Does your examination of any of the ethical theories change your position on finding the job morally/ethically objectionable? Why or Why Not? 

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Now that you have chosen the job- Credit Card Company, which you find morally/ethically objectionable, for your final term paper, you must:
1. Describe the job.
2. Describe why you find the job morally/ethically objectionable.
3. Using the ethical theories that we have discussed in class, discuss whether or not the requirements of the job pass or fail each of the five ethical theories, which we have discussed. (Egoism, Utilitarianism, Deontology, Care Ethics, and Virtue Ethics, see Ethics Introduction.docx).
4. Answer the following questions: Does your examination of any of the ethical theories change your position on finding the job morally/ethically objectionable? Why or Why Not?

Your Paper should be 10 pages, APA style. However, please spell-check and be careful with your grammar. I am most interested in your analysis and thoughtful consideration of the ethical theories. If you support your point of view, you will be successful in this assignment.

Explain what information is still needed to make a differential diagnosis and evaluate how at least one assessment tool, which is listed in the List of Assessment Tools resource, will aid in obtaining that information.

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Instructions
For each case, you will complete a diagnostic analysis you select from the list of assessment tools provided late in this assignment. Each case requires the following information to be addressed:

Describe presenting concerns and relevant history.
Explain what information is still needed to make a differential diagnosis and evaluate how at least one assessment tool, which is listed in the List of Assessment Tools resource, will aid in obtaining that information. The Differential Diagnosis Decision Tree may be helpful to guide this process.
Present DSM-5 and ICD-10 codes including relevant V and Z codes. Assume that the client has presented for treatment with their partner or parents.
Provide a descriptive rationale for the DSM diagnosis that best fits the information provided, including relevant ICD codes. This should be written in a narrative form using complete sentences. Support your rationale with scholarly sources. Optional readings found in the course syllabus may be particularly relevant.
Describe indications or contraindications that help determine whether a medication consultation is appropriate, and provide rationale with support from scholarly sources.

List of Assessments and Supporting Resources

Derogatis, L. R. (1977). Symptom Checklist-90–Revised. Psyctests, doi:10.1037/t01210-000

Grande, T. L., Newmeyer, M. D., Underwood, L. A., & Williams, C. R. (2014). Path analysis of the SCL-90-R: Exploring use in outpatient assessment. Measurement and Evaluation in Counseling and Development, 47(4), 271–290.

Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Personality Styles and Disorder Inventory—Short form. Psyctests, doi:10.1037/t58367-000

Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Development of a short form of the Personality Styles and Disorder Inventory (PSDI-6): Initial validation in a sample of pregnant women. European Journal of Psychological Assessment, 32(4), 283–290.

Review this source toto be able to interpret the Personality Styles and Disorder Inventory—Short form.

Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorders symptoms severity scale. Psyctests. doi:10.1037/t10209-00

Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorder symptom severity scale: A new clinician rated measure. Eating Disorders, 18(4), 333–346.

Review this source to be able to interpret the Eating Disorder Symptom Severity Scale.

Kessler, R. C., Adler, L., Ames, M., Demler, O., Faraone, S., Hiripi, E., & Walters, E. E. (2005). Adult ADHD Self-Report Scale Symptom Checklist. Psyctests. doi:10.1037/t03454-000

Leithead, L., & Freeborn, D. (2013). A practical guide for diagnosing adult attention deficit hyperactivity disorder. The Journal for Nurse Practitioners, 9(10), 688–694.

Review this source to be able to interpret the ADHD Self-Report Scale Symptom Checklist.

Reflective listening skills

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Using the reflective listening skills learned in class, students will engage in a challenging conversation with someone outside the class.  The conversation should occur with someone you feel diametrically opposed to on a topic, for example, someone who voted differently than you in the election, a friend or acquaintance who disagrees with you on a heated issue, a loved one who feels differently than you on an important matter, etc. While students will determine who to have the conversation with and what the topic is, students should take care to abide by these specific parameters:  •The ultimate goal of this assignment is to understand where the other person is coming from.  As we recall, reflective listening ultimately boils down to listening to understand.   •While at the end of the conversation you may not agree on the topic at hand with the other person, it’s important that you gain an understanding of their perspective through the conversation. •This assignment is not to participate in a “debate” with the other person.  It’s not your role to convince them of your point of view — you’re trying to understand where they are coming from and how they came to their values and beliefs.    After you have the conversation, take time to reflect on how the conversation went.  How challenging was it to use the reflective listening skills?  What worked well for you? What could use improvement in the future? Were there any moments where you almost lost your cool? How did you get back on track to using the reflective listening skills?  From your perspective, how did the conversation go overall? How did the other person seem to respond to your use of reflective listening skills? What have you learned from this exercise?    Submissions should be typewritten — word processed — and between 4 to 5 pages double spaced with 12 point font.  Papers will not be graded on grammar or spelling, but clarity and attention to these details would be most helpful.

Explore and then explain why each generation achieved different levels of social mobility.

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Assignment 2: Social Mobility
For this assignment, you will trace your own family’s history of social mobility. Consider various types of social mobility, including intragenerational mobility, intergenerational mobility, and status attainment.
You should examine at least three generations of your family and think about their achievements and ascriptions and whether people climbed upward, slid downward, or remained the same. Be sure to think about race and gender and their role in mobility and social status.  You should also make predictions about your own social mobility and your children’s (real or imagined) future mobility.
To complete this assignment, perform the following tasks:

Describe your family’s history of social mobility through at least three generations. Types of social mobility to discuss include intragenerational mobility, intergenerational mobility, and status attainment.
Explain the role of race and gender in the discussion on mobility and social status.
Explore and then explain why each generation achieved different levels of social mobility.
Predict your own social mobility and if you have children, their mobility.
Support your work with the text readings, lectures, and appropriate outside resources.