What is the name of the theory reinforcement (R) and punishment (P) are a part of?

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By using my notes and reading book chapters. Pick one essay to complete.

Answer in complete sentences and academic  paragraphs (min. 8 sentences). Use your own words (UYOW) to complete  essays in a minimum of two typed pages;10% deduction from total possible  points if not in own words; 10% deduction if essay does not meet  minimum length requirements; 10% deduction if no citation or reference  page; 50% deduction if not based on class data.

What  is the name of the theory reinforcement (R) and punishment (P) are a  part of? Explain the name. (2) Who created this theory (2)? What portion  of this three part theory do R and P represent (4)?  What is the  intended purpose of reinforcement (2)?  What is the intended purpose of  punishment (2)? Define and then provide an example of positive  reinforcement, negative reinforcement, positive punishment, and finish  with negative punishment (36). Explain one way learning is related to  memory and intelligence (12) (define then relate terms for full credit).

What are the three goals of thinking? (6) Define  an algorithm (2). List and explain one strength and one weakness of  using an algorithm (6). Define a heuristic (2). List and explain one  strength and one weakness of using a heuristic (6).  Provide an original  example of an algorithm that you have used (6), and provide a properly  named example of a heuristic you have used (6). How can cognitive  distortions hinder thinking (4)? Identify two distortions from the list  (describe what they mean, and share how each of the distortions you  chose might distort reality) (12)? What is one relationship between  intelligence and cognition (use definitions then relate terms for full  credit)(10)?

Cognitive Distortions

A distortion* of thinking is something that may have some truth to it, but overall is not valid, objective, and reliable. Cognitive distortions hamper problem solving, reasoning, and decision making by distorting reality during a subjective mental process. It takes the focus off the factors that are actually operating. Synonyms for distortion would include: twisted, contorted, misshapen, and awry

ALL or NOTHING THINKING (Polarized): You see things in black-or-white categories. If a situation is anything less than perfect you see it as a total failure. Phrases include extremes such as “always/never”, “everyone/no one”.

OVERGENERALIZATION: Your see a single event as a never-ending pattern of defeat by using the words always or never when you think about it.

MENTAL FILTER: You pick out a single negative detail and dwell on it exclusively. One word of criticism erases all the praise you’ve received.

DISCOUNTING THE POSITIVE (Minimizing): You reject positive experiences by insisting they “don’t count.” If you do a good job, you tell yourself that anyone could have done as well. Watch for the word “just”.

JUMPING TO CONCLUSIONS: You interpret things negatively (or positively) when there are no facts to support your conclusion. Two common variations are mind-reading (you arbitrarily conclude that someone is reacting negatively to you) and fortune-telling (you assume and predict that things will turn out badly).

MAGNIFICATION (Catastrophizing): You exaggerate the importance of your problems and shortcomings, or you minimize your desirable qualities. This is also called the “binocular trick.”

EMOTIONAL REASONING: You assume that your negative emotions reflect the way things realty are: “I feel guilty. I must be a rotten person.”

“SHOULD” STATEMENTS: You tell yourself that things should be the way you hoped or expected them to be. Many people try to motivate themselves with should or shouldn’t as if they had to be punished before they could be expected to do anything. These statements include words such as “should”, “must”, “have to”, “need to”.

LABELING: This is an extreme form of all-or-nothing thinking. Instead of saying “I made a mistake,” you attach a negative label to yourself: “I’m a loser,”

PERSONALIZATION AND BLAME: You hold yourself personally responsible for events that aren’t entirely under you Control.

GRASS IS GREENER: You believe that whatever you have now is unacceptable and that life would be better “if only” you made a change. “If only I worked in X department. . .” or “If only I had X for a supervisor. . .”

 

Adapted from The Good Feeling Handbook, copyright © 1989 by David D. Burns, M.D. Reprinted by Permission of William Morrow & Co. Inc.

