Identify a couple of important similarities and differences within each dyad.

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Use the readings from your Psychological Testing and Assessment text, Embretson’s 2004 article, “The Second Century of Ability Testing: Some Predictions and Speculations,” and additional research to complete this discussion.

Research the historical connections and trends in the field of psychology of the following dyads: (1) Sir Francis Galton to James McKeen Cattell, and (2) Alfred Binet to Lewis Terman. Compare and contrast the relationship between both sets of key figures and the milestones they facilitated in the history of tests and measurements. What were the similarities and differences within each dyad? What were the similarities and differences across the two sets of dyads?

Choose one of these four individuals based on the criteria below and do additional research on that person using the Capella library. Share your findings about key contributions of that selected individual in your discussion post, citing at least two published articles, not including the Psychological Testing and Assessment text or the Embretson article (include these as references). Identify your choice of the key historical figure in your subject line of the post you submit.

In your post:

  • Identify a couple of important similarities and differences within each dyad.
  • Identify a couple of important similarities and differences across both sets of dyads.
  • Identify the individual who, in your opinion, had the greatest impact on your particular interest or specialty within the field of psychology. (Include the name of the individual in your subject line of the discussion thread when you submit your initial post.)
  • Describe how the one historical figure you selected expanded the base of knowledge in the field, including information from the journal articles.
  • Explain how that individual provided a foundation to a trend that continues in psychology today.

Research common treatment goals for the chosen diagnosis.

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  • Clinical Assessment and Treatment Plan

    Complete the University of Phoenix Material: College of Social Sciences Master of Science in Counseling Biopsychosocial Interview DSM-5, located on the College of Social Sciences Resources web page, based on Case 21.7, and include a case conceptualization. Your response should be a minimum of 700 words.

    Research common treatment goals for the chosen diagnosis.

    Complete the University of Phoenix Material: College of Social Sciences Treatment Plan, located on the College of Social Sciences Resources webpage. Your response should be a minimum of 350 words.

    Include a minimum of two sources.

    Format your reference page and treatment plan consistent with APA guidelines

    (you would need to log on into my UOP and grab a scenario from the webpage and the treatmet plan)

    DUE Wednesday 25th

    Only people who have worked with UOP

    Case 21.7

     

    Identifying Information

     

    Client Name: Delores Hoffman

     

    Age: 27 years old

     

    Ethnicity: Caucasian

     

    Marital Status: Never married

     

    Occupation: Office manager

     

    Intake Information

     

    Delores Hoffman called to make an appointment to see a counselor due to her “growing preoccupation with suicide.” The intake worker screened her for suicide risk and discerned she had no history of past attempts or a present plan. Nonetheless, an initial appointment was arranged for later that day.

     

    Initial Interview

     

    As you meet Delores Hoffman in the waiting room, you notice that she is well dressed and attractive. Before you approached her, she had been staring out the window, virtually motionless.

     

    As you enter your office, she says, “I guess I scared everyone talking about suicide. That is why I got an appointment so fast, isn’t it?”

     

    “Quite probably. Was that your intent?” you ask.

     

    “Not really. I forget that not everyone feels like I do. It just doesn’t seem like such a big deal to me,” she explains.

     

    “Well, based on what you said to the intake worker, it must concern you some. Isn’t that why you wanted to see someone?” you clarify.

     

    “Well, yes, it is. But not in the sense that I’m going to run out and do something. I think I’ve been depressed my whole life. Certainly as long as I can remember. So somehow, this seems logical— just more of the same.”

     

    “Can you tell me exactly what feelings you’ve had for so long?” you ask.

     

    “Sure. I’ve just never been happy. I’ve never really liked myself. I’m just a big nothing. Always have been. No energy, no plans, no future, nothing to look forward to. I thought I was used to it and I had accepted it. Some people have lives worth living; the rest of us take up space,” she observes.

     

    “And you say you’ve always felt this way?” you prompt.

     

    “Well, that’s probably an exaggeration. Certainly I’ve felt this way since I was 10, maybe 12. Younger than that, I don’t remember very well. I don’t think I thought about much of anything. But around that age, I realized I didn’t really have anything going for me. Do you know what I mean?” she asks.

     

    “I hope to understand, but I need you to tell me more. How did you decide you didn’t have ‘anything going for you’?”

     

    “Pretty simple. Some people are really smart; I’m not. I’m not retarded or anything but just not brainy. Some people are beautiful; I’m not. I’m not ugly or anything but just not remarkable. I’m not ambitious. I’m not clever. I’m destined to just go along, probably get married, get left by my husband after the kids are grown, and end up lonely,” she explains.

     

    “That sounds pretty hopeless,” you observe.

     

    “That’s right. I don’t mind too much, you know. It’s just the way it is,” she reports.

     

    “Okay, I’m starting to get a picture, but I’d like to ask you some things about your childhood. Can you tell me what your family was like?” you ask.

     

    “They’re okay, I guess. Just dull people like me. I have two sisters, one older and one younger. We lived in a nice suburban neighborhood. If my parents had any problems, we kids didn’t know about them. Everything was ordinary and orderly.”

     

    “Did you ever tell anyone about how you felt about yourself?” you ask.

     

    “Not really. We didn’t talk about much in my family. We just did the things we were supposed to do,” she explains. “I can’t tell you anything else about them really. I haven’t really seen them since I left home.”

     

    “Okay. So if I understand you correctly, you’ve felt somewhat depressed or at least unhappy with yourself for most of your life. Has something changed, though, to make you concerned enough to want to see someone?” you ask.

     

    “Well, yes. For the past 6 or 7 months, I’ve been feeling much worse. I think it’s about my boyfriend. He moved in with me around the time things got worse. I know that sounds weird. I’m supposed to be happy to find someone who seems to love me. We’re planning on getting married in the summer. 441 442But really, my life has sorta fallen apart since he moved in,” she says.

