may wish to enhance the design of the presentation to make it more effective. For guidance on PowerPoint design, refer to the links in Resources.
  • For guidance with PowerPoint fundamentals, see the Basic Tasks in PowerPoint guide in Resources. If, after reviewing this material, you need more help using PowerPoint, contact your teaching assistant. Seek help early!

Your PowerPoint should include the following:

  1. Title slide:
    • Enter a descriptive title of approximately 5–15 words that concisely communicates the heart of the case study. It should stir interest while maintaining professional decorum.
    • Enter your name and a job title and organization that would fit with your case study. Like the case study itself, these last two elements may be fictional.
  2. Case Study Overview slide: Provide the briefest possible narrative description of the case situation here. Additional supporting details and references can be added in the notes section below the slide. The overview should include:
    • The professional setting of the case, based on your psychology specialization (such as treatment center, classroom, hospital, jail, or community-based setting).
  3. Cultural Differences slides: On the table provided, list the main cultural identities from the Hays model, relevant to the case study conflict, of yourself and another person, agency, or institution in the case study.
    • If more than one person, agency, or institution is involved in the case, make a new slide for each one, to compare yourself to all others involved.
    • In the notes section:
      • Identify common concerns with each cultural identity. Be careful to avoid using stereotypes.
      • Analyze how cultural differences contributed to the conflict in this case.
      • Identify two relevant biases you have or had, and at least one strategy for improving your cultural competency around each of those biases.
  4. Relevant Biases: Identify two relevant biases you have or had, and at least one strategy for improving your cultural competency around each of those biases.
  5. Best Practices for Working With [Cultural Identity] slides: Identify a best practice for working with a cultural identity in this case and cite the source below. Then, briefly analyze how the best practice could help you navigate this particular relationship and conflict.
    • In the notes section, describe the best practice in more detail and elaborate as needed on your analysis of how the best practice could help you navigate the relationship and conflict.
    • Copy this slide as needed to address each cultural identity in this case.
  6. References slides: Use current APA style and formatting guidelines.

Additional Requirements

  • Written communication: Should be free of errors that detract from the overall message.
  • References: You must cite best practices from at least three scholarly research articles in this assignment. You may cite reputable sources from websites, books, textbooks, and assigned resources as well, but these will not count toward the three required scholarly research references.
  • Length: A minimum of six slides.

Refer to the helpful links in Resources as you complete your assignment. Submit your PowerPoint file no later than 11:59 p.m. (CST) on Sunday.

Resources

  • Multicultural Case Study Scoring Guide.
  • Basic Tasks for Creating a PowerPoint Presentation.
  • Find Free-To-Use Images.
  • Basic Tasks in PowerPoint 2010.
  • Multicultural Case Study Template [PPTX].
  • Guidelines for Effective PowerPoint Presentations [PPTX].
  • Looking Into the Clinician’s Mirror: Cultural Self-Assessment.
  • APA Style and Format.
  • Capella University Library.
  • Professional Communications and Writing Guide [PDF].
  • Journal and Book Locator.

Discuss two ways that an evolutionary perspective expands our understanding of psychopathology.

Respond to each question in ½ – 1 page per question. Total assignments should be 3-5 pages plus a title and reference page.

  1. What is meant by the notion that mental illness is a social construction? How does cross-cultural research suggest that psychopathology is universal rather than a social construction?
  2. Discuss two ways that an evolutionary perspective expands our understanding of psychopathology.
  3.  Describe twin studies and adoption studies. Explain how each type of study contributes to our understanding of the genetic and environmental foundations of behavior.
  4. Explain how what is known about the brain bases of memory and the reward system, enhance psychopathologists’ understanding of mental illness. How do these neuroscientific insights encourage a dimensional approach to psychopathology, rather than the traditional categorical one?
  5. What processes and brain structures are involved in the processing of social information, and what do these processes tell us about the role of social skills in our lives?