Biopsychology: Draft of Research Investigation

Biopsychology: Draft of Research Investigation

This week you will complete a draft of your research paper. The draft should include all the critical elements of the final paper. Please review the Milestone Three Rubric before completing the draft to be sure that you have included all the elements and cited the required number of sources. Reach out to your instructor if you are unsure of what to include, and be sure to incorporate earlier feedback on your topic into the draft.

Overview: For this milestone, due in Module Five, you will submit a draft of your final paper. Your instructor will give you feedback on your paper to help you
improve it for the final version. Do the best possible job on your draft; the more closely it meets the final requirements, t he less editing you will have to do on
the final version, which is due in Module Seven. Your draft should incorporate the instructor feedback gained thus far in the course. It will also be important for
you to apply the feedback you receive from this draft to your final submission. The final project is meant for you to propose a hypothetical study. You are not
and should not be conducting human subjects research for this project. It is not necessary for the purposes of this assignment. All human subjects research
requires written approval from the SNHU COCE Institutional Review Board in order to protect the welfare and ensure ethical treatment of the subjects.
Prompt: You may use material from your Topic Proposal and Literature Review Worksheet and discussion posts, as these assignments were based directly on the
final paper requirements. Their purpose was to help you gather material to use in the final paper. The research investigation paper requires seven references to
meet the literature review requirements in the rubric. You may use references from the milestones or substitute other appropriate references, as long as you
use a total of seven. Follow the rubric requirements very closely, since your grade is based on how well your draft meets the requirements in each of the rubric
categories.
Be sure to use the Final Project Paper Template as a guide to ensure you meet all of the requirements. The template is formatted in APA style, which you must
use in your final submission.

Specifically, the following critical elements must be addressed:
I.  Literature Review: In this part of the assessment you will analyze existing research to determine how the field of biopsychology has changed over time,
how researchers have designed research to study of the biological processes that influence human behavior, and how issues of ethics have been
addressed historically in the field.
A.  Summarize the claims made by the authors of the existing research in the field regarding how the basic functions of the brain and nervous
system influence human behavior. In other words, what conclusions have the authors of the research reached about how the brain and the
nervous system influence human behavior? For example, what claims do the authors make about the influence of neurotransmitters on human
behavior? What claims are made about the influence of major components of the brain on human behavior, such as the hippocampus or the
amygdala?
B.  Explain how advancements in technology have influenced research on human behavior. In other words, how has the development of new
technologies in biopsychology changed the approach to studying biological influences on human behavior?
C.  Explain how the view of the influence of biological processes on human behavior has evolved over the history of biopsychology. Be sure to
support your analysis with examples from research to support your claim.
D.  Explain the conclusions you can reach about research in biopsychology. In other words, explain what we know about the biological influences on
human behavior, based on your review of the existing research in the field. Be sure to support your analysis with examples from research to
support your claim.
E.  Describe the specific research designs used in the existing research in the field to address research questions. For example, what were the
specific methods used to address their research question? What type of research design was used?
F.  Explain how research designs were used by authors to conduct research in biopsychology. In other words, how did the research designs used by
researchers help in conducting research regarding biopsychology?
G.  Discuss how issues of ethics have been addressed in the existing research in the field. For example, how did the authors inform the participants
of what the experiment would entail? How did the authors account for any potential risks to participants associated with the study?
H.  Discuss how issues of ethics in biopsychology have been viewed historically. In other words, how have issues of ethics in the field been viewed
over time? Has this view changed as the field has progressed? Be sure to support your response with examples from research to support your
claims.
II.  Research Design: In this part of the assessment, use your previous analysis of the existing research in the field to develop your research design. You will
identify a gap in the research you have reviewed, explain how the research supports further exploration of that aspect of biopsychology, and develop a
research question addressing the gap. You will then determine an appropriate research design and explain how it could be implemented and how you
will account for issues of ethics in your proposed research question.
A.  Identify a gap in biopsychology research that is unexplored or underdeveloped. For example, is there an unexplored aspect of the biological
influences on human behavior that you believe could be further explored?
B.  Develop a basic research question addressing the identified gap. In other words, create a question that you could answer in potential research
further investigating your identified gap. Be sure to support your developed research question with examples from research to support your claims.
C.  Determine an appropriate research design that addresses your research question regarding biopsychology and explain why it was chosen. Be
sure to support your response with examples from your analysis and the existing research in the field that supports the determined research
design.
D.  Explain how you will account for issues of ethics associated with your proposed research. In other words, how will you ensure that issues of
ethics associated with your proposed research have been managed appropriately? Be sure to support your analysis with examples from research
to support your claims.
E.  Explain how your approach to accounting for issues of ethics was informed by your review of the existing research in the field. In other words,
what did you learn from the existing research in the field in terms of how to address issues of ethics that you were able to incorporate in your
own design?
Guidelines for Submission: Your research investigation draft should be at least 4 pages, double spaced, with 12-point Times New Roman font and APA formatting.
(Note: Your final submission, due in Module Seven, should be 4–6 pages

