Psychology Trauma

 

WATCH THE MOVIE PRECIOUS AND ANSWER THE FOLLOWING QUESTIONS

 

ASSESSMENT OF A CASE OF CHILDHOOD TRAUMA:  PRECIOUS

 

PSYC 415  PSYCHOLOGICAL TRAUMA

 

 

Technical Instructions:

 

 

 

None of your responses should require more than 1 — 1½ pages of text.  The maximum page limit for this exam is five (5) pages and the minimum is three (3).  Given this limitation, please answer the questions directly; there is no need to make your exam resemble an essay with an introduction, summary, etc.

 

Each question is worth 20 points.  Do not skip any questions.

 

You are required to use APA format.  Your use of APA format along with sound writing skills count as 20% of your exam grade.

 

Please follow the format of the exam when responding to questions.  Number your responses to correspond to the questions.  Do not combine the questions or your responses.  You do not need to cut and paste or retype questions.

 

You may use your notes, lecture materials, handouts and texts freely.  Don’t forget to use proper citations.

 

Do not use unreliable i.e., non-scientifically or non-scholarly based web sites for this assignment (any “.gov” and professor sponsored “edu” sites are generally acceptable).

 

This is an independent assignment; do not collaborate with other students as you complete this exam.

 

ASSESSMENT OF A CASE OF CHILDHOOD TRAUMA:  PRECIOUS

 

YOUR CHANCE TO BE THE EXPERT

 

For the present assignment, you are asked to put yourself in the position of the being an “expert” clinician and theorist.  Specifically, you are asked to provide a four component analysis of the character, Clarice “Precious” Jones.  Successful completion of this assignment will require you to succinctly demonstrate your knowledge of course materials as they apply to Precious to produce a traumatic stress oriented assessment of her difficulties.  The four components of your assessment follows.  Content guidance for the each component is provided in the next section of this assignment.

 

 

 

Text Box: ASSESSMENT OF CLARICE “PRECIOUS” JONES:     I. RISK AND PROTECTIVE FACTORS    II. THEORETICAL PERSPECTIVES    III. BIOLOGICAL DYSREGULATION AND BEHAVIORAL DYSFUNCTION    IV. DIAGNOSTIC CONSIDERATIONS

 

 

CONTENT GUIDANCE:

Stick to facts rather than your interpretation of facts:

  • Example “Precious experienced chronic sexual abuse starting when she was three years of age.”  GOOD – FACTUAL

“Precious experienced chronic sexual abuse starting when she was three years of age and this why she has poor self-esteem.” PROBLEM:  We don’t know with certainty that the abuse is the cause of P’s low self-esteem.  It is much more appropriate to state the abuse MAY be a cause of P’s low self-esteem.

“Mary hated Precious from the time she was three years old.” PROBLEM:  We have no way of knowing if this is true – we do know that Mary was quite abuse and targeted precious and that Mary seemed to believe that P was viewed as desirable in comparison to herself.

“Precious demonstrated academic potential as she performed well in her math classes and earned a certificate of achievement based on the progress she made with reading.” GOOD – specific examples used to back up statement regarding academic potential.

 

Focus on Precious.  Any discussion you present regarding P’s mother or any other characters should be in support of explaining something regarding precious.

 

Organization:  Mark sure you are putting the appropriate information in each section of your exam.

 

 

ASSESSMENT:

 

          I.     RISK AND PROTECTIVE FACTORS (20 points): 

Academic relevance: Relates to discussions regarding risks and protective factors for the development of mental illness.

 

Goal:  Provide an overview key variables associated with the client starting with the mother’s pregnancy through the time of referral.  Types of information included (these are just examples, focus on variables that are most relevant to the client you are discussing):

 

·      Types and quality of social supports.

 

·      Type and quality of attachment bonds.

 

·      Sociodemographic risk and protective factors (age, race, gender, SES, etc.)

 

·      Academic performance (problems such as learning disorders, achievements, engagement/enjoyment of academic endeavors, level of academic achievement, estimated IQ – below average, average, above average)

 

·      Socio-emotional development:  Ability to engage appropriately with family, ability to engage appropriately with peers and authority figures. Psychomotor – anxious, agitated, withdrawn or lethargic, ability to focus and sustain attention, ability to plan and complete various tasks).  Behavioral dysfunction:  disruptive or inappropriate behaviors, risky behaviors (towards self-others), ability to cope with stress, attachment style.

 

 

        II.     THEORETICAL PERSPECTIVES (20 points): 

 

Academic Relevance:  Critical thinking – demonstrate your understanding of the key theoretical perspectives that are included in this course AND your ability to apply these perspectives to Precious.

 

Goal:  Briefly discuss how each theoretical perspective (psychodynamic, cognitive, behavioral, humanism/Maslow) might conceptualize Precious’s difficulties.  State a carefully formulated empirically based opinion regarding which perspective best explains Precious difficulties and should be used as a guide in providing psychotherapy.