 

*Merriam Webster FULL DEFINITION (scroll down) of distortion

Accessed 11/04/16: http://www.merriam-webster.com/dictionary/distort

Psychology Of Abnormal Behavior (7)

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Instructions

The writing assignment needs to be written in essay form using APA format (see below for more). You need to support your diagnosis with at least 2 scholarly references. Scholarly references are peer reviewed references. You must use the DSM-V as one of your scholarly references. Examples of other scholarly references include your textbook, journal articles, and articles from .gov websites (such as the National Institutes of Health) among others. Popular media and other non-academic sources such as Wiki, .com or .net websites, blogs, or magazines like Psychology Today are to be avoided because they are not considered to be reliable sources for college work.

In the body of your paper use at least 2 scholarly references to help support your diagnosis. One of your references must be the DSM-V. All references listed on the reference page should have one or more corresponding citations (Author, year) in the body of the paper to give credit to the author.

Here are additional instructions to help organize your essay:

Start your essay with an introductory paragraph. In your introduction include a topic sentence and thesis statement. In your introduction provide the reader with an overview of the main concepts of your paper and the purpose of your paper. This is where you would provide background information on the character and their presenting problems and symptoms.

The body of your paper should be about 3-4 paragraphs (1-2 pages, plus a cover page, plus a separate page with your list of references). One topic/idea per paragraph. This is where you would explain your diagnosis, give examples of the character’s problems or symptoms, and explain your the rationale for the diagnosis using the DSM-V and other scholarly references. You must provide academic support and citations for your diagnosis (at least 2 references).

End your paper with a conclusion. Your conclusion should be a paragraph summarizing the key elements of your paper. Restate your thesis statement in your conclusion.

Include a cover page with your name, date, and title of assignment.

Double space your entire paper

Use Times New Roman 12 point font

Indent the first sentence of each new paragraph 5-7 spaces.

Include a separate page for references. Use the title “References” (omit quotation marks) at the top center of the page. List your references (hint: use only scholarly references).

You must have one or more corresponding in-text citations (Author, year of publication) for every reference listed on your reference page.

Describe how social norms influence behavior and beliefs about the environment.

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Prepare a 1,150- to 1,400-word paper in which you explore how human behavior can negatively and positively affect the environment. As a part of your paper be sure to address the following:

 

 

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Explain how environmental cues shape behavior and provide at least one example.

 

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Evaluate how behavior can be modified to support sustainability and how this can limit a negative impact on the environment.

 

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Describe how social norms influence behavior and beliefs about the environment.

 

 

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Identify at least two possible solutions that could successfully change behavior and habits in order to lessen negative environmental impact

What high-risk behaviors or irrational thoughts could lead to relapse?

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Read the “Jed Assessment Case Study” and imagine that Jeb is your client. Develop a relapse prevention plan based upon the “Jed Relapse Prevention Plan” provided. The plan should be in a format that might be given to the client to use as a guide. Use third person (i.e., Jed will or the client will) and assume that the two of you have formulated the plan together. The plan must address the following:

  1. Client name and age
  2. Client’s family situation
  3. What is the client’s agreement to stop using drugs/alcohol? Be specific. For example, does the client commit to attending AA meetings? If so, how many?
  4. If the client relapses, what is the client’s plan to get help?
  5. What high-risk situations could trigger a relapse for the client?
  6. What high-risk behaviors or irrational thoughts could lead to relapse?
  7. What coping skills may help the client remain sober?
  8. What new activities could the client participate in to help replace old behaviors such as going out with his friends, for a drink, etc. after work? How many? How often?
  9. How would Jed’s family be involved in his relapse prevention plan?
  10. How would Jed’s family and ethnic culture impact his relapse prevention plan?
  11. What resources are available in the community to help Jed prevent relapse? Use resources that are available in your community/area.
  12. Develop a sobriety card that contains people and resources the client (Jed) could call if he felt he was were at risk to relapse (e.g., sponsor, family members, crisis hotline). Include why that person/resource should be included.

APA style is not required but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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

 

This assignment meets the following CACREP Standard: 5.C.2.c: Mental health service delivery modalities within the continuum of care, such as inpatient, outpatient, partial treatment and aftercare, and the mental health counseling services networks.

