Describe local laws regulating the practice of psychology

Child Abuse Case Analysis

In this assignment you are required to perform a child abuse assessment utilizing the child abuse reporting form, located in the Resource section of your syllabus.

PSY 87504_ChildAbuseReportForm.pdf (PLEASE SEE ATTACHED DOCUMENT)
It is suggested that you print the form, fill it out, scan and upload as a pdf file.

Review this week’s video and the reading assignments on child abuse assessment. Using the above Assessment tool, please evaluate the following vignette for suspicion of child abuse.
Fill out the form, describing what you see in the vignette that supports your assessment responses.

After you fill out the form, write a paper discussing your assessment, possible interventions and prevention strategies that you might use when encountering  similar situations in your professional work.  Justify your responses by using and referencing the course text and the video that you watched this week.  All work must be written in graduate level English in APA format.

Your paper should be 1-2 pages plus a title and reference page.

Dave, a 16-year old boy, is seen in an intake counseling session accompanied by his mother. His mother is worried because Dave is so angry.  Dave tells you that he hates his parents. He tells you that he is sick of his father’s alcoholic rages and his mother making excuses for them. Mom tells you that Dave will argue and pick a fight with his father when Dad is drinking.  Often times, this ends with fights between Dave and his Dad.  On more than one occasion Dave has suffered from a black eye. Dave tells you that he only picks these fights to protect his 12-year old brother by “getting the heat off of him”. Mom tells you that it’s always impossible for her to tell who started the physical fight and asks what she should do.
Assignment Outcomes

Recognize the major issues related to sound and professional practice in psychology

Assess and evaluate legal and ethical mandates in clinical context

Describe local laws regulating the practice of psychology

NAME OF MANDATED REPORTER TITLE MANDATED REPORTER CATEGORY

REPORTER’S BUSINESS/AGENCY NAME AND ADDRESS Street City Zip DID MANDATED REPORTER WITNESS THE INCIDENT?

❒ YES ❒ NO

REPORTER’S TELEPHONE (DAYTIME) SIGNATURE TODAY’S DATE

( )

❒ LAW ENFORCEMENT ❒ COUNTY PROBATION AGENCY

❒ COUNTY WELFARE / CPS (Child Protective Services)

ADDRESS Street City Zip DATE/TIME OF PHONE CALL

OFFICIAL CONTACTED – TITLE TELEPHONE

( )

NAME (LAST, FIRST, MIDDLE) BIRTHDATE OR APPROX. AGE SEX ETHNICITY

ADDRESS Street City Zip TELEPHONE

( )

PRESENT LOCATION OF VICTIM SCHOOL CLASS GRADE

PHYSICALLY DISABLED? DEVELOPMENTALLY DISABLED? OTHER DISABILITY (SPECIFY) PRIMARY LANGUAGE

❘❒ YES ❒ NO ❒ YES ❒ NO SPOKEN IN HOME

IN FOSTER CARE? IF VICTIM WAS IN OUT-OF-HOME CARE AT TIME OF INCIDENT, CHECK TYPE OF CARE: TYPE OF ABUSE (CHECK ONE OR MORE)

❒ YES ❒ DAY CARE ❒ CHILD CARE CENTER ❒ FOSTER FAMILY HOME ❒ FAMILY FRIEND ❒ PHYSICAL ❒ MENTAL ❒ SEXUAL ❒ NEGLECT

❒ NO ❒ GROUP HOME OR INSTITUTION ❒ RELATIVE’S HOME ❒ OTHER (SPECIFY)

RELATIONSHIP TO SUSPECT PHOTOS TAKEN? DID THE INCIDENT RESULT IN THIS

❒ YES ❒ NO VICTIM’S DEATH? ❒ YES ❒ NO ❒ UNK

NAME BIRTHDATE SEX ETHNICITY NAME BIRTHDATE SEX ETHNICITY

1. 3.

2. 4.

NAME (LAST, FIRST, MIDDLE) BIRTHDATE OR APPROX. AGE SEX ETHNICITY

ADDRESS Street City Zip HOME PHONE BUSINESS PHONE

( ) ( )

NAME (LAST, FIRST, MIDDLE) BIRTHDATE OR APPROX. AGE SEX ETHNICITY

ADDRESS Street City Zip HOME PHONE BUSINESS PHONE

( ) ( )

SUSPECT’S NAME (LAST, FIRST, MIDDLE) BIRTHDATE OR APPROX. AGE SEX ETHNICITY

ADDRESS Street City Zip TELEPHONE

( )

OTHER RELEVANT INFORMATION

IF NECESSARY, ATTACH EXTRA SHEET(S) OR OTHER FORM(S) AND CHECK THIS BOX IF MULTIPLE VICTIMS, INDICATE NUMBER:

DATE / TIME OF INCIDENT PLACE OF INCIDENT

NARRATIVE DESCRIPTION (What victim(s) said/what the mandated reporter observed/what person accompanying the victim(s) said/similar or past incidents involving the victim(s) or suspect)

A .

