Cultural Autobiography Case Study And Training Intervention:

Students will develop a case study based on a time in their life where they experienced a microaggression(s) which he or she believe impacted their academic, career and/or social-emotional development.  The purpose of this assignment is to engage in understanding yourself as a counselor and cultural being. This is your story, therefore, may tell it as you see it. The Cultural Autobiography Case Study and Training Intervention will consist of:

Writing a Training Intervention Proposal using the template in Blackboard, integrate information from related assignments (Case Study, Annotated Bibliography, Multicultural Counseling Competencies) inclusive of:

Cultural Autobiography Case Study

Type of Training Intervention: (individual, group and/or group guidance – school counseling; and/or psychoeducational – rehabilitation counseling) that would be discussed during the roundtable.

Three training objectives

A corresponding training outcome for each objective.

A corresponding counseling ethical code supporting each training objective; and,

A corresponding multicultural counseling competency for each objective.

WHEN DOING THE  VIRTUAL ROUNDTABLE DISCUSSION TOPIC ON ADOBE SPARK: DO NOT WORRY ABOUT POSTING IT JUST COME UP WITH A TOPIC FOR DISCUSSION.

CED 525 CROSS CULTURAL CONSIDERATIONS IN COUNSELING

DR. WITHERSPOON

Training Intervention Proposal (0- 75 points)

 

1. TITLE: State the title of the reflective case study presentation in 12 words or less.

 

2. ABSTRACT: Write an informative and interesting description of your presentation in 45 to 60 words.

 

3. CASE STUDY: Summarize your case study in 100 to 250 words inclusive of name, age at the time the one counseling issue, microaggression, and type of microaggression(s) occurred. Three specific objectives, three corresponding code of counseling ethics and projected outcomes for your proposed intervention (individual, group counseling, group guidance and/or psychoeducational for your case must be included.

 

4. ANNOTATED BIBLIOGRAPHY: Cite pertinent research finding(s) from your Annotated Bibliography (journal articles from 2012 – 2017;2018) that support the training intervention based on your case study and microaggression(s).

 

5. MULTICULTURAL COUNSELING COMPETENCIES: Described how multicultural counseling competencies affect your personal demographics (i.e. race, age, ethnicity, etc.) and training intervention for your cultural autobiographical case study. Refer to the Association for Multicultural Counseling and Development Counseling Competencies and Dimensions of Personal Identity for guidance.

 

6. VIRTUAL ROUNDTABLE DISCUSSION TOPIC ON ADOBE SPARK: Write a discussion topic based on your case study that you would pose in your training intervention to the racial/ethnic/religious and or population who exacted the microaggression.

Research Methods Paper (Literature Review & State Of Problem)

Enhancing Sports Performance With Hypnosis: An Ode for Tiger Woods

Leonard S. Milling and Elizabeth S. Randazzo University of Hartford

We present a comprehensive methodological review of controlled and single-case design studies of the effectiveness of hypnosis for enhancing sports performance. To be included in the review, controlled studies were required to use a between-subjects or mixed model design in which hypnosis was compared with a control condition or alternative intervention to improve sports performance. Single case-design studies were required to incorporate baseline and intervention phases, with multiple assessment points during the baseline phase to establish a stable trend for the target behavior. An exhaustive search of the PsycINFO database identified 17 studies satisfying these criteria. Hypnosis was shown to be effective for improving performance in a variety of sports, with the strongest support for enhancement of basketball, golf, soccer, and badminton skills. Common methodological limitations in the reviewed studies included a failure to fully specify the demographic characteristics of samples, to utilize a treatment manual, and to assess relations between hypnotic suggestibility and outcome. Two hypnotic interventions met criteria as possibly efficacious empirically supported therapies, thereby indicating that hypnosis can be a way of engaging in evidence-based practice in sports psychology. Practitioners who work with athletes may wish to consider the potential of hypnosis for enhancing sports performance.

Keywords: hypnosis, sports performance, effectiveness, methodology, empirically supported therapies

Competitive sports are played mainly on a five-and-a- half-inch court-the space between your ears.

—Bobby Jones, Co-Founder of the Masters Tournament

Since becoming a professional golfer in 1996, Tiger Woods has won 105 tournaments including four Masters Tournaments, four PGA Championships, three U.S. Open Champion- ships, and three British Open Championships, thereby cementing his legacy as one of the greatest golfers in the history of the game and earning him prize money of more than $132 millionworldwide(http://www.tigerwoods.com/ about-tiger). According to Forbes magazine, in

2010–2011, the average annual salaries of pro- fessional athletes were $1.9 million in the Na- tional Football League, $2.4 million in the Na- tional Hockey League, $3.2 million in Major League Baseball, and $5.15 million in the Na- tional Basketball Association (http://www .forbes.com). However, the excitement and challenge of competition are frequently men- tioned as the primary motivations for youth, high school, collegiate, and even elite profes- sional athletes. For example, Lionel Messi, soc- cer forward for FC Barcelona and captain of the Argentina National Team, has said, “my moti- vation comes from playing the game I love. If I was not paid to be a professional footballer, I would willingly play for nothing” (Duda & Treasure, 2015, p. 66). Clearly, the intrinsic and extrinsic rewards for success as an athlete can be substantial.