 

 

Biopsychosocial Assessment: Part 2

Refer back to the movie you selected and watched or the case study you read during Topic 1. Continue working on the biopsychosocial assessment submitted in Topic 2 and complete Part 2 of the biopsychosoical assessment. Make any suggested changes from your instructor.

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.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standards:

2.F.5.h. Developmentally relevant counseling treatment or intervention plans.

5.C.3.a. Intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management.

This assignment meets the following NASAC Standards:

25) Gather data systematically from the client and other available collateral sources, using screening instruments and other methods that are sensitive to age, culture and gender. At a minimum, data should include: current and historic substance use; health, mental health, and substance-related treatment history; mental status; and current social, environmental, and/or economic constraints on the client’s ability to follow-through successfully with an action plan.

28) Determine the client’s readiness for treatment/change and the needs of others involved in the current situation.

29) Review the treatment options relevant to the client’s needs, characteristics, and goals.

31) Construct with the client and others, as appropriate, an initial action plan based on needs, preferences, and available resources.

32) Based on an initial action plan, take specific steps to initiate an admission or referral, and ensure follow-through.

33) Select and use comprehensive assessment instruments that are sensitive to age, gender and culture, and which address: (a) History of alcohol and other drug use (b) Health, mental health, and substance-related treatment history (c) History of sexual abuse or other physical, emotional, and verbal abuse, and/or other significant trauma (d) Family issues (e) Work history and career issues (f) Psychological, emotional, and world-view concerns (g) Physical and mental health status (h) Acculturation, assimilation, and cultural identification(s) (i) Education and basic life skills (j) Socio-economic characteristics, lifestyle, and current legal status (k) Use of community resources (l) Behavioral indicators of problems in the domains listed above.

34) Analyze and interpret the data to determine treatment recommendations.

36) Document assessment findings and treatment recommendations.

37) Obtain and interpret all relevant assessment information.

111) Prepare accurate and concise screening, intake, and assessment reports.

PCN-610 Option 2: Case Study

David is a 49-year-old married man with two adult children. He has been married for 21 years. He has been employed as a metallurgical engineer in a local steel mill for 20 years. David noted he use to enjoyment going to work, but now, he states some days he would rather just stay home. David married his high school sweetheart. He describes their relationship as “typical.” They eat meals and attend family gatherings together but do little else as a couple. David use to spend his spare time reading, playing golf, and watching TV. For the last 6 months, David has felt blue and his appetite has decreased. He stated he doesn’t have any desire to do any of things he use to enjoy and would rather spend time alone in his bedroom. David complained of irritability and low energy. Within the last 2 months, David noted he has experienced more physical pain in his back and neck area. Because he has not been sleeping well, Robert drinks more at night. He stated that when he was younger, he use to drink more frequently but now he only drinks two or three beers per night. Sometimes, he feels like life is hardly worth living. Robert has tried to “snap himself” out of this sour mood, but nothing seems to work. David oldest son stated he is concerned his father may need to go see a doctor, because his father appears to be acting usual. David stated that his sister used to have similar problems. He is resistant to going to see a doctor and believes his mood will eventually improve.

