Describe a time where you feel you have failed and blamed someone else: the teacher, the friend, a loved one. (Failure could be academic,  relational, and/or organizational – loss of a job.)

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Attribution Theory and Performance

Prior to beginning this assignment, be sure to read Chapter 4: Cognition, Learning, and the Environment, and read the article “Extending Attribution Theory: Considering Students’ Perceived Control of the Attribution Process”, the Instructor Guidance, and view the following website The Critical Thinking Community (Links to an external site.)Links to an external site. (http://www.criticalthinking.org/).

For this written assignment, you will demonstrate your understanding  of attribution theory. In essence, attribution theory states that  individuals tend to make sense of (logically prescribe) situations by  associating them to self, others, thoughts, feelings, or actions. This  theory suggests that learners should consider why they do what they do,  and what or who they are giving credit for both the victories and the  failures. Further, this theory suggests that if a person believes that  they are not good at something, they may attribute their unsuccessful  outcomes to external factors, rather than to themselves. In contrast, if  individuals have success, they more often may attribute their successes  to internal factors.

Using your required resources to support, discuss the following:

  • Describe a time where you feel you have failed and blamed someone else: the teacher, the friend, a loved one. (Failure could be academic,  relational, and/or organizational – loss of a job.)
  • Do you believe that you blamed external things to support a more  stable version of your own self-image? (In other words, it could not be  your mistake). If not, what other reasons might external variables be  attributed for our own performance?
  • How do think stability and controllability affect performance attributions, based on our reading this week?
  • Why do you think that self-efficacy plays such a critical role in how we process our learning behaviors?
  • What strategies could be applied to utilize what we know about  self-perception and attributions to increase your learning performance  in the future? (Minimum of two strategies.)

Suggested template.

The Attribution Theory paper

  • Must  formatted according to APA style as  outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use headings and sub-headings. See example. (Links to an external site.)Links to an external site.
  • Must use appropriate research methods (e.g. use of the Ashford  library) and skeptical inquiry (http://www.criticalthinking.org/) to  support the content inclusions.
  • Must begin with an introductory paragraph that has a succinct thesis  statement. Visit the Ashford writing Center to clarify how to create a  strong thesis statement and what it helps you to accomplish. You may  also use the Thesis Generator (Links to an external site.)Links to an external site.
  • Must address the topic of the paper with critical thought. For  assistance with the critical thinking portion of the written assignment,  please see the information included on the Critical Thinking Community website (Links to an external site.)Links to an external site..
  • Must end with a conclusion that reaffirms your thesis. The  conclusion typically has two parts: the summary statement (one or two  sentences that restate the thesis in a fresh way to reinforce the  essay’s main idea) and the clincher (a final thought that creates a  lasting impression for the reader).
  • Must use at least one scholarly source from the Ashford University Library, in addition to the required e-book.
  • Must document all sources in APA style, as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according  to APA style as outlined in the Ashford Writing Center. If you are  unsure how to create an APA style reference page, please visit the  Citation and Reference page on the Ashford Writing Center website.

Select one substance use case      study studies (Case Study #3 or Case Study #4). Identify a provisional      diagnosis for the case you selected.

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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 Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your paper under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 01/26/19 at 6pm.

Discussion – Week 9

Application: Substance Abuse Interventions

Substance use is another common problem among many adolescents. An important consideration is severity of use—mild, moderate, or severe—which helps counselors distinguish reductions or increases in frequency of use, as well as potential physiological impacts. For example, an adolescent might drink alcohol every weekend to the point of intoxication but not become chemically dependent. An adolescent who is using heroin on a daily basis is likely to develop a physiological dependency on the drug, and to require detoxification as part of the treatment process. Treatment for any level of severity can be a long process, and there are several things to consider. First, treatments must be individualized to meet the needs of the child or adolescent. Second, treatment needs to be accessible and address an array of issues beyond just the substance abuse. For example, an adolescent trauma survivor might be using substances as a coping mechanism. In order to maintain sobriety, the trauma issues must be addressed. Third, counselors must continually monitor and update treatment plans, monitor for changes in substance use frequency and amount, and facilitate both individual and group counseling. Fourth, a child or adolescent must stay in treatment for an extended period of time, whether it is outpatient or inpatient. Treating substance use takes time, particularly if the child or adolescent does not believe he or she has a problem. Finally, substance use treatment should include monitoring of medical conditions such as infectious diseases, as many adolescents tend to become promiscuous when using substances. Keep in mind that recovery from substance use is a life-long process. Relapse rates are very high for adolescents, and it is important to encourage them to engage in a life-long commitment of sobriety.
For this Application Assignment, select one of the substance use case studies (Case Study #3 or Case Study #4) located in this week’s Learning Resources. Devise a treatment plan, including a diagnosis, intervention, and prevention technique for the child or adolescent. Consider how you might include the parents/guardians in the treatment plan.

