Psychological Report-The Characther Is Beethoven

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For your Final Paper, you will demonstrate your knowledge of psychopathology and apply your skills to a realistic scenario. Throughout this course, you have developed unique knowledge and skill sets that will allow you to critically analyze depictions of psychopathology in popular media and historical case examples from an informed point of view.

Your Final Paper will be a psychological report that may be based on a character from a movie or a historical case study. Review the provided lists of moviesPreview the document and historical case studiesPreview the document that are approved for use in this assignment.  You must choose from these lists. You may not use examples from your personal life in the psychological report since doing so would be unethical (see Standards 2.04 and 9.01a in the Ethical Principles of Psychologists and Code of Conduct).

As you create this report, you will be taking on the role of a clinician who is conducting an assessment and providing treatment recommendations for a patient (a character from your selected film or historical case study). Please note that a psychological report does not follow the same structure for reports you may have used in other courses. Your report must follow the format below and it must include each of the sections and their headings listed in this order:

  1. Identifying Information
    Within this section, you will describe basic information on your patient, including the person’s name, sex, gender, sexual orientation, age, race, occupation, and location of residence (country, state, and region).
  2. Chief Complaint/Presenting Problem
    Within this section, you will include the patient’s primary complaint verbatim to identify the main source of his or her distress and/or concerns. If there is no verbatim complaint, include observable information to create an overall picture of the presenting problem.

    Typically, this section within a psychological report seeks to address the following question (further elaboration within this section is encouraged where possible):

    • What are the patient’s complaints? (e.g., the patient might complain about “feeling on edge” or experiencing stress)
  3. Symptoms
    Within this section, you will interpret specific behavioral issues and intrapsychic conflicts as they relate to abnormal behavior, behavior patterns, maladaptive thought processes, and potential unconscious conflicts. Interpret and comment on the patient’s chief complaint and/or presenting problem in the context and language of the symptoms found in the DSM-5. (e.g., the patient who complains about “feeling on edge” might actually be experiencing symptoms related to post-traumatic stress disorder or generalized anxiety disorder)
  4. Personal History
    Within this section, you will analyze your patient’s personal background and history of abnormal behavior(s) that inform your diagnostic impression. You will also gather information about the patient’s cultural background and cultural norms.

    Typically, this section within a psychological report seeks to answer the following questions (further elaboration within this section is encouraged where possible):

    • Where did the patient grow up?
    • What cultures did the patient experience throughout life?
    • What was the patient’s school life like?
    • What were his or her grades? What is his or her highest level of education?
    • What is the patient’s interpersonal relationship history?
    • What was/is the patient’s romantic relationship history?
    • What was/is the patient’s friendship history?
  5. Family History
    Within this section, you will analyze the patient’s familial relationship(s) and identify any abnormalities that might affect future treatment. You will also integrate information about the patient’s family and cultural background to identify any maladaptive behaviors and relational patterns.

    Typically, this section within a psychological report seeks to answer the following questions (further elaboration within this section is encouraged where possible):

    • How old were the patient’s parents when the patient was born?
    • Who were the patient’s primary caregivers?
    • What was/is family life like? (Include any information relevant to your diagnostic impression.)
    • Did the family move often?
    • What was/is the patient’s relationship with their siblings (if applicable)?
    • What culture did/does the family come from?
    • What belief systems are attached to that culture?
  6. Therapy History
    Within this section, you will describe the patient’s therapy history to inform your diagnostic impression. Analyze the patient’s therapy history to identify the effectiveness of previous treatment(s). Analyze previous treatment interventions based on information and knowledge of the patient’s cultural background.

    Typically, this section within a psychological report seeks to answer the following questions (further elaboration within this section is encouraged where possible):

    • Who was the previous therapist (if applicable)?
    • How long did the previous therapy/therapies last?
    • What was the patient’s diagnosis?
    • What interventions did the therapist(s) use?
    • Were those interventions appropriate for the patient’s culture?
    • Was treatment successful?
  7. Medical Conditions
    Within this section, you will analyze the patient’s medical history and comment on any possible medical conditions that could influence your diagnostic impression. Interpret specific behavioral issues as they relate to salient medical conditions. If the person has any medical conditions, indicate that in this section. Integrate information and knowledge about the patient’s cultural background as it affects treatment options for medical conditions.
  8. Substance Use
    Within this section, you will analyze and comment on the patient’s substance use to identify any potential issues that could influence your diagnostic impression. Interpret specific behavioral issues as they relate to substance use. If the person misuses specific substances, indicate that in this section. Integrate information and knowledge about the patient’s cultural background to inform your interpretation of substance misuse in this patient’s case.