David’s sister Lisa has struggled with depression for over 10 years. She is currently seeing a psychiatrist and a counselor. In the past, Lisa reported an increase in emotional and physical fatigue, low mood, increased weight gain, and disrupted sleep. Lisa has a negative outlook and states that when things are looking up, something always goes terribly wrong.

© 2017. Grand Canyon University. All Rights Reserved.

Case Study 2: Bullying: The Amanda Todd Story

Due Week 8 and worth 130 points

Recent history illustrates that bullying is a growing problem among today’s youth in the United States.  Amanda Todd, for example, was only fifteen (15) years old when she committed suicide after being bullied by her peers for over a year.

Watch the video titled “Amanda Todd’s Story: Struggling, Bullying, Suicidal, Self-harm” (8 min 55 s).

Video Source: ChisVideos. (2012, October 11). Amanda Todd’s Story: Struggling, Bullying, Suicidal,   Self-harm [Video file]. Retrieved from http://www.youtube.com/watch?v=ej7afkypUsc. 

This video can be viewed from within your online course shell.

Use your textbook, the Internet, and / or Strayer Library to research articles on bullying cases that occur today.

Write a two to three (2-3) page paper in which you:

  1. Describe at least two (2) types of bullying to which Amanda Todd was subjected.
  2. Identify at least three (3) consequences that Amanda Todd experienced as a result of being bullied, and discuss her attempts to deal with them.
  3. Recommend two (2) strategies that you believe Amanda’s parents, teachers, and authorities could have used in order to reduce episodes of bullying of Amanda and thus prevent Amanda’s suicide.
  4. Compare at least two (2) similarities and two (2) differences between the bullying cases that take place today with those cases that took place when you attended high school.
  5. Explain the key contributing factors that you believe led to bullying behaviors. Next, suggest at least three (3) ways in which prevention programs can reduce bullying cases overall.
  6. Use at least two (2) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.

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 or school-specific 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.

Explain how the history and theories of counseling have both benefited and oppressed cultural groups.

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Sue, D. W., & Sue, D. (2016). You are expected to include at least one scholarly and peer-reviewed resource outside of those provided in the readings for each discussion post. I need this completed by 03/10/18 at 3pm.

Application Assignment: The Impact of History and Counseling Theories on Culturally Diverse Populations

Having knowledge of and experience with culturally diverse groups will help you to understand the role culture plays within the context of counseling interactions. The effects of historical events, ideologies, and policies that permeate systems such as education and health care have significantly influenced the experience of various cultural groups.

In this Application Assignment, you explore how the field of counseling has impacted the well-being of culturally diverse populations.

For this Application Assignment, review the Learning Resources. Consider the history of counseling and the intersecting perceptions of counselors and clients, as well as the consequences of those perceptions. Why is an understanding of history important for cultural competence?

The Assignment:

In a 3- to 4-page paper:

· Explain how the history and theories of counseling have both benefited and oppressed cultural groups.

· Briefly describe the experience of a specific cultural group to support the points made in your explanation.

· Explain how one of the following modern controversies, or another of your choice, benefits or oppresses a specific cultural group: IQ debate, standardized testing, history of naming, use of psychotherapy, the deficit model.

Support your Application Assignment with specific references to all resources used in its preparation.

Required Resources

Readings

· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

o Chapter 4, “The Political and Social Justice Implications of Counseling and Psychotherapy” (pp. 107-144)

o Chapter 5, “The Impact of Systemic Oppression: Counselor Credibility and Client Worldviews” (pp. 145-178)

o Chapter 6, “Microaggressions in Counseling and Psychotherapy” (pp. 179-212)

· Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed.). Washington, DC: American Psychological Association.

o Chapter 3, “Doing Your Own Cultural Self-Assessment” (pp. 39-60)

Media

· Laureate Education, Inc. (Executive Producer). (2012a). Emotional roadblocks on the road to cultural competence. Baltimore, MD: Author.
Note: The approximate length of this media piece is 12 minutes.
In this video, Drs. Derald Wing Sue, Teresa LaFromboise, Marie Miville, and Thomas Parham discuss some of the emotional challenges that come with learning cultural competency.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

· Hays, P. A. (1996). Addressing the complexities of culture and gender in counseling. Journal of Counseling and Development, 74(4), 332–338.