The assignment (2–3 pages):

  • Select one substance use case      study studies (Case Study #3 or Case Study #4). Identify a provisional      diagnosis for the case you selected.
  • Using the Treatment Plan      Guidelines template, devise a treatment plan for the case study you      selected.
  • Explain one treatment      intervention you might use in the case you selected, and justify the use      of the intervention.
  • Explain one intervention you      might use to prevent relapse and one intervention you might use to involve      the parents/guardians in the treatment plan.
  • Justify your treatment plan      using evidence-based research.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

Bottom of Form

Required Resources

Readings

  • Flamez, B. & Sheperis,      C. J. (2015). Diagnosing      and treating children and adolescents: A guide for clinical and school      settings. Hoboken, NJ: John      Wiley & Sons, Inc.

o Chapter 15 “Gender Dysphoria”

o Chapter 17 “Substance-related Disorders”

  • Hermann, M. A., & Herlihy,      B. R. (2006). Legal and ethical implications of refusing to counsel      homosexual clients. Journal of Counseling & Development,84(4),      414–418.
    Retrieved from the Walden Library databases.
  • Horn, S. S. (2006). Heterosexual adolescents’      and young adults’ beliefs and attitudes about homosexuality and gay and      lesbian peers Click for more options . Cognitive Development, 21(4),      420–440.
    © 2006 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS.      Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via      the Copyright Clearance Center.Reeves, T. Horne, S. G., Rostosky, S. S, Riggle, E. D. B., Baggett, L. R.,      & Aycock, R. A. (2010). Family members’ support      for GLBT issues: The role of family adaptability and cohesion Click for more options . Journal of GLBT      Family Studies, 6(1), 80–97.
    © 2010 by TAYLOR & FRANCIS INFORMA UK LTD. Reprinted by      permission of TAYLOR & FRANCIS INFORMA UK LTD. via the Copyright      Clearance Center.
  • Ryan, C., Russell, S. T.,      Huebner, D., Diaz, R., & Sanchez, J. (2010). Family acceptance in      adolescence and the health of LGBT young adults Click for more options . Journal of Child and      Adolescent Psychiatric Nursing, 23(4), 205–213.
    © 2010 by BLACKWELL PUBLISHING. Reprinted by permission of      BLACKWELL PUBLISHING via the Copyright Clearance Center.
  • Document:Child and Adolescent      Counseling Cases: Sex, Sexuality. and Substance Abuse Click for more options
  • Document:Treatment Plan Guidelines Click for more options
  • DSM-5 BridgeDocument:Sex, Sexuality, and      Substance Abuse Click for more options

Optional Resources

  • Burrow-Sanchez, J. J. (2006).      Understanding adolescent substance abuse: Prevalence, risk factors, and      clinical implications. Journal of Counseling & Development, 84(3),      283–290.
    Retrieved from the Walden Library databases.
  • Castellanos-Ryan, N.,      O’Leary-Barrett, M., & Conrod, P. (2013). Substance use in childhood      and adolescence: A brief overview of developmental processes and the      clinical implications. Journal of the      Canadian Academy of Child & Adolescent Psychiatry, 22(1),      41–46.
    Retrieved from the Walden Library databases.
  • Lemoire, S. J., & Chen, C.      P. (2005). Applying person-centered counseling to sexual minority      adolescents. Journal of Counseling & Development, 83(2),      146–154.
    Retrieved from the Walden Library databases.
  • Tan, E. S. N., & Yarhouse, M. A.      (2010). Facilitating congruence between religious beliefs and sexual      identity with mindfulness. Psychotherapy: Theory, Research,      Practice, Training, 47(4), 500–511.
    Retrieved from the Walden Library databases.

Summarize general views of the diagnosis from multiple theoretical orientations and historical perspectives. Include a discussion on comorbidity if the diagnosis includes more than one disorder.

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Psychiatric Diagnosis

For this assignment, students will investigate and propose a psychiatric diagnosis based on the case study from the Gorenstein and Comer (2015) textbook Case Studies in Abnormal Psychology, chosen in the Week One “Initial Call” discussion. This paper will include an in-depth overview of the disorder(s) within the diagnosis, treatment options for the diagnosis, and a sound rationale that explains why this diagnosis was made. Note that the diagnosis may include more than one psychiatric disorder.

The paper must present a thorough overview of each disorder within the diagnosis. Assume the audience has no prior knowledge of the disorder(s) within the diagnosis, and provide relevant and easy to understand explanations of each for the readers. When writing the paper, it is critical to convey all the necessary information in a straightforward manner using non-technical language. (Reference the Professional Voice and Writing (Links to an external site.) resource provided by the Ashford Writing Center for assistance.) Support the analysis with at least five peer-reviewed sources published within the last ten years in addition to the course text.

