Examine The Influences Of Gestalt Psychology On Modern Cognitive Psychology

For this week’s assignment, imagine that you are delivering a presentation to your graduate school colleagues on the history and influences of Gestalt on the major areas of cognitive psychology today. Prepare a PowerPoint presentation that introduces the main theorists, theories, and some of the research avenues taken by Gestalt psychologists. Conclude with a brief overview of the influence of Gestalt on cognitive psychology, neuropsychology, and Gestalt therapy.

 

Your PowerPoint should contain citations where necessary, an engaging slide design with illustrations, and transitions and animations where you think necessary. Remember, the purpose of a PowerPoint is to support the presentation that is embodied in your speakers’ notes, retaining the interest of your audience and moving them along the logical progression from your introduction to your conclusion.

 

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

 

Support your presentation with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

 

Length: 12-15 slides (with a separate reference slide)

Notes Length: 200-350 words for each slide

 

Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate.

 

The Articles attached have to be referenced.

Case Study Seven

Case 7. Handling Disparate

Information for Evaluating Trainees

Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,

serves as a faculty supervisor for students assigned to externships in schools. The

department has formalized a supervision and evaluation system for the extern program.

Students have weekly individual meetings with the faculty supervisor and

biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear

(December) and end of academic year (May) evaluation of each student. The

site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and

his own supervisory evaluation to each student. The final grade (fail, low pass, pass,

high pass) is the responsibility of Dr. Vaji.

Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in

Mental Health.” One of the course requirements is for students to write weekly

thought papers, in which they are required to take the perspective of therapy clients

from different ethnic groups in reaction to specific session topics. Leo Watson, a

second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also

enrolled in the Health Disparities course. Leo’s thought papers often present

ethnic-minority adolescents as prone to violence and unable to “grasp” the insights

offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an

ethnic-minority student client as slumping in the chair not understanding the psychologist

and giving angry retorts. In written comments on these thought papers

and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on

racial/ethnic discrimination and multicultural competence into his papers and to

provide more complex perspectives on clients.

One day during his office hours, three students from the class come to Dr. Vaji’s

office to complain about Leo’s behavior outside the classroom. They describe incidents

in which Leo uses derogatory ethnic labels to describe his externship clients

and brags about “putting one over” on his site supervisors by describing these clients

in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good”

attitudes. They also report an incident at a local bar at which Leo was seen harassing

an African American waitress using racial slurs.

FOR THE USE OF UNIVERSITY OF PHOENIX STUDENTS AND FACULTY ONLY.

NOT FOR DISTRIBUTION, SALE, OR REPRINTING.

ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.

Copyright © 2013 by SAGE Publications, Inc.

Appendix B——365

After the students have left his office, Dr. Vaji reviews his midyear evaluation and

supervision notes on Leo and the midyear on-site supervisor’s report. In his own

evaluation report Dr. Vaji had written, “Leo often articulates a strong sense of duty

to help his ethnic minority students overcome past discrimination but needs additional

growth and supervision in applying a multicultural perspective into his

clinical work.” The on-site supervisor’s evaluation states that

Leo has a wonderful attitude towards his student clients . . . Unfortunately

evaluation of his treatment skills is limited because Leo has had less cases to

discuss than some of his peers since a larger than usual number of students

have stopped coming to their sessions with him.

It is the middle of the Spring Semester, and Dr. Vaji still has approximately 6

weeks of supervision left with Leo. The students’ complaints about Leo, while more

extreme, are consistent with what Dr. Vaji has observed in Leo’s class papers and

role-playing exercises. However, these complaints are very different from his presentation

during on-site supervision. If Leo has been intentionally deceiving both

supervisors, then he may be more ineffective or harmful as a therapist to his current

clients than either supervisor realized. In addition, purposeful attempts to deceive

the supervisors might indicate a personality disorder or lack of integrity that if left

unaddressed might be harmful to adolescent clients in the future.