The pressure on athletes to gain even a small advantage over competitors is often enormous. In the major U.S. sports (e.g., basketball, foot- ball, baseball, hockey, soccer), only about 6% of high school athletes go on to play in college,

This article was published Online First May 25, 2015. Leonard S. Milling and Elizabeth S. Randazzo, Depart-

ment of Psychology, University of Hartford. We thank Taryn Brandt and Dawn Neese for their helpful

suggestions in carrying out this project. Correspondence concerning this article should be ad-

dressed to Leonard S. Milling, Department of Psychology, University of Hartford, 200 Bloomfield Avenue, West Hart- ford, CT 06117. E-mail: milling@hartford.edu

T hi

s do

cu m

en t

is co

py ri

gh te

d by

th e

A m

er ic

an Ps

yc ho

lo gi

ca l

A ss

oc ia

tio n

or on

e of

its al

lie d

pu bl

is he

rs .

T hi

s ar

tic le

is in

te nd

ed so

le ly

fo r

th e

pe rs

on al

us e

of th

e in

di vi

du al

us er

an d

is no

t to

be di

ss em

in at

ed br

oa dl

y.

Psychology of Consciousness: Theory, Research, and Practice © 2015 American Psychological Association 2016, Vol. 3, No. 1, 45–60 2326-5523/16/$12.00 http://dx.doi.org/10.1037/cns0000055

45

 

http://www.tigerwoods.com/about-tiger
http://www.tigerwoods.com/about-tiger
http://www.forbes.com
http://www.forbes.com
http://dx.doi.org/10.1037/cns0000055

 

and less than 2% of NCAA student-athletes later compete at the professional level (http:// www.ncaa.org). The boundary between success and failure is sometimes quite narrow. For ex- ample, at the 2008 Summer Olympics, U.S. swimmer Michael Phelps won an unprece- dented eight gold medals. Across the eight events, his average margin of victory relative to each of the 4th place finishers (who did not receive a medal of any kind) was a mere 3.84 s. Indeed, in the 100 m butterfly, the margin of victory over the 4th place finisher was a razor- thin .55 s. In view of the tremendous incentives for success and the fierce level of competition, it should come as no surprise that athletes often seek out every possible way of maximizing their abilities and performance.

Psychological Skills Training and Sports Performance

A variety of psychological interventions are commonly used to enhance sports perfor- mance, including visualization, self-talk, arousal regulation, and goal setting (Whelan, Mahoney, & Meyers, 1991). Visualization is sometimes referred to as imagery or mental rehearsal. It involves cognitively creating a new experience or recreating a past experi- ence to either practice a specific sport skill or to prepare immediately before competition (Vealey & Forlenza, 2015). Self-talk, or self- instructional training, is concerned with mod- ifying the ongoing thoughts and internal con- versations that athletes experience during preparation and competition, thereby reduc- ing negative cognitions and increasing confi- dence (Williams, Zinsser, & Bunker, 2015). Arousal regulation is a used to produce the optimal level of arousal, which might include arousal energizing techniques to increase arousal levels, as well as relaxation tech- niques to decrease arousal and anxiety (Gould & Udry, 1994). Finally, goal setting involves helping the athlete to establish specific, mea- surable, and realistic performance goals of moderate difficulty that result in improved performance (Gould, 2015). Evidence of the effectiveness of these interventions is mixed, but generally supportive (Gardner & Moore, 2006).

Hypnotic Enhancement of Sports Performance

Another psychological intervention that has been used to enhance sports performance is hypnosis. There are many definitions of hypno- sis, but we prefer the following one because of its clarity: “Hypnosis is a procedure during which a health professional or researcher sug- gests that a client, patient, or subject experience changes in sensations, perceptions, thoughts, or behavior” (Kirsch, 1994, p. 143). Another at- tractive feature of this definition is its neutrality with regard to long-standing, unresolved theo- retical controversies, such as whether people enter an altered state of consciousness when they are hypnotized (Kirsch & Lynn, 1995). According to Hilgard (1965), every hypnotic procedure consists of a hypnotic induction and a suggestion. The induction customarily consists of instructions for relaxation, along with state- ments that the person is becoming hypnotized. Thereafter, a suggestion or suggestions invite the person to experience some imaginary state of affairs (e.g., “you are feeling calm, confident, and powerful as you imagine yourself approach- ing the ball to take the penalty kick”). When a suggestion is delivered without a hypnotic in- duction beforehand, it is referred to as a non- hypnotic or imaginative suggestion (Kirsch, 1997a).