R E

P O

R T

I N

G

P A

R T

Y

D . I N

V O

L V

E D

P

A R

T I E

S

V I C

T I M

‘S

S I B

L I N

G S

SUSPECTED CHILD ABUSE REPORT

DEFINITIONS AND INSTRUCTIONS ON REVERSE

DO NOT submit a copy of this form to the Department of Justice (DOJ). The investigating agency is required under Penal Code Section 11169 to submit to DOJ a

Child Abuse Investigation Report Form SS 8583 if (1) an active investigation was conducted and (2) the incident was determined not to be unfounded.

WHITE COPY-Police or Sheriff’s Department; BLUE COPY-County Welfare or Probation Department; GREEN COPY- District Attorney’s Office; YELLOW COPY-Reporting Party

SS 8572 (Rev. 12/02)

B . R

E P

O R

T

N O

T I F

I C

A T

I O

N

E . I N

C I D

E N

T I N

F O

R M

A T

I O

N

S U

S P

E C

T

V I C

T I M

‘S

P A

R E

N T

S / G

U A

R D

I A

N S

CASE NAME:

CASE NUMBER:

To Be Completed by Mandated Child Abuse Reporters

Pursuant to Penal Code Section 11166

PLEASE PRINT OR TYPE

C . V

I C

T I M

O n

e r e p

o r t p

e r v i c t i m

 

  1. case name:
  2. case number:
  3. Button2:
  4. A name of mandated reporter:
  5. A title:
  6. A mandated reporter category:
  7. Text4:
  8. Yes:
  9. no:
  10. A area code:
  11. A phone number:
  12. A today’s date:
  13. Text10:
  14. B county prob:
  15. B county welfare:
  16. B agency:
  17. B address:
  18. date/time of phone call:
  19. B official contacted – title:
  20. B area code:
  21. Text18:
  22. C last first middle:
  23. C birthdate or age:
  24. C sex:
  25. c ethnicity:
  26. C address:
  27. C area code:
  28. C phone number:
  29. C location of victim:
  30. C school:
  31. C class:
  32. C grade:
  33. C1 yes:
  34. C1 no:
  35. C2 yes:
  36. C2 no:
  37. C other disability:
  38. C language spoken:
  39. C3 yes:
  40. C3 no:
  41. C day:
  42. c ccc:
  43. c foster:
  44. C fam friend:
  45. C group:
  46. C relative:
  47. C phy:
  48. C mental:
  49. C sexual:
  50. C neg:
  51. C other:
  52. Text49:
  53. C relationship:
  54. C photos yes:
  55. C photos no:
  56. C death yes:
  57. C death no:
  58. C unknown:
  59. Text56:
  60. D sib 2:
  61. D sib 3:
  62. D sib 4:
  63. D name:
  64. D birthdate:
  65. D sex:
  66. D ethnicity:
  67. D address:
  68. D area:
  69. D phone:
  70. D area b:
  71. D phone b:
  72. Name2:
  73. D birthdate 2:
  74. D sex 2:
  75. D ethnicity 2:
  76. D address 2:
  77. D area 2:
  78. D phone 2:
  79. D area b2:
  80. D phone b2:
  81. DS name:
  82. DS birthdate:
  83. DS sex:
  84. Text81:
  85. DS address:
  86. DS area:
  87. DS phone:
  88. Text85:
  89. E check box:
  90. E number multiple victims:
  91. E date and time:
  92. E place of incident:
  93. E narrative:
  94. Button1:

Assignment: Contingency Tables And Odds In Excel

Report Issue

In the prerequisite course, Quantitative Reasoning and Analysis, you constructed basic contingency (crosstab) tables. You might be surprised to learn that you can estimate a simple logistic regression model, with a categorical predictor, using the descriptive values presented in the crosstab table.

In this assignment, you use Microsoft Excel to construct a specialized tool that creates basic logistic regression models given a crosstab/contingency table. As if that were not useful enough, this Excel tool is not specialized—you can use it given any crosstab/contingency tables you encounter in research. In the field of statistical research, this is just about as exciting as you can get!