Ethical Dilemma

Dr. Vaji would like to meet with Leo at minimum to discuss ways to retain adolescent

clients and to improve his multicultural treatment skills. He does not know

to what extent his conversation with Leo and final supervisory report should be

influenced by the information provided by the graduate students.

Discussion Questions

1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the

nature of the dilemma?

2. Who are the stakeholders and how will they be affected by how Dr. Vaji

resolves this dilemma?

3. What additional information might Dr. Vaji collect to provide him with a

more accurate picture of Leo’s multicultural attitudes and professional skills?

What are reasons for and against contacting Leo’s site supervisor for more

information? Should he request that Leo’s sessions with clients be electronically

taped or observed?

4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s

externship supervisor and his teacher in the Health Disparities class. Why or

why not?

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NOT FOR DISTRIBUTION, SALE, OR REPRINTING.

ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.

Copyright © 2013 by SAGE Publications, Inc.

366——DECODING THE ETHICS CODE

5. To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his

deliberations? Would the dilemma be addressed differently if Leo self-identified

as non-Hispanic white, Hispanic, or non-Hispanic black?

6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with

the students who complained?

7. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and

the Hot Topics “Ethical Supervision of Trainees” (Chapter 10) and

“Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which

other standards might apply?

8. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which

alternative best reflects the Ethics Code aspirational principles and

enforceable standards, legal standards, and obligations to stakeholders?

Can you identify the ethical theory (discussed in Chapter 3) guiding your

decision?

9. What steps should Dr. Vaji take to implement his decision and monitor its

effect?

Suggested Readings

Allen, J. (2007). A multicultural assessment supervision model to guide research and

practice. Professional Psychology: Research and Practice, 38, 248–258.

Boysen, G. A., & Vogel, D. L. (2008). The relationship between level of training, implicit bias,

and multicultural competency among counselor trainees. Training and Education in

Professional Psychology, 2, 103–110.

Dailor, A. N. (2011). Ethically challenging situations reported by school psychologists:

Implications for training. Psychology in the Schools, 48, 619–631.

Gilfoyle, N. (2008). The legal exosytem: Risk management in addressing student competence

problems in professional psychology training. Training and Education in Professional

Psychology, 2, 202–209.

Which of the following is NOT an explanation as to why a newborn’s body lacks easy mobility?

Question

Question 1 of 20 5.0/ 5.0 Points

What is a specific, but limited, time usually early in an organism’s life, during which the organism is particularly susceptible to environmental influences relating to some particular facet of development?

A. Latent period

B. Sensitive period

C. Critical period

D. Plasticity period

Question 2 of 20 5.0/ 5.0 Points

Which of the following is NOT an explanation as to why a newborn’s body lacks easy mobility?

A. The baby’s head is disproportionately larger than its body.

B. Babies cannot get enough nourishment to increase their strength.

C. The baby’s limbs are relatively short in relation to the rest of the body.

D. Babies’ bodies are mostly fat, not muscle, so they lack the strength to pick their head up.

Question 3 of 20 5.0/ 5.0 Points

What was the argument presented for advocates of bottle-feeding?

A. Bottle-feeding had more nutrients.

B. Parents could keep track of the amount of milk the baby was receiving.

C. Bottle-feeding offered significant emotional advantages.

D. Bottle-fed babies were more responsive to their mothers.

Question 4 of 20 5.0/ 5.0 Points

At what age does the American Academy of Pediatrics and the American Academy of Family Physicians suggest that babies can start eating solid food?

A. 6 months

B. 8 months

C. 10 months

D. 12 months

Question 5 of 20 5.0/ 5.0 Points

Which principle states that development proceeds from the center of the body outward?

A. Cephalocaudal

B. Independence of systems

C. Proximodistal

D. Hierarchical integration

Question 6 of 20 5.0/ 5.0 Points

What is the term for the reflex that scientists feel represents a leftover response that humans inherited from their nonhuman ancestors?

