Write an essay comparing/contrasting two or more out of the following four theorists

Write an essay comparing/contrasting two or more out of the following four theorists: William James, Wilhelm Wundt, G. Stanley Hall, and Kurt Lewin.  Please talk about their theories, rather than their biographies.  Your essay should contain about 500 words summarizing the theories you have chosen to compare/contrast.  Then, you must add about 250 words for the conclusion, which must answer the following question:  How do these theorists relate to psychology TODAY, that is, to current concerns and the contemporary situation in the field of psychology in our own time?  Your complete essay (summaries of the theories plus your conclusion) should be 750 – 1,000 words long, that is, a MINIMUM of 750 words and a MAXIMUM of 1,000 words (strictly enforced).   Most importantly, the entire essay must be ENTIRELY in your own words. Turnitin will check this (that the essay is in your own words) automatically.  If you plagiarize the essay, or use anyone else’s words other than YOUR OWN, you will automatically fail this exam, so please be very careful.  You do not have to quote any of your sources.  But if you do decide to quote anything (that is, use words from another source) you MUST put these words in quotation marks, to show that they are a direct quote, and not your own words.  Failing to do that (use quotation marks for any words that are not your own) may result in your receiving a failing grade for this exam.

Assignment: Case Study Analysis–Humanistic And Existential Theory

This week you examined personality theories from the humanistic and existential theoretical orientation. Supported by the information you gathered in your Personality Theory Matrix, analyze the case of Mrs. C based on one theory from the humanistic or existential orientation. The case study analysis considers Mrs. C’s symptoms (including cultural considerations) and offers relevant assessments and interventions for her case. Additionally, it must be supported by scholarly materials from the research of reputable sources.

  • Review the Learning Resource, “The Case of Mrs. C.”
  • Review the Personality Theory Matrix information about the humanistic and existential theoretical orientation and its corresponding theories.

 

Assignment (1 page)

Based on the information you gain from the personality case study, “The Case of Mrs. C,” complete the following case study analysis:

  • Analyze Mrs. C’s symptoms, including cultural considerations, from the perspective of a key idea from a theorist that you identified from the humanistic or existential theoretical orientation.
  • Offer suggestions for assessments and interventions to use with Mrs. C from the perspective of a key idea from a theorist that you identified from the humanistic or existential theoretical orientation.

Integrate Resources and scholarly materials from your own research in your analyses and provide citations and references in APA format. References should be combined in one list at the end of the document.

PSYC 6220/5220/8221: Psychology of Personality

CREDIT LINE: SYSTEMS OF PYSCHOTHERAPY: A Transtheoretical Analysis, 9th Edition, by James O. Prochaska and John C. Norcross. Copyright 2018 by Oxford University Press. Reprinted by permission of Oxford University

Press via the Copyright Clearance Center.

“The Case of Mrs. C” is excerpted from Systems of Psycotherapy: A Transtheoretical Analysis, 9th Edition,

by James O. Prochaska and John C. Norcross, and does not reflect a clinical assessment of the client and

the family members’ experiences.

THE CASE OF MRS. C Psychotherapy systems are not merely static combinations of change processes, theoretical contents, and research studies. The systems are, first and foremost, concerned with serious disorders afflicting fellow humans. In comparing systems, it is essential to picture how the psychotherapies conceptualize and treat the presenting problems of an actual client. The client selected for comparative purposes is Mrs. C. Mrs. C is a 47-year-old mother of six children: Arlene, 17; Barry, 15; Charles, 13; Debra, 11; Ellen, 9; and Frederick, 7. Without reading further, and astute observer might discern Mrs. C‘s personality configuration. The orderliness of children named alphabetically and of childbirths every 2 years are consistent with obsessive-compulsive disorder (OCD). For the past 10 years, Mrs. C has been plagued by compulsive washing. Her baseline charts, in which she recorded her behavior each day before treatment began, indicated that she washed her hands 25 to 30 times a day, 5 to 10 minutes at a time. Her daily morning shower lasted about 2 hours with rituals involving each part of her body, beginning with her rectum. If she lost track of where she was in her ritual, then she would have to start all over. A couple of times this had resulted in her husband, George, going off to work while his wife was in the shower only to return 8 hours later to find her still involved in the lengthy ritual. To avoid extended showers, George had begun helping his wife keep track of her ritual, so that at times she would yell out, “Which arm, George?” and he would yell back, “Left arm, Martha.” His participation in the shower ritual required George to rise at 5:00 A.M. in order to have his wife out of the shower before he left for work at 7:00 A.M. After 2 years of this schedule, George was ready to explode. George was, understandably, becoming increasingly impatient with many of his wife’s related symptoms. She would not let anyone wear a pair of underwear more than once and often wouldn’t even let the underwear be washed. There were piles of dirty underwear in each bedroom corner. When we asked her husband to gather up the underwear for the laundry, we asked him to count them, but he quit counting after the thousandth pair. He was depressed to realize that he had more than $2,000 invested in once-worn underwear. Other objects were scattered around the house because a fork or a can of food dropped on the floor could not be retrieved in Mrs. C‘s presence. She felt it was contaminated. Mrs. C had been doing no housework—no cooking, cleaning, or washing—for years. One of her children described the house as a “state dump,” and my (JOP) visit to the home confirmed this impression. Mrs. C did work part -time. What would be a likely job for her? Something to do with washing, of course. In fact, she was a dental technician, which involves washing and sterilizing all the dentist’s equipment.