The Psychiatric Diagnosis topical paper must include the following:

  • Explain psychological concepts in the patient’s presentation using professional terminology. Identify symptoms and behaviors exhibited by the patient in the chosen case study.
  • Match the identified symptoms to potential disorders in a diagnostic manual.
  • Propose a diagnosis based on the patient’s symptoms and the criteria listed for the disorder(s) in the diagnostic manual.
  • Analyze and explain how the patient meets criteria for the disorder(s) according to the patient’s symptoms and the criteria outlined in the diagnostic manual.
  • Justify the use of the chosen diagnostic manual (i.e., Why was this manual chosen over others?).
  • Summarize general views of the diagnosis from multiple theoretical orientations and historical perspectives. Include a discussion on comorbidity if the diagnosis includes more than one disorder.
  • Evaluate symptoms within the context of an appropriate theoretical orientation for this diagnosis.
  • Use at least two peer-reviewed articles to assess the validity of this diagnosis, and describe who is most likely to have the diagnosis with regard to age, gender, socioeconomic status, sexual orientation, and ethnicity. Provide a brief evaluation of the scientific merit of these peer-reviewed sources in the validity assessment.
  • Summarize the risk factors (i.e., biological, psychological, and/or social) for the diagnosis. If one of the categories is not relevant, address this within the summary.
  • Compare evidence-based and non-evidence-based treatment options for the diagnosis.
  • Evaluate well-established treatments for the diagnosis, and describe the likelihood of success or possible outcomes for each treatment.
  • Create an annotated bibliography of five peer-reviewed references published within the last ten years to inform the diagnosis and treatment recommendations. In the annotated bibliography, write a two- to three-sentence evaluation of the scientific merit of each of these references. For additional assistance with this portion of the assignment, access the Ashford Writing Center’s Sample Annotated Bibliography (Links to an external site.).

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Psychiatric Diagnosis topical paper, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Psychiatric Diagnosis topical paper to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.) website for information and further instructions on using this portfolio tool.

The Psychiatric Diagnosis

  • Must be 8 to 15 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources published within the last 10 years in addition to the course text.
  • Must include a separate annotated bibliography page.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing

Describe in general the mock therapy session you conducted and evaluate how well you employed the four basic micro-counseling skills required in the assignment.

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Mock Therapy Assignment

This assignment will allow you to evaluate your competency in conducting, assessing, and applying a counseling theory and specific communication techniques in a simulated therapy environment. Understanding the applications of client-centered therapy in the therapeutic environment helps you narrow the gap between concept and practice, and it also provides a foundation upon which you will build when completing the assignments found in Units 6 and 10.

Instructions

For this assignment, find a friend, relative, or fellow learner who is willing to help you practice four basic counseling skills:

  • Paraphrasing (restating and exploring thoughts).
  • Reflecting (restating and exploring feelings).
  • Empathic statements that show your understanding of their situation and/or their emotions.
  • Summarizing the conversation to review what has been discussed.

You will only reflect, paraphrase, summarize, and make empathic statements to move the client toward a greater understanding of their presenting concern.

  • DO NOT ask any open or closed-ended questions.
  • DO NOT give any advice or tell the mock client how to solve their problems.
  • DO be curious to learn more about your client, to understand your client more deeply, and to see how well they can move towards solving their own problems when you provide a warm, caring, understanding environment.

Have your helper make up a problem they want to talk with you about in the context of receiving psychotherapy. Explicitly clarify with your mock client that this activity is not an actual therapy session. Conduct the mock session with them for about 30 to 40 minutes, playing the role of a client-centered therapist. Consider how you will convey the therapist’s three core conditions Rogers believed were critical for client success: empathy, congruence, and unconditional positive regard.

Submit a 4–6-page paper to your instructor in which you:

  • State in the introduction of the paper that you played the role of a therapist and that your helper played the role of a client.
  • Next, explain in your paper the problem that the person playing the role of the client made up to discuss in the role play. This disclosure statement must be included to demonstrate your understanding and ability to apply some elements of the Ethical Principles of Psychologists and Code of Conduct and to earn any credit for this assignment.
  • Describe in general the mock therapy session you conducted and evaluate how well you employed the four basic micro-counseling skills required in the assignment. Discuss what seemed to work well in this session. Share any difficulties or challenges you noticed while conducting the session.
  • Finally, summarize in one paragraph the key point(s) that you will remember about this exercise.

To successfully complete this assignment, your paper must meet the following requirements:

  • Written communication: Written communication that is grammatically correct and is free of errors that detract from the overall message. Writing should be consistent with graduate level scholarship.
  • APA formatting: Title page, main body, references should be formatted according to APA (6th Edition) style and formatting.
  • Number of resources: Minimum of 2–4 resources.
  • Length of paper: 4–6 typed double-spaced pages to include title page and references. No abstract or table of contents is required.
  • Font: Times New Roman, 12 pt.