A. Babinski

B. Rooting

C. Swimming

D. Moro

Question 7 of 20 5.0/ 5.0 Points

Due to malnutrition, a child’s stomach, limbs, and face may swell with water so that the child actually appears chubby, but in fact the child is suffering from:

A. nonorganic failure to thrive.

B. rickets.

C. marasmus.

D. kwashiorkor.

Question 8 of 20 5.0/ 5.0 Points

Babies are typically able to crawl between __________ months of age.

A. 6 and 10

B. 5 and 8

C. 10 and 12

D. 8 and 10

Question 9 of 20 5.0/ 5.0 Points

Breast feeding an infant for the first 12 months of life is the preferred method by child-care experts for all of the reasons below EXCEPT breast milk:

A. contains all the nutrients necessary for growth.

B. offers some immunity to childhood diseases.

C. is cheaper than store-bought formula.

D. is more easily digested than cow’s milk or formula.

Question 10 of 20 5.0/ 5.0 Points

What is the term for the degree of awareness an infant displays to both internal and external stimulation?

A. Rhythm

B. Attention

C. Sensitive period

D. State

Question 11 of 20 5.0/ 5.0 Points

If you examine the different growth patterns of a child’s body size, nervous system, and sexual characteristics, you would apply which principle?

A. Principle of the independence of systems

B. Cephalocaudal principle

C. Principle of hierarchical integration

D. Proximodistal principle

Question 12 of 20 5.0/ 5.0 Points

SIDS strikes about __________ infants in the U.S. each year.

A. 2500

B. 10,000

C. 100,000

D. 1,000,000

Question 13 of 20 5.0/ 5.0 Points

Synaptic pruning means unused:

A. myelin is being removed in the brain.

B. dendrites are being removed in the brain.

C. axons are being removed in the brain.

D. synapses are being removed in the brain.

Question 14 of 20 5.0/ 5.0 Points

What is the term for the ability to detect sound and pinpoint the direction from which it is emanating?

A. Discrimination

B. Sound distinction

C. Sound travel

D. Sound localization

Question 15 of 20 5.0/ 5.0 Points

By the age of __________ months, babies can move themselves in different directions.

A. 4

B. 6

C. 9

D. 12

Question 16 of 20 5.0/ 5.0 Points

At approximately what age is a baby able to prominently open its hand and grasp a rattle?

A. at birth

B. 3 months

C. 6 months

D. 10 months

Question 17 of 20 5.0/ 5.0 Points

The developmental researcher(s) who conducted the classic study regarding the “visual cliff” was/were:

A. Pavlov.

B. Skinner.

C. Bandura.

D. Gibson & Walk.

Question 18 of 20 5.0/ 5.0 Points

The “visual cliff” study indicates that most infants in the age range of __________ months cannot be coaxed to cross the “cliff.”

A. 6 to 14

B. 5 to 12

C. 12 to 14

D. 8 to 14

Question 19 of 20 5.0/ 5.0 Points

What is the fatty substance that helps insulate neurons and speeds the transmission of nerve impulses?

A. Dendrites

B. Axons

C. Myelin

D. Synapse

Question 20 of 20 5.0/ 5.0 Points

What principle means that we would likely develop visual abilities (located in the head) well before we master the ability to walk (closer to the end of the body)?

A. Independence of systems

B. Hierarchical integration

C. Cephalocaudal

D. Proximodistal

 

 

Discussion 2: The Role of Social Work Theory in Future Social Work Practice

Discussion 1: Integrative Theories – A Correlation 

The characteristics of culture, behavior, identity, and presenting issues are unique to each one of your clients. As result, it is unlikely that one social work or integrative theory will account for every aspect of your client’s situation. How might a variety of theories, when considered together, help you gain a richer understanding of your client?  You have examined a variety of theories throughout this course. How might recognizing the potential correlations between theories affect the work you do with clients? How might those potential correlations help you better understand and incorporate a broader variety of theories in your practice?