     

    “Can you tell me specifically what changes have occurred?” you ask.

     

    “Well, it’s almost everything! As soon as he moved in, I pretty much lost interest in him sexually. Of course, he hasn’t lost interest, but it’s just going through the motions for me. I can’t sleep right either. At first, I thought it was just sharing a bed, but I don’t know. When I try to go to sleep, it takes forever. Then, I wake up before my alarm goes off! I’ve never had a great deal of energy, but I’m really dragging now,” she says.

     

    “Okay, have you lost interest in any other things in the same time frame?” you ask.

     

    “Well, I used to really enjoy cooking. Now it just seems like a chore. I’ve probably lost 15 pounds since he moved in just because I don’t want to cook! He’ll go ahead and get some fast food or something, but I just don’t eat,” she explains.

     

    “Any other things you’ve lost interest in?” you persist.

     

    “I guess. I mean I don’t really enjoy anything anymore. I know how strange that sounds. I really feel bad about it! He’s a nice guy, and I don’t want to hurt him but … I don’t know, I just feel like I’m ruining his life.”

     

    “Anything else?” you ask.

     

    “Well, I’ve sorta lost interest in my job. I’ve worked for the same company for a long time. I’ve been the office manager for the past 4 years. It’s been a good place to work, but it just seems like a drain now. People at work keep asking me what’s wrong, and I really don’t have anything I want to tell them. Does this make any sense?” she asks.

     

    “I think so. I need to take us back to your initial concern. Tell me about wanting to kill yourself.”

     

    “Oh, that’s a little strange. I daydream about it all the time. Instead of focusing on what I need to do or something, I dream up ways to end it all. Isn’t that stupid?” she asks.

     

    “No, I certainly wouldn’t call it stupid. What you’ve described to me makes it clear that you are very unhappy with your life. Do you think you’ll act on any of these plans you ‘dream up’?”

     

    “No, not really. I know that seems strange since I’m so preoccupied with it, but I’m afraid to die! I don’t know why all these thoughts are in my head, really. Do you think I might be going crazy?” she inquires.

     

    “No, I don’t think you’re crazy! I do think you need to take some hard looks at yourself and your life. No one can just go along being as unhappy as you are. Does that sound like something you’re willing to do?”

     

    “I think it is. Really, I know it is. I’ve thought about seeing a therapist for a long time. I wouldn’t have made this appointment if I weren’t ready to try something,” she says.

     

    21.7–1 How would you assess the threat of suicide with Delores at this point? Are there any changes you would watch for in working with her?

     

    21.7–2 What strengths do you see in Delores?

     

    21.7–3 What thoughts and/or behaviors would you like Delores to self-monitor?

     

    21.7–4 What is your preliminary diagnosis for Delores?

Couple And Family Counseling And The DSM-V

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Post an example of a specific instance in which you may need to consult with another mental health professional who utilizes the DSM-V. Then, explain how your familiarity with the DSM-V may influence this consultation. Next, explain one advantage and one disadvantage of a couple and family practitioner being familiar with the DSM-V. Be specific.

Be sure to support your postings and responses with specific references to the resources.

Lebow, J., & Gordon, K. C. (2006). You cannot choose what is not on the menu—Obstacles to and reasons for the inclusion of relational processes in the DSM-V: Comment on the special section. Journal of Family Counseling, 20(3), 432–437.

Lebow, J. L. (2013). Editorial: DSM-V and family therapy. Family Process, 52(2), 155–160.

Integrating the Field of Developmental Psychology: A Review of the Literature

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Integrating the Field of Developmental Psychology: A Review of the Literature  

Prior to beginning work on this assignment, review the age group / developmental stage you selected in Week Two of the course. Remember, you must use this age group / developmental stage.

 

You will then review the Developmental Psychology literature examining findings for that age group / developmental stage in terms of the physical, emotional, cognitive, social dimensions, and how they impact development and can best be used to meet developmental needs.  Additionally, create a summary of the developmental stage as viewed through the lens of one developmental theory we have studied across the course (Piaget’s Theory of Cognitive Development, Freud’s Psychosexual Theory, Erickson’s Psychosocial Theory, etc.).

In your paper,  

  • Examine the physical changes associated with the selected developmental stage.
  • Examine the cognitive changes associated with the selected developmental stage.
  • Examine the emotional changes associated with the selected developmental stage.
  • Examine the social changes associated with the selected developmental stage.
  • Evaluate the developmental changes and appraise the effects of the physical, cognitive, emotional, and social environments.
  • Integrate developmental and environmental factors into an assessment of developmental needs.
  • Create a summary of the developmental stage as viewed through the lens of a selected developmental theory.
  • Propose solutions for areas not addressed by the theory.
  • Analyze the ethical considerations for research and practice with the selected developmental stage.

 

The Integrating the Field of Developmental Psychology: A Review of the Literature

  • Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • 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 scholarly sources in addition to the course text.
  •         The Scholarly, Peer Reviewed, and Other Credible SourcesPreview the    document table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • 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 Center.

PLEASE ADHERE TO INSTRUCTIONS ABOVE!!!

Week 2 – Assignment

Selecting an Age Group/Developmental Stage for the Final Paper

 

This week, you will begin preliminary work on your final assignment in the course, Integrating the Field of Developmental Psychology: A Review of the Literature, which is due in Week Six. To begin, select an age group/developmental stage from the list below:

 

1. Infancy and toddlerhood (0-3 years)

2. Childhood (3-12 years)

3. Adolescence (13-18 years)

4. Young Adulthood (18-40 years)

5. Middle-Late Adulthood (40+ years)

 

In week 2 I did my research on Childhood (3-12 years of age)