W!

“Emotional Roadblocks on the Road to Cultural Competence”

Program Transcript

NARRATOR: The roundtable participants continue their discussion in this program, by speaking to the issue of emotional roadblocks. That is, feelings and emotions that serve as barriers or road blocks on the road to cultural competence.

DERALD WING SUE: If we’re to change the nature of how mental health is practiced, we’ve got to overcome emotional role blocks that many people seem to engage in when we present our research findings or ideas.

When I’m teaching a course on multicultural psychology, or one on awareness of racial, sexist, homophobic, students get angry at me sometimes. And my student evaluations decrease as a result of talking about this. But the worst thing that I think, is that the emotive reactions block them from seeing what is going on. What are some of the emotional roadblocks that you’ve experienced?

THOMAS A. PARHAM: I think one of the things I see is a profound sense of defensiveness. Because an assault on any kind of traditional theory is oftentimes perceived as an assault on them and their culture– the them, the students.

But I also see it mixed with a level of tension. Because to the degree that you have a multicultural class, you can have different pockets, where in one pocket it’ll be like, hmm, with the resistance. And another pocket will be the validation, like, yes, that’s what I’ve been meaning to say. But I just couldn’t find the words the way you just articulated, Dr. Sue.

MARIE L. MIVILLE: I have to say, I really like that phrase “emotional roadblocks” because I think all students are on a path to learning. And when they experience those emotional road blocks– I still remember my very first year teaching a multicultural counseling class. And I was out in the Midwest in mostly white classes, and students felt free to share all sorts of beliefs that still shocked me that they still believed these things.

And I had a wonderful colleague who was something of a mentor to me. And she was like, well, Marie, when students are that open about racist beliefs and thoughts, use that. Utilize that. Because that’s what you call a teachable moment. It’s better than if they feel not free to say those things, hide them. Because that road block is even that much more difficult to uncover and get through.

So it’s a learning process for me as a teacher, actually, to listen to things that students today. And to put them in the developmental perspective. And that’s why I really like that term, emotional roadblock. Because it reflects more that

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developmental approach that I think is important to think about. And that, it’s not just the students that are on a developmental path. It’s teachers as well.

And how we handle those moments, wherever we are in our own development, is so critical to whether or not those students find a way through, around, and so on, those roadblocks.

TERESA LAFROMBOISE: I also think, with it being from a developmental perspective, it takes a long time. And having also taught in the Midwest a multicultural course that was required– that was the first time I’d ever taught it when it was required. And that was really very difficult. Because students were there that didn’t want to be there, necessarily.

And I would sometimes have a student call me before class and say, it’s getting time for class, and my headache is starting again. And because–

DERALD WING SUE: I’ve heard that too.

TERESA LAFROMBOISE: But, that’s only one course. And then I would hear from other faculty, because we had this sort of emphasis within the program. And so this would be woven throughout other courses. And I’d here two or three semesters down the line, that student who was suffering with migraines, is now one of the strongest advocates. But it took more than one course, more than one faculty, and also looking at it from so many different points of view.

MARIE L. MIVILLE: That’s right. It’s going to be way more than one course that can really facilitate these road blocks to be moved. I think one course can be absolutely critical in opening up a lot of things. And even to acknowledge, gee, I think I might have these roadblocks. We come up with roadblocks in a variety of ways. Things happen to us that are important for us to process. And so that’s what makes it so life-long.

DERALD WING SUE: Yeah. And it’s really– I think all four of us have taught these courses on multiculturalism. And so, in some ways, we have a commitment to it. We’ve learned from our experience how to deal with the emotional reactions to the content and the process of what we’re delivering. It’s what we call, facilitating difficult dialogues on race, gender, and sexual orientation.