 

For this Discussion, review the resources used throughout this course. Select a theory different from the one you chose for your final project.

 

o   Post a brief description of the theory you selected.

 

o   Then, explain any correlations you might draw between the theory examined here and the theory you selected for your final project. 

 

References (use 2 or more)

 

 

 

Discussion 2: The Role of Social Work Theory in Future Social Work Practice

Now that you have examined various theory types and theories that inform the basis of social work practice, what insights have you gained from that examination? How might you apply the knowledge you gained in this course to the next course you take? How might this knowledge inform your future social work practice? You began this course with an examination of theory types and what they meant in terms of how you use theory. Has exposure to specific theories over the last several weeks changed your perspective on the theory type that most appeals to you? If so, what has triggered that change? You might recall that some theories answer the question “why,” while others provide a framework for treatment, based on answers to the question “why”. What theory resonates with you most after a closer analysis of numerous social work and integrative theories? Does that theory coincide with the theory type that appealed to you in Week 1? How might the appeal of some theories and your ability to be flexible in understanding and applying them influence your social work practice?

 

For this Discussion, review this week’s resources. Think about the theories you examined in this course and consider any insights you gained as a result of examining them. Select the theory that most appeals to you and then reflect on the theory type you selected as being the most appealing in Week 1 (micro, meso, macro, scientific theory, perspective, paradigm, model, and ideology). If the theory you selected no longer aligns with the theory-type you selected in Week 1, think about why that might be the case. If the theory you select now is represented by the theory type you selected in Week 1, be prepared to defend why that theory type still appeals to you most. Finally, consider how your insights regarding the theories helped prepare you for your next course and your future social work practice.

 

o   Post a brief summary of the important social theory insights you gained from this course.

 

o   Describe the theory type you selected in Week 1 (MICRO THEORY) and the theory that appeals to you most among all those covered in this course.

 

o   Then explain whether or not that theory type still appeals to you in relation to the theory you selected, and why.

o   If it no longer appeals to you, include a description of which theory type now appeals to you more and explain, why.

 

o   Finally, explain how these insights helped prepare you for your next course and your future social work practice.

 

References (use 2 or more)

 

 

Discussion 3: Questions and Controversies for Social Change

Professionals often find it hard to think beyond the daily challenges of any field. Immediate demands prevent opportunities to reflect on ideas for change that might benefit people and communities. However, the need for social change permeates the work that mental health professionals do on a daily basis. How important is it for mental health professionals to find the time to advocate for social change? How can mental health professionals make a difference in the lives of people beyond their own clients?

For this Discussion, reflect on the question or controversy you selected for your final paper. Consider how this may present an opportunity for social change.

 

o   Post an explanation of how the question or controversy intersects clinical psychopharmacology and the mental health profession.

 

o   Explain how addressing the question or controversy might be an area for social change.

 

o   If possible, integrate lessons learned from the “Scholars of Change” videos into your reflection.

 

References (use 2 or more)

 

Preston, J. D., O’Neal, J. H., & Talaga, M. C. (2017). Handbook of clinical psychopharmacology for therapists (8th ed.). Oakland, CA: New Harbinger.

 

Walden University (n.d.). Social change. Retrieved June 3, 2014, from http://www.waldenu.edu/about/social-change

 

 

Discussion 4: Cultural and Contextual Considerations

Mental health professional’s appreciation for culture and context extend beyond general understandings of people grouped by factors like ethnicity and sexual orientation. Mental health professionals invest in understanding the deep, underlying components of all the things that come together to make our clients who they are.

When culture and context are at odds with societal norms and hegemonic expectations, mental health professionals may need to work with clients to help instill and utilize resources to cope with the possibility of negative messages from society. In addition, mental health professionals work together with clients, for clients, and with other professionals to make changes. Consider how collaborating with others promotes positive changes in client well-being. How might collaboration through advocacy result in alternative approaches for addressing cultural or contextual considerations in treatment recommendations?