 

 

      III.     BIOLOGICAL DYSREGULATION AND BEHAVIORAL DYSFUNCTION (20 points):

 

Academic Relevance:  Demonstrating knowledge of course content (emphasis includes concepts presented in the Perry and Resick texts, fight-flight-freeze response, biology and trauma, attachment as a bio based variable).

 

Goal:  Consider the Neurosequential Model as discussed by Drs. Perry and Szalavitz.  If Precious was a patient of Dr. Perry, how might he conceptualize Precious’ difficulties?  Successfully answering this question requires that you are specific in identifying observable or suspected (based on observation) biopsychosocial dysfunction and in delineating an intervention.

 

      IV.     DIAGNOSTIC and CLINICAL CONSIDERATIONS (20 points):

Academic Relevance:  Demonstrating knowledge of course content and critical thinking through the application of key academic concepts to the client.

 

 

Goal:  This section should demonstrate what you are learned about stress vs traumatic stress, psychiatric symptoms and diagnoses, normative and non-normative behaviors associated with exposure to traumatic stress and related efforts at coping.  This is the key section in which you may theorize (or state carefully formulated opinions regarding the causes of a person’s difficulties such as the impact of exposure to overwhelming stressors).

Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.

Assignment 1.2: Conflicting Viewpoints Essay – Part II
Synthesizing and Writing
Due Week 4 and worth 100 points

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking.

The assignment is divided into two (2) parts.
For Part I of the assignment (due Week 2), you read a book excerpt about critical thinking processes, reviewed the Procon.org Website in order to gather information, and engaged in prewriting to examine your thoughts.
* Remember that in the Week 2 Discussion, you examined the biases discussed in Chapter 2 of the webtext.

In Part II of the assignment (due Week 4), you will write a paper to synthesize your ideas.
Part II – Writing
Write at three to four (3-4) page paper in which you:
1. State your position on the topic you selected for Assignment 1.1.
2. Identify (3) three premises (reasons) from the Procon.org website that support your position    and explain why you selected these specific reasons.
3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.
4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.
5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.
6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.

The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
  • Create written work utilizing the concepts of critical thinking.
  • Use technology and information resources to research issues in critical thinking skills and informal logic.

Click here to view the grading rubric..

Psychology Power Point

Prepare a 8- to 10-slide Microsoft® PowerPoint® presentation that illustrates the relationship between subjective wellbeing and the following topics:

  • Physical health
  • Mental health
  • Work
  • Intelligence
  • Religion
  • Race, ethnicity, and stigma

Format your presentation consistent with APA guidelines.

Maintaining Confidentiality in the Age of Public Access

Assignment 1: Maintaining Confidentiality in the Age of Public Access

In the digital age, where technology is more of a requirement than an option, counselors are often faced with the challenge of knowing how to effectively manage boundaries. The following case study will help students understand real-life challenges that counselors often face regarding boundaries and technologies.

Case Study:

Latisha is a 32-year-old African American doctoral student in a small, rural university. As part of her doctoral studies, she serves as a supervisor for students doing their master’s in counseling internship. One of her supervisees, Emma, is working with adolescent girls during her internship and has been assigned four clients she sees twice a week. Latisha is Facebook friends with several classmates and former supervisees but has avoided friending current supervisees, explaining this policy in her professional disclosure statement.

One weekend, she notices a Facebook exchange between a classmate and Emma whose page is public and visible. Latisha views Emma’s Facebook page where she discovers Emma has friended the mother of a client and the two have discussed the client through various posts. Emma’s client Jenn is a 15-year-old female who is the subject of a bitter custody dispute. Latisha is aware that Jenn has a 19-year-old African American boyfriend, and the two are sexually active, which conflicts with the mother’s fundamental Christian values. Latisha now realizes the mother is a member of her own church.

The next day, while attending church, Latisha is approached by the mother who states that she knows Latisha is Emma’s internship supervisor and proceeds to lay out the details of her pending divorce and custody issues. The parent mentions she intends to subpoena Emma and her records as part of the divorce litigation and wants her to testify to Jenn’s placement and well-being.

Tasks:

Using an ethical decision-making model, outline your response to this situation. Outline the proposed action(s) you would take in this case, providing justification for the proposed action(s) and a description of the decision-making model used to arrive at that decision. Your decision-making model should be one that has been discussed in the professional literature, and after explaining the model, you will need to offer a rationale regarding why you chose to apply that particular model to the case study. Remember:

  • You should be sure to cite appropriate literature and must give proper credit to authors of any decision-making models used to analyze the case.
  • Do not simply list the steps of the model; apply the steps and be sure to document and defend your courses of action and your final decision.
  • Cite all appropriate professional standards and relevant laws. Regardless of the model chosen, you need to clearly identify, describe, and evaluate what ethical codes and laws were violated. Be specific—use mental health statutes and specific ethical codes that apply.

Discuss in detail what actions you would take as you proceed through the steps of your chosen ethical decision-making model, each of the steps should take at least a paragraph (or more) to address. You may (and are encouraged to) respond in an outline form (i.e., develop a response to each ethical decision-making step); however, do not simply list the steps of the model but integrate them into a complete answer.

Your answer should be at a minimum approximately 250 words.