There are numerous anecdotal reports of well-known athletes using hypnosis to enhance sports performance. Undoubtedly, some of these reports involved the use of visualization, which was then inaccurately labeled as hypnosis in the popular media. Although hypnosis and visualization share some common elements, they are not the same. For example, visualiza- tion is not preceded by a hypnotic induction. Thus, visualization would be more similar to use of imaginative suggestions. However, there do appear to be some instances in which well- known athletes used hypnosis to enhance per- formance (e.g., Tiger Woods, Nolan Ryan). For example, in his biography of Tiger Woods, Lon- dino (2010) describes how a sports psychologist worked with Tiger Woods when he was a teen- ager, using hypnosis to sharpen his ability to focus in the moment on the golf course.

Empirical research has shown that hypnosis is a very effective intervention for a variety of problems and symptoms, including pain (Mont-

46 MILLING AND RANDAZZO

T hi

s do

cu m

en t

is co

py ri

gh te

d by

th e

A m

er ic

an Ps

yc ho

lo gi

ca l

A ss

oc ia

tio n

or on

e of

its al

lie d

pu bl

is he

rs .

T hi

s ar

tic le

is in

te nd

ed so

le ly

fo r

th e

pe rs

on al

us e

of th

e in

di vi

du al

us er

an d

is no

t to

be di

ss em

in at

ed br

oa dl

y.

Read The Personality Theory Paper And Follow The Instructions To Complete The Assignment.

University of Phoenix Material

Personality Theory Paper

Select a fictional character from history, television, or film. Prior approval from the instructor of your chosen character is required. Film selections may include:

  • The Blind Side
  • Rudy
  • A Beautiful Mind
  • Pursuit of Happy-ness
  • Fearless
  • The Fisher King
  • Fatal Attraction
  • What about Bob?
  • Girl Interrupted

Write a 1,050- to 1,400-word paper in which you analyze your chosen character’s personality using one theorist or theory from each of the following columns:

Column A

Column B

Column C

Jung

Allport

Five-factor model

Adler

Cattell

Object relations

Freud

Kelly

Maslow

Horney

Ellis

Sullivan

Search the University Library, the Theory Tables Learning Team Assignment, and other resources for information on each of the theorists or theories you selected.

Describe the connection between the character’s personality and the theory used to explain it using relevant information such as direct quotes, descriptions of life events, examples of interpersonal behavior, and so on.

Include the following in your paper:

  • A short introduction outlining the demographic and background information of the chosen character
  • An evaluation of how each of the chosen personality theorists or theories explains the personality of the chosen character
  • A discussion of how the selected character’s behavior might be interpreted differently, depending on which theoretical approach is used
  • A discussion of the extent to which each chosen theorist or theory would address relevant social, cultural, environmental, biological, or unconscious factors that may be influencing  the character’s behavior

Format your paper consistent with APA guidelines.

Abnormal Psychology: Antwone Fisher

Abnormal Psychology: Antwone Fisher

The Antwone Fisher is a movie that offers a narrative of one of the characters struggling with his past. The movie features the name of the main character, Antwone Fisher. He serves as a Navy petty officer and exhibits challenges getting over his past. The killing of his father before his birth and abandonment by her mother are seen as having adverse impacts on his life. Moreover, Antwone Fisher is Brough up in an abusive environment by Ms. Tate and Reverend Tate. After having an argument with Ms. Tate, the foster parents push Antwone Fisher to the streets. The event subjects him to a life of homelessness and problems. Nonetheless, he later joins the navy. While in the ship, Antwone Fisher engages in a confrontation with other crew members.

Consequently, he is sent to see a psychiatrist, Dr. Davenport. However, the first session with the doctor does not start as he fails to talk about his condition. After some period, the two develop close ties and working relationships, and Antwone Fisher opens up about his condition. The first scene of the movie presents the main character reflecting on his early years as a boy. He is standing in solitude in a ban (Searight et al. 2014). A man takes his hand and leads him inside the ban where there is a table of food. Before starting to eat, gunshots and the sounds of a cow disrupt him. The part is of great importance in understanding the issues facing the character. While sitting at the table, he is sounded by all his ancestors. The part signifies that Antwone Fisher yearns to have a sense of belonging and acceptance. On the other hand, taking the lead position in the table points that he wish to feel proud of his family.