 

 

PSYC 6220/5220/8221: Psychology of Personality

CREDIT LINE: SYSTEMS OF PYSCHOTHERAPY: A Transtheoretical Analysis, 9th Edition, by James O. Prochaska and John C. Norcross. Copyright 2018 by Oxford University Press. Reprinted by permission of Oxford University

Press via the Copyright Clearance Center.

As if these were not sufficient concerns, Mrs. C had become unappealing in appearance. She had not purchased new clothes in 7 years, and her existing clothes were becoming ragged. Never in her life had she been to a beautician and now she seldom combed her own hair. Her incessant washing of her body and hair led to a presentation somewhere between a prune and a boiled lobster with the frizzies. Mrs. C‘s washing ritual also entailed walking around the house nude from the waist up as she went from her bedroom bath to the downstairs bath to complete her washing. This was especially upsetting to Mr. C because of the embarrassment it was producing in their teenage sons. The children were also upset by Mrs. C‘s frequent nagging to wash their hands and change their underwear, and she would not allow them to entertain friends in the house. Consistent with OCD features, Mrs. C was a hoarder: she had two closets filled with hundreds of towels and sheets, dozens of unused earrings, and her entire wardrobe from the past 20 years. She did not consider this hoarding a problem because it was a family characteristic, which she believes she inherited from her mother and from her mother’s mother. Mrs. C also suffered from a sexual arousal disorder; in common parlance, she was “frigid.” She said she had never been sexually excited in her life, but at least for the first 13 years of her marriage she engaged in sexual relations to satisfy her husband. However, in the past 2 years they had intercourse just twice, because sex and become increasingly unpleasant for her. To complete the list, Mrs. C was clinically depressed. She had made a suicide gesture by swallowing a bottle of aspirin since she had an inkling that her psychotherapist was giving up on her and her husband was probably going to commit her to a psychiatric hospital. Mrs. C‘s compulsive rituals revolved around and obsession with pinworms. Her oldest daughter had come home with pinworms 10 years earlier during a severe flu epidemic. Mrs. C had to care for a sick family while pregnant, sick with the flu herself, and caring for a demanding 1-year-old child. Her physician told her that, to avoid having the pinworms spread throughout the family, Mrs. C would need to be extremely careful about the children’s underwear, clothes, and sheets and that she should boil all of these articles to kill any pinworm eggs. Mrs. C confirmed that both she and her husband were rather anxious about a pinworm epidemic in the home and were both preoccupied with cleanliness during this time. However, Mrs. C’s preoccupation with cleanliness and pinworms continued even after it was confirmed that her daughter’s pinworms were eliminated. The C couple acknowledged a relatively good marriage before the pinworm episode. They had both wanted a sizable family, and Mr. C‘s income as a business executive had allowed them to afford a large family and comfortable home without financial strain. During the first 13 years of their marriage, Mrs. C had demonstrated some of her obsessive-compulsive traits, but never to such a degree that Mr. C considered them a problem. Mr. C and the older children recalled many happy times with Mrs. C, and they kept alive the warmth and love that they had once shared with this now preoccupied person. Mrs. C hailed from a strict, authoritarian, and sexually repressed Catholic family. She was the middle of three girls, all of whom were dominated by a father who was 6 feet, 4 inches tall and weighed 250 pounds. When Mrs. C was a teenager, her father would wait up for her after dates to question her about what she had done; he once went so far is to follow her on a date. He tolerated absolutely no expression of anger, especially toward himself, and when she would try to explain her point of view politely, he

 

 

PSYC 6220/5220/8221: Psychology of Personality

CREDIT LINE: SYSTEMS OF PYSCHOTHERAPY: A Transtheoretical Analysis, 9th Edition, by James O. Prochaska and John C. Norcross. Copyright 2018 by Oxford University Press. Reprinted by permission of Oxford University

Press via the Copyright Clearance Center.

would have to tell her to shut up. Mrs. C‘s mother was a cold, compulsive woman who repeatedly regaled her daughters about her disgust with sex. She also frequently warned her daughters about diseases and the centrality of cleanliness. In developing a psychotherapy plan for Mrs. C, one of the differential diagnostic questions was whether Mrs. C was plagued with a severe obsessive-compulsive disorder or whether her symptoms were masking a latent schizophrenic process. A full battery of psychological testing was completed, and the test results were consistent with those from previous evaluations that had found no evidence of a thought disorder or other signs of psychotic processes. Mrs. C had previously undergone a total of six years of mental health treatment, and throughout that time the clinicians had uniformly considered her problems to be severe but nonpsychotic in nature. The only time schizophrenia was offered as a diagnosis was after some extensive individual psychotherapy failed to lead to any improvement. The consensus in our clinic was that Mrs. C was demonstrating severe OCD that was going to be extremely difficult to treat.