Why is it so difficult for people to honestly dialogue about race? That has been the question that we’ve asked and looked at in terms of the literature. And what we have found, in terms of research, is that people have difficulty dialoguing on race. And it brings up all these strong feelings of anger, defensiveness, guilt, feelings of hopelessness, the whole gamut impairs them.

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But what I find, is that a lot of people in training are fearful of dialoguing on race. Because whatever they say or do, it’s going to be seen as being racist by either the professor or other people in class.

But I think it goes even deeper than that. I think the fear that’s so well defended– and these emotions serve to ward it off– is at the level that at some point they realize that they are racist. That they do have biases.

Now I know students and trainees will get real upset when I say something like, all people have biases, prejudices. All white people are racist. But I think that the level below appearing racist is, it is so hard to acknowledge that you are. Because it shatters the image– the self-esteem, the self-concept of you– as a good moral, decent individual.

And then the third level I think happening with a lot of people, is that if you do get to the point where you acknowledge the biases, then the question is, what do you do about it? Doing something about it may alter the very nature of how you interact and relate to people.

If you hear a racist joke by a family member, are you going to– the threat is to keep you in place by, in some sense, family members saying, you’re no longer the Derald that I know. Why can’t you keep family harmony? After all, this is your Uncle Jim that said it. You should be more– all of those things keep a lot of people from really doing something about it.

THOMAS A. PARHAM: When you talk about emotional barriers, I think that clearly is a more complex one. Because it relies so much on social validation. And if the social context does not change enough that allows them to get proper feedback, to get reinforced, to get affirmed about confronting the racist, the sexist, the homophobe, the classist, then they’re much more comfortable sitting in their silo, comfortable in the idea that, I know this exists, but less willing to step out there. Because now it’s not just a function of their own personal comfort zone. It really is an assault on their particular comfortable space. And I think students really run through that too.

But it also parallels, really, why it is I think the students even feel some of the emotional barriers that you talked about earlier. One of those I see them experience is a sense of loss. And the loss for students, to me, is quite pronounced. Some of them experienced a loss of place like, what is my position in this space? And so now we’re learning theories that don’t somehow look like me.

So now the white students in the room begin to think like the one black student, and the one Latino student, and the 1/2 of– an American Indian student you can find in the demographic, and the five women and the other folks who’ve been hanging out on the margins all the time when they’re the only person in class.

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I think they also lose a sense of position, in the sense that the dominant theories have always been the positions that are in control. And when you start putting together counter theories to say, well, let me set this aside a minute and reintroduce or introduce different conceptual paradigms. That’s a loss of position about being the dominant theme.

MARIE L. MIVILLE: And I think that’s precisely what makes it so challenging for a lot of white students, or if you have some kind of majority status, to give it up. Because what is there to gain if you lose your position? So I think that is truly the struggle that students are– any of us looking at our isms– sexism, racism, sexism– need to look at is, what are we willing to give up?

There’s a lot to gain. Everyone around this table knows that. But there’s also people– the roadblock that they face is, what am I going to lose? What am I going to sound like at my next family reunion? And where do I get the support in society for that?

THOMAS A. PARHAM: Part of what is, I think, also incumbent upon us to teach them, however, is the emotional struggle that they move through in bouncing off both their own newly found insights against the social context that includes family and programs and jobs, et cetera, is exactly what it is they’re going to have to navigate for their clients, and help their clients when they struggle with that as well.

And so, if we can get them to the other side– you both talked about in terms of the development process. I think we have a chance. But I don’t necessarily get as bugged out as I used to be about the initial reactions the students have, because I know that that’s a normal part of the disrupt in me.

My job as an educator is to take a student, to take a client, and to disrupt them from that comfortable category of intellectual, emotional, and behavioral, and spiritual apathy. And if, in the process they have to struggle and be uncomfortable with it, I think that’s part of the journey that you’ve got to be able to move through in order to get to be, I think, an effective healer.

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