For this Discussion, view the media “Multicultural and Contextual Considerations Case Study: Marisol”in the Learning Resources. Consider new and alternative methods that mental health professionals could use to advocate for Marisol. (Transcript attached)

 

o   Postan explanation of how you would advocate for clients like Marisol.

o   Explain at least one strategy as a mental health professional you could facilitate culturally and contextually ethical treatment of clients.

 

References (use 3 or more)

 

 

 

Laureate Education (Producer). (2012e). Multicultural and contextual considerations case study: Marisol[Video file]. Baltimore, MD: Autho

ulticultural and Contextual Considerations Case Study: Marisol

Multicultural and Contextual Considerations Case Study: Marisol Program Transcript

[MUSIC PLAYING]

NARRATOR: Professional counselors consider all facets of a client’s personal background and history to provide informed ethical care. As such, individuals belonging to special or minority populations require additional consideration on the part of the counselor to ensure appropriate care is given. In the case that you’re about to view, Marisol—the client—presents with special ethnographic needs.

As the client is introduced, consider possible areas in which the client requires a treatment approach that incorporates culturally sensitive considerations. Think of ways to align specific addiction and mental health concerns with cultural considerations. How should this client be assessed? What alternative approaches should the counselor employ to address multicultural barriers?

Marisol is a 25-year-old Latina living in a traditional home on the south side of San Antonio, Texas. Marisol has lived in the United States for most of her life and has extended family in Mexico and in San Antonio. She is the middle child of six.

Her family and friends are pressuring her to get married. Her grandmother, mother, and married friends consistently bring up the subject of marriage. Marisol worries about her ability to be a good wife and mother and sees her siblings struggle to lead a good life as much as she does.

Marisol is fluent bilingual. However, English is Marisol’s second language. Although she wanted to succeed in her studies, Marisol struggled as a student and did not finish high school.

She was always nervous in school. She began working to contribute to the family income and could never find the time to complete a GED. She worries that she will never be able to get a good job because of her lack of education.

Marisol is being treated for comorbid cocaine abuse and benzodiazepine dependence and is having difficulty discussing her mental health issues with her Caucasian male psychiatrist. Marisol has been seeing her psychiatrist, Dr. Dan, for treatment of her addictions. Dr. Dan is a Caucasian master’s level counselor who has received specialized training in addictions counseling.

During the past two counseling sessions, Marisol appeared reluctant to engage in communicating with her psychiatrist as evidenced by her limited verbalizations. She responded only to questions that were asked and provided little additional

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Multicultural and Contextual Considerations Case Study: Marisol

information beyond yes and no responses. Her responses have sometimes appeared to be insincere or evasive.

MARISOL: I met with my doctor two times. Dr. Dan wants me to tell him what is going on with me. But when I started to tell him a little bit, he seemed impatient.

These are the things that I don’t like to talk about, especially with someone who’s not a member of my family. If I share too much, he may think I’m a bad woman. He is a doctor, so what he says goes. He knows what he needs to know from me, and I don’t want to trouble him.

I like Dr. Dan. He seems nice and all that, but I really don’t feel like he can understand my problems. First, I don’t think he’s ever had addiction himself. If he hasn’t had an addiction, how can he possibly understand what I’m going through?

He’s also a white man. The issues I face as a Latina woman are very different than those that he experiences. I just don’t understand how he will be able to help me.

Let me tell you a little bit about myself. I’m 25 years old, and I’ve been using drugs for the past 10 years. I only really started using drugs to help with my anxiety. [SPEAKING SPANISH]. Sometimes, when I get nervous, I forget to talk in English.

Anyway, I’ve been nervous for as long as I can remember. I’ve just—I’ve had some bad stuff happen, stuff that I don’t want to talk about right now. How am I supposed to talk to a man about these things?