However, the lack of familial upbringing creates a feeling of shame. There are many recollections that offer the views a glimpse of Antwone Fisher’s life. After waking up, he progresses to the bathroom where he washes his face. While wiping his face, a Caucasian asks Antwone Fisher “is there something on your face?” While the question is not offensive, Antwone Fisher becomes violent and punches and chocks the shipmate. The incidence is one of the indications that the main character has mental problems. It is central to understand the factors that drive the anger and its link to different mental conditions.

During some of the visits to Dr. Davenport, Antwone Fisher recounts some of the past abuses and neglection. Despite her release from prison, her mother fails to come to claim him from Mr. and Mrs. Tale. Antwone Fisher explains that the event is hard to bear and has adverse implications on his life. During the second session with the Doctor, he highlights instances where Mrs. Tale would psychologically abuse him. Mrs. Tale often made racial remarks that are derogatory to him. The events point that the main character suffers from the lack of affection from his parents and family (Searight et al. 2014). There are chances that he is suffering from dispersion due to the persistent stress. In a typical setting, children are availed with support and security from the parents. Antwone Fisher explains that his best moments as the times when Mrs. Tale would prepare pancakes.

These movements are a representation of the times that Antwone Fisher felt free from the depression and the cruel world. However, these moments are rare. In the events that led to him being kicked out of the house, he had taken the shoe that Mrs. Tale often used to beat him. During these moments, Antwone Fisher feels a sense of pride and control. It creates the impression that since his birth, he did not have control over his life. The lack of freedom and the depressing moments are the trigger factors to the mental condition. Moreover, as time progresses, the session changes into a father/ son moment. The doctor makes the discoing to cross the patient/ therapist boundary.

It is a conscious move by Dr. Davenport as it serves to give Antwone Fisher a sense of belonging. Although the therapist makes efforts to change the patent’s behavior, he is engaged in another fight whole on liberty (Searight et al. 2014). After enquiring the trigger factors of the incidences, Antwone Fisher reveals of past sexual harassment by a babysitter. The incidence points that Fisher has points that create dissonance with his only reaction being violence. Nonetheless, the trigger factors stem from his past and mental condition. His past increases the vulnerability to anger and creates a feeling of shame. It is thus critical to focus on the past events as this would allow for healing.

The abandonment by his parents, the racial discrimination and sexual abuses are some of the incidences that darken his past. He also lacks a family structure which would serve his support. Anything that reminds him of the past causes a confrontation with other people. It implies that he is ashamed of the past. Although the doctor pushes Antwone Fisher to find his parents, Fisher is of the idea that he only required the doctor. Although the doctor breaks the news that the session will not continue anymore, Fisher is not aggressive (Macfarlane, 2004). Rather than being violent, he recounts the events that led to the killing of his best friend Jesses.

After some time, Antwone Fisher is able to locate his family and wants to show his mother the man he had become (Fisher, 2003). He later retrains to the ship and informs the doctor that he had met his family members. The story is about self-determination and mental conditions that may impact on one life. In this case, Antwone Fisher suffers from depression due to the prolonged stress. During his early years, he had undergone many ordeals. The lack of a family stricture implies that he was venerable to discrimination and other harassments. After finding his family and having a sense of belonging, Antwone Fisher reduces the aggressive episodes. On the contrary, he engages in meaningful activities.

The counseling services with the doctor provide an avenue where Fisher can share envies that troubles. By recollecting the events in the past and locating his parents, he undergoes some healing. The mental condition, in this case, is triggered by environmental factors. As the environment changes and Fisher gets love and reassurance from his family, the mental condition begins to fade. The prevalence of the condition among many people is tied to the inadequacy of support services. Fisher case points that access to quality and regular counseling services can change one’s life. Mental condition subjects patients to a low quality of life and lower the productivity levels. The movie indicates that Fisher has issues getting along with other shipmates thus complicating teamwork and productivity.

Mental conditions such as depression come with many dangers. Fisher has violent episodes which put his life and those of the shipmates to danger. There is the risk of self-harm and constant conflict. However, there are many ways of resolving mental conditions and reducing the occurrence of violent episodes. Therapy is thus an ideal way of coping with the condition. It allows the affected persons to undergo gradual healing. I would still propose counseling services from a therapist. While there is medication to deal with the episodes, counseling is more effective. My argument is based on the fact that such sessions allow for the understanding of the trigger factors as opposed to the episodes. There is thus an increased chance of permanent healing and attaining an improved quality of life.

 

References

Fisher, Antwone Quenton, and Denzel Washington. Antwone Fisher. Twentieth Century Fox Home Entertainment, 2003.

Macfarlane, S. (2004). Antwone Fisher: how dangerous is ‘dr Wonderful’. Australasian Psychiatry12(2), 176-178.

Searight, H. R., & Saunders, D. (2014). Teaching Psychology through Popular Film: A Curriculum. International J. Soc. Sci. & Education4(4).