Review the “Vargas Family Case Study” and the provided literature regarding current trends and integrative models of family therapy. Identify two potential evidence-based or integrative models to which you would consider referring the Vargas family if problems persist. 

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Part 1: Read the entire “Vargas Family Case Study” (all eight sections). Consider the progress (or lack thereof) over the past eight sessions. Using the “Discharge Summary Outline” template; include the following in your outline:

1.A brief summary of what was going on with the family

2.A review of the initial treatment goals

3.Theories and interventions used

4.A brief discharge summary for the family treatment

5.Clinical recommendations for sustained improvement or referrals for additional services

Part 2: Review the “Vargas Family Case Study” and the provided literature regarding current trends and integrative models of family therapy. Identify two potential evidence-based or integrative models to which you would consider referring the Vargas family if problems persist.

Compose a 6-12-slide PowerPoint presentation to be shared with your class. Be sure to include the following elements for each of the two models:

1.A brief overview of the model

2.The target demographic and presenting concerns the model addresses

3.The research supporting the model

4.Please note: Online students need to include detailed speaker notes of what would be said if giving the presentation in person.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Discuss how the role of a practitioner-scholar will influence you to become a wise consumer of research and theory.

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As stated in the introduction, connecting scholarship and practice is critical for professionals in psychology. In one of the unit studies, you examined both the scholar-practitioner model, as presented in McClintock’s 2004 article, and Capella’s learning model, which is based on the ideas in that article. In Capella’s learning model, the master’s level degree program is described as practitioner-scholar, to distinguish it from the doctoral degree program, which is described as scholar-practitioner.

This discussion will provide you with an opportunity to enhance and deepen your understanding of the scholar-practitioner model in general and the practitioner-scholar expectations at Capella in particular. At the same time, it will enable you to get valuable feedback from your peers on your vision statement and action plan. Your thinking and exchanges in this discussion will support your success in the assignment that you will submit in the next unit.

In your initial post:

  • Compare McClintock’s scholar-practitioner model and Capella’s scholar-practitioner learning model. You probably notice that only Capella uses the term practitioner-scholar. What aspects of McClintock’s model supports Capella’s learning model?
  • Describe the role of a practitioner-scholar within the field of psychology.
  • Discuss how the role of a practitioner-scholar will influence you to become a wise consumer of research and theory.
  • Summarize your vision of a career in psychology and your main SMART goals. How did the practitioner-scholar model help clarify and strengthen your vision of your future in the field, and your professional goals?
  • Explain how this model might apply to your studies as a graduate learner in psychology at Capella.

If you had any trouble understanding the scholar-practitioner model or its application in the field of psychology, use this discussion to receive support from your peers and instructor to work through your challenges.

Be sure to integrate both the McClintock article and the Capella practitioner-scholar guide into your discussion post. Use the following APA reference:

  • Capella University. (2003). Capella University’s scholar-practitioner educational philosophy[White paper].
  • McClintock, C. (2004). Scholar practitioner model. In A. DiStefano, K. E. Rudestam, & R. J. Silverman (Eds.), Encyclopedia of distributed learning (pp. 394–397). Thousand Oaks, CA: SAGE.

Response Guidelines

Read the posts of your peers and respond to at least two. Try to choose the posts that have had the fewest responses thus far.

  • What can you add to clarify your peers’ understanding?
  • What strategies can you suggest to help them connect this model to their vision and goals for their future careers?
  • Do their goals meet the criteria of being specific, measurable, achievable, relevant, and time-bound (SMART)?
  • Can you think of any way they could be improved to better meet these criteria?

Be sure to provide substantive responses to help your peers build on their learning and reference any relevant assigned readings, additional resources, or professional literature to support your response.

Describe one of the areas you feel OBM can contribute the most to in the field of OD and why.

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Psychology / Applied Behavior Analysis / Organizational Behavior Management

PS430: Program Design and Evaluation

Unit 8 Discussion Post

 

Topic 1 of 1: Collaborating with other disciplines

Your textbook points to many similarities and many differences between OBM (Organizational Behavior Management) and OD (Organizational Development). The text also highlights potential areas for collaboration. Throughout your future careers in Applied Behavior Analysis, you will often have to collaborate with others from other disciplines. This will require an understanding of other fields as well as the skills to determine where you can collaborate and create the most effective treatment environment for clients.

For this week’s Discussion you will compare and contrast OBM and OD as well as extend some of the points from this week’s Reading to your future practice:

1.          Identify and explain two key ways in which Organizational Behavior Management and Organizational Development are different.

2.          Describe one of the areas you feel OBM can contribute the most to in the field of OD and why.

3.          Discuss what is meant by “humble behaviorism,” as referenced in your textbook from Neuringer (1991).

4.          Discuss how the ideas of reciprocation and “humble behaviorism,” will impact collaboration with other disciplines in your future career in behavior analysis.

Reference (attached document) to be used for this assignment is Chapter 14 from the following book:

Johnson, C. M., Mawhinney, T. C., & Redmon, W. K. (2001). Handbook of organizational performance: Behavior analysis and management. New York, NY: Sage The Hawthorn Press, Inc.

 

 

In-text citation: (Johnson, Mawhinney & Redmon, 200

How might potential reactions to an adolescent’s questioning of their sexual identity, or gender role, impact their social environment, behavior and self-esteem?

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Adultism refers to the oppression of young people by adults. The popular saying “children should be seen and not heard” is used as a way to remind a child of his or her place and reaffirm the adult’s power in the relationship. The saying suggests that children’s voices are not as important or as valid as an adult’s and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth’s self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.

 

Post by Day 3 an analysis of the influence of adultism in the Logan case.  (Logan Family (Episode 34) 

Then, explain how gender, race, class, and privilege interact with adultism to influence the family’s discourse related to Eboni’s pregnancy as well as other family dynamics.

 

References (use at least 2)

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York: Routledge Press.

Laureate Education (Producer). (2013). Logan Family (Episode 34) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu.

 

 

 

Discussion 2: Sexual Orientation, Gender Identity, and Gender Expression

Think about the moment in which you became aware of your sexual orientation.  Do you recall making a conscious choice to be gay or straight? Some believe that gender identity and sexual expression is a choice, or more likely, that “people choose to be gay.” The counter to that belief is that one does not “choose” his or her sexual orientation; it simply is. This week you consider how people’s reactions to someone’s gender identity or sexual orientation impacts his or her environment and experience.

When adolescents question their sexual orientation or gender identity, they encounter various reactions from individuals in their environment. For this Discussion, consider how people’s reactions to someone’s gender identity or sexual orientation may impact his or her environment and experience.

Answer to the following questions:

  • How might potential reactions to an adolescent’s questioning of their sexual identity, or gender role, impact their social environment, behavior and self-esteem?
  • As social workers, what role can we play in assuring the best outcomes for these adolescents?

References (use at least 2)

Bos, H. M. W., Sanfort, T. G. M., de Bruyn, E. H., & Hakvoort, E. M. (2008). Same-sex attraction, social relationships, psychsocial functioning, and school performance in early adolescence. Developmental Psychology, 44(1), 59–68.