 

Case Study

Jed: Relapse Prevention Plan

Jed is a 38-year-old welder who came into the treatment center after being arrested for drinking and driving (DUI/DWI). His attorney has suggested that he quit drinking and enter treatment, at least until his trial, which is scheduled to occur in two months. Jed does not anticipate serving jail time, but he believes that treatment could strengthen his legal case. After his first arrest for DUI two years ago, he simply paid a fine and attended a special driver’s education program for six weeks. Jed found the program to be a “waste of time.”

Jed has been married for 8 years and has two daughters, aged 8 and 6. He has had numerous arguments with his wife, Emily, concerning his drinking. He gets very angry and defensive when she confronts him about his heavy drinking and he asserts that he is not an alcoholic. He knows this is true because his father was an alcoholic and Jed says that he is not like his father. His father died as the result of a fight that occurred in traffic when he was drunk. Jed says that his father used to “beat the tar” out of him and his brother when he was drunk and that his father always belittled, taunted, and threatened their mother, whether he was drunk or sober. Jed references that his family is Irish and that it was cultural normal to drink and enjoy alcohol and that all of his family and relatives drink in excess.

Jed’s work history is very good; he misses less than one day per year. He works the day shift on weekdays, putting in time-and-a-half on most Saturdays. He is well regarded by his supervisors and peers at work. He is fearful that his employer will find out about his treatment (it is being covered by his HMO), and that people at work will learn about the second DUI arrest.

Jed drinks with his buddies from the plant, and does not think that his drinking is any more than what they do. He was just “unlucky” and was caught doing what everyone else seems to get away with. Jed’s drinking is very predictable: he drinks 8-9 beers on a weeknight. Several of these are consumed at the bar with friends, the remainder at home over the course of the evening. He usually falls asleep in front of the television. When he is not working on Saturdays, he often drinks several 12-packs between Friday and Sunday. A typical Saturday involves getting up at 10:00 a.m., playing soccer with friends, and going to the bar for the rest of the day and night. This pattern leads to arguments with Emily, who calls him a “lousy father.” At times, Jed has had unsettling episodes of being unable to recall what happened while drinking. He has commented to friends that “maybe I overdo it a bit.” Several times, he has attempted to cut down on his drinking, especially after the last DUI. He once attended a few AA meetings, but did not feel that AA was helpful: “It was listening to a lot of guys whining…” and he especially did not care for the prayers.

Despite these attempts, Jed has experienced increased consumption levels over the past 2 years. He admits that, as a result of the drinking, he has become increasingly estranged from his wife and daughters. Jed feels that his marriage has been basically good, but that he would not blame Emily for leaving him, the way things have been going lately. She will no longer sleep with him while he is intoxicated, which occurs regularly. She complains that the house is falling apart because Jed does not keep up with his chores. He believes that his marriage would become solid again, if he stopped overdoing the drinking, but he complains about her hassling him about the alcohol.

Jed is not close to his remaining family members. His mother is very religious and wishes Jed would see religion as a way out of his problems. His siblings live in other communities and they rarely get together. His wife and daughters regularly attend his mother’s church, but Jed only attends on Christmas Eve and Easter Sunday.

Jed is distraught about having to remain abstinent in preparation for the trial. He has trouble getting to sleep without alcohol. He also “gets jumpy” when he tries to stay away from drinking, feeling “closed in or like he is suffocating.” Jed reports that he is not used to socializing without alcohol and alcohol helps him relax and be more social with people.

Jed is willing to go to AA meetings only because he knows they may be court ordered and it may be better for his legal case. He does struggle with the philosophy of AA. He does not like the spirituality part of the program and does not like when people talk about God.

He does believe that he can go to the bars with his friends and not drink. He does think that he can increase his sports activities to help him not drink although many of his friends who play also drink.

References

National Institute on Alcohol Abuse and Alcoholism. (2005) Case examples-http://pubs.niaaa.nih.gov/publications/Social/Teaching%20Case%20Examples/Case%20Examples.html