I know that in order to get better, I have to talk about things. But I can’t bring myself to talk about them with an educated man like this. I mean, I tried to start telling him, but he was like in a hurry or something. He started writing a prescription for me.

You must know what I mean. And—I don’t know, maybe I shouldn’t talk so much, you know? Where was I? Oh, yes, my anxiety.

I guess I can tell you a little bit about it. Please don’t tell my mother. I had some bad stuff happen. But even before that, we just really struggled to make it. I was raised by a single mother, una santa. She’s a saint.

She worked 14 hours a day to make sure that [INAUDIBLE] and the rest of us had food in our system. We also moved a lot. And sometimes, I was unsure if I should even unpack, or if we were just going to up and leave. Like I was saying, my mother worked 14 hours a day. She worked two jobs.

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Multicultural and Contextual Considerations Case Study: Marisol

And she left us kids—there were six of us—with whoever was willing to watch. Like mi tia, Alejandra. I’m sorry, my aunt. It was hard on all of us. We fought a lot.

All of my siblings have problems, giving my mother grief. My oldest brother, Juan, has spent most of his life in and out of prison. He joined up with MA, so he’s all tough and gang banger now. My sisters are in abusive relationships. I don’t think they know how to keep their men happy.

And my youngest brother, my youngest brother, he’s had the hardest because he saw too much too early. We used to party sometimes together, you know? But he’s worked so much. These days, he parties just as hard as he works. I think he’s stuck on [INAUDIBLE].

Things have been hard for us all. My poor mother—I try to keep it together because I know that she needs at least one daughter she can be proud of. It’s too much.

I think that’s why I started using alcohol. I used alcohol first. It was a way to help me relax and forget about my problems. Plus, I mean, Tia Alejandra said she had been drinking back at age 12 in Chiapas. No big thing.

I never really liked feeling hung over. Then I started taking Xanax. I really liked the way that made me feel.

I didn’t feel the anxiety as much. I could get out of the house, go make friends, and everything. But then I started needing more and more, and that scared me.

I’ve had friends who overdose, and others get sick from that stuff. I thought, I’ll just cut back. I even had an attack the day I tried to not take it. It—it felt like if my heart was going to explode. So I called the counseling center, and they had me see Dr. Dan. They told me to come see you too.

I sometimes use cocaine. I don’t really like the way it makes me feel, though. It usually just makes me feel more anxious. I know it sounds stupid, but sometimes I feel like if the cocaine gets me too up, I’ll be too up to even care about being anxious. Yeah, you know, it’s like I can take it.

Anyway, I can talk to people and not feel so stupid all the time, you know? I just want to feel better. I want a normal life. I want my mother to be proud of me.

I know that using cocaine and Xanax are very wrong for me. But I just don’t want to feel anxious every day. I don’t want to feel anxious every day.

I—I haven’t been in a relationship in over three years. And I’m afraid that I can’t trust anyone. What kind of woman am I if I can’t keep a husband and have a house and have my husband happy with the way I make things work?

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Multicultural and Contextual Considerations Case Study: Marisol

It’s all too much. So like, I can’t tell Dr. Dan any of this stuff. I’ll be so ashamed. I mean, he is the doctor, right? He’ll want to lock me up or tell me that it’s my mother’s fault.

She’s a good woman. She’s worked so much. I wish I could be like that, you know? What if she found out? It would kill her. I don’t—I just think I won’t go back.

I can’t stand the judgment. Dr. Dan. He can’t even pronounce my name right. “Mare-ah-saul”. It’s “Mar-ie-sole.” I just might not come back. I can’t stand the judgment.

Maybe my anxiety isn’t so bad. Maybe I could just cut back on the Xanax and maybe only do coke like in the weekends or something. I think I’m wasting his time.

Multicultural and Contextual Considerations Case Study: Marisol Additional Content Attribution

Creative Support Services Los Angeles, CA

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