Current Debate In Learning Theory No Plagarism

Preparation

Learning theories evolve over time. As we discover more about how people learn, the application of learning theories also changes. An idea that worked 50, 20, or even 5 years ago might not work currently due to a shift in cultural beliefs, new knowledge, or new learning contexts. Any change in our thinking can affect the way we apply learning theories. Many times, differing perspectives can lead to productive discussions and academic debates that further the evolution of the learning theory.

Instructions

In this assessment, you will explore how the evolution of learning theories and neuroscience has shaped a current learning debate.

Select one of the following learning topics:

· Multiple intelligences.

· Learning styles.

· Brain hemisphere dominance (left versus right brain).

· The Mozart effect.

· Homework is essential for learning.

· The use of technology and “screens” in learning.

· Learning happens best in a school.

Research the historical approaches for the learning controversy and how this issue is currently being debated.

· Looking at this learning controversy through the lens of learning theories and neuroscience, identify what has changed or been discovered.

· Analyze the multiple perspectives of the selected theoretical concept.

· Present arguments on both sides of the debate—both for and against the idea.

· Assess the effect of the selected theoretical concept on your area of specialization.

To complete this assessment, you will need to do the following:

· Evaluate multiple perspectives on both sides of the selected theoretical concept.

. Present the arguments from both sides of the debate.

. Discuss the current state of the debate in the field.

· Assess the quality of available research being used to support a current debate in learning theory.

. Examine the nature of the research that is being used by each side of the debate.

. Determine the quality of this research by determining if the articles are theoretical in nature, are opinions, or are quality academic research.

· Apply APA style and formatting to scholarly writing.

. Exhibit adherence to stylistic conventions, document structure, and source attributions.

Additional Requirements

· Written communication: Write coherently to support central ideas, in appropriate APA format, and with correct grammar, usage, and mechanics.

· Length: 4–5 pages (not counting your title page or references), double-spaced.

· Font and font size: Times New Roman, 12 points.

· Number of references: Minimum of five references.

· Article distinctions: There are three different types of articles. Research articles present original research, review articles discuss research already presented elsewhere, and survey articles are comprehensive review articles that discuss an entire field or area of research. References to books are acceptable, but these references should be kept to a minimum—preferably, use no more than five book references.

· APA style: References and citations should be formatted according to current APA style and formatting standards. Refer to  APA Style and Format . You may also use the  APA Paper Template [DOCX] .

· Style: Write in the third person as an impartial narrator. Avoid the use of Iwe, or you. In particular, avoid phrases such as “I think” in favor of phrases such as “the evidence suggests” or “research indicates.” In science, personal opinion carries no weight unless supported by a combination of empirical research and statistical or logical-mathematical inference.

· Other notes: Avoid long quoted passages from your source texts. Your writing should synthesize your own ideas, in your own words—even if your ideas refer to the original ideas of others, in which case the references should be explicit. Graduate-level writing should be scholarly and more than a mere summary. It should present a unique thesis or at least a significant point you are trying to make, adding appreciably to what is already known of your topic. Your point or thesis will stand or fall solely on its strength—that is, the quality and quantity of the evidence you present.

Older Adult Development Interview And Reflection

Part 1: Older Adult Interview

Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:

  • Cognitive, physical, and psychosocial development during the interviewee’s Maturity Stage of Adulthood (age 65 or older).
  • How peers influenced the interviewee during his or her adolescent/young adult stage.
  • What people and/or events influenced the interviewee’s development of morals such as faith, ethics, and culture?
  • How the interviewee’s experiences, positive or negative, have formulated who he or she is as a mature adult.

Part 2: Reflection

From the perspective of your specific discipline, write a paper of 750-1,000 words, discussing the  Erik Erickson’s Integrity vs. Despair theory and how it relates to your interview. Include the following in your paper:

  • A description of the selected theory.
  • A description of your interviewee (gender, age, ethnicity, etc.).
  • How the interviewee’s responses illustrate the selected theory. Support your response with examples.
  • Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults in general.
  • Include at least three scholarly references in addition to a personal communication reference for the interviewee.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Please use APA Headings.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.