To prepare

  • Review the sections in the Osborne text that present a template for constructing an Excel worksheet.
  • Review the video in the Learning Resources, in which Dr. Matt Jones explains how to harness the power of Excel using contingency tables.
  • Think about the types of variables that are useful for cross tab tables.

Using one of the datasets provided, select two variables that allow you to construct a 2×2 contingency table. Use SPSS to run the initial crosstab table, using any two variables that you think are appropriate. Then, use Excel to construct a table in which you report:

  • Conditional probabilities
  • Conditional odds
  • Logits
  • Odds ratios
  • Relative risk
  • Slope

Be sure to apply the template from the Osborne text. Note that page 42 has a completed example that should help you determine these values. Be sure to use formulas and cell references in Excel so that the spreadsheet you create can be used as a tool for calculating similar values for other datasets.

Once you have created the tool, write a 1- to 2-paragraph summary in APA format interpreting your results. Submit both your Excel file and your summary to complete this assignment.

I would need you to login into my account for my datasets.

What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups and why?

5.1 What are special considerations around confidentiality within an adolescent/child’s group?  How would you approach these in a group of adolescents or children?

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development. This discussion question meets the following NASAC Standard:

93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.

5.2   You are leading a group of adolescents referred because of school, behavior, and/or   substance use. Describe an opening exercise and a trust-building exercise you might use with this group. Explain your choice.

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development.   This discussion question meets the following NASAC Standard:

 

92) Facilitate group growth within the established ground rules, and precipitate movement toward group and individual goals by using methods consistent with group type.

6.1  What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups and why? How might you work in a therapeutic way with such a member’s behavior?

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

6.2  While conducting a group for adults struggling with addiction, one of the participants has come to the last three groups late. Explain how you might deal with this client’s tardiness.

This discussion question meets the following CACREP Standard: 2.F.6.c. Therapeutic factors and how they contribute to group effectiveness.

7.1  Under what circumstances might it be beneficial to design a group in which both children and their parents would participate? What special issues might arise in such a group, and how would you manage them?

This discussion question meets the following CACREP Standard: 2.F.6.g. Ethical and culturally relevant strategies for designing and facilitating groups.

7.2  Now that you have read about therapeutic techniques and procedures, choose two techniques that you would most likely use and explain why. Choose one that you are least likely to use and explain why.

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

8.1 When developing and implementing an adult support group, the following important guidelines should be considered: how the group is organized, how the format of each group session is structured, and what the short-and long-term outcomes of the group are. Consider the following three adult support groups: an HIV/AIDS support group, grief group for elderly, and a domestic violence support group. What similarities do you see, and how do these similarities suggest guidelines for developing these groups?

This discussion question meets the following CACREP Standards:  2.F.6.a. Theoretical foundations of group counseling and group work.  2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

This discussion question meets the following NASAC Standards:

89) Describe, select, and appropriately use strategies from accepted and culturally appropriate models for group counseling with addicted or substance abusing clients.

93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.

8.2 At some point in your career, you may be asked to design and implement a group for involuntary clients, such as domestic violence perpetrators, drunk drivers, substance users, abusive parents, or prison inmates. What are your thoughts and feelings about working with mandated group participants?

Describe fully. How would you approach counseling differently with them than with voluntary participants?

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

Each questions needs to be answered with 150-200 words and have to have a cite in the answer.  Explain below

Question.

answer    “Cite”

Question

answer    “Cite”

and so on

Discussion Criminal Justice

Discussion topics support this unit’s objective and should be completed after reading all materials. Your responses ought to include original evaluation, synthesis, or analysis of the topic, and contribute to the weekly discussion in a meaningful way. You must complete all discussion topics and reply to your peers’ posts. Refer to the Discussion Board Rubric under Course Resources for additional requirements.

Read the following article.

Hendrie, Edward M. (1997, Mar.). Beyond miranda. FBI Law Enforcement Bulletin, 3(66), 25–32. Retrieved fromhttps://search-proquest-com.lib.kaplan.edu/central/docview/204120664?accountid=34544

Law enforcement agents can, and do, question citizens suspected of committing a crime, but they cannot conduct an interrogation before ensuring that the suspect is protected against self-incrimination. Courts have prohibited physically coercive techniques when questioning suspects (Brown v. Mississippi). The privilege against self-incrimination does not prevent officers from using psychologically coercive techniques to elicit confessions as long as the suspect is informed of his or her rights prior to custodial interrogation (Miranda v. Arizona).

Discussion Topic: The Miranda Decision

Consider each of the rights statements that make up the Miranda decision. Are there any “rights” that you would add to, or remove from, the Miranda rights? If so, what would they be? Use research to substantiate your thoughts and cite your sources using APA formatting.