    Typically, this section within a psychological report seeks to answer the following questions (further elaboration within this section is encouraged where possible):

    • Which substances does the patient use? (Include any over-the-counter, herbal, and/or prescription medications.)
    • For how long has the patient used the substance?
    • What is the patient’s quantity and frequency of use?
  9. Collateral
    Within this section, you will interpret specific collateral information as it relates to your patient’s abnormal behavior and behavior patterns. You will also integrate information and knowledge regarding the patient’s culture in your evaluation of the maladaptive behavior as reported by the collateral sources.

    Typically, this section within a psychological report seeks to answer the following questions (further elaboration within this section is encouraged where possible):

    • What do other people have to say about the patient’s behavior?
    • Are there any commonalities between the collateral sources’ reports?
    • Do the collateral sources have any psychological issues that might exacerbate the patient’s problems?
    • Are there any police reports?
    • Are there any personality testing or intelligence testing reports available?
  10. Results of Evaluation
    Within this section, you will analyze the patient’s behavior and mental processes. There are two parts to this section. To begin your analysis, you will write a brief evaluation of each theory of personality development that you learned about in this course and determine whether or not each theoretical orientation can be used to conceptualize the patient’s current situation and treatment goals. Next, use one major theoretical orientation to write an in-depth analysis for your results of evaluation section. Within the context of this theoretical perspective, you will analyze all of the information from the previous sections. Analyze specific behaviors, cognitions, and intrapsychic processes as they relate to your diagnostic impression. Integrate knowledge of the patient’s cultural background and norms within that culture as you prepare your supporting evidence.

    Typically, this section within a psychological report seeks to answer the following question (further elaboration within this section is encouraged where possible):

    • Based on the information you gathered in the previous sections, what led to the patient’s current state?
  11. Diagnostic Impression With Differential Justification
    Within this section, you will provide your diagnosis for the patient. To demonstrate your understanding of diagnostic procedure and justification, specifically address each symptom that the patient displayed and relate each symptom to a diagnostic criterion in the DSM-5. Analyze the patient’s behaviors and mental processes within your differential justification. Clearly demonstrate that the patient meets criteria to be given a diagnosis. If the patient does not meet criteria for any diagnosis based on your assessment, explain why. Also, explore any alternative diagnoses and explain why these were not chosen.
  12. Recommendations
    Within this section, you will you provide treatment recommendations for the person to help them improve his or her quality of life. These recommendations must be based on the theoretical orientation you used in your Results of Evaluation. Explain why you chose your treatment intervention(s) and include peer-reviewed articles that support your choice(s). If treatment is not necessary, explain why. Pay close attention to the person’s culture since some treatment options may be insensitive to his or her culture or way of living.

Writing the Final Paper

The Final Paper:

  1. Must follow the report outline provided above with the requisite headings and be formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must address the assessment with critical thought.
  4. Must use at least five peer-reviewed sources that were published within the last ten years, in addition to the text, a minimum of four must be from the Ashford University Library.
  5. Must document all sources in APA style as outlined in the Ashford Writing Center.

Describe local laws regulating the practice of psychology

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Child Abuse Case Analysis

In this assignment you are required to perform a child abuse assessment utilizing the child abuse reporting form, located in the Resource section of your syllabus.

PSY 87504_ChildAbuseReportForm.pdf (PLEASE SEE ATTACHED DOCUMENT)
It is suggested that you print the form, fill it out, scan and upload as a pdf file.

Review this week’s video and the reading assignments on child abuse assessment. Using the above Assessment tool, please evaluate the following vignette for suspicion of child abuse.
Fill out the form, describing what you see in the vignette that supports your assessment responses.

After you fill out the form, write a paper discussing your assessment, possible interventions and prevention strategies that you might use when encountering  similar situations in your professional work.  Justify your responses by using and referencing the course text and the video that you watched this week.  All work must be written in graduate level English in APA format.

Your paper should be 1-2 pages plus a title and reference page.

Dave, a 16-year old boy, is seen in an intake counseling session accompanied by his mother. His mother is worried because Dave is so angry.  Dave tells you that he hates his parents. He tells you that he is sick of his father’s alcoholic rages and his mother making excuses for them. Mom tells you that Dave will argue and pick a fight with his father when Dad is drinking.  Often times, this ends with fights between Dave and his Dad.  On more than one occasion Dave has suffered from a black eye. Dave tells you that he only picks these fights to protect his 12-year old brother by “getting the heat off of him”. Mom tells you that it’s always impossible for her to tell who started the physical fight and asks what she should do.
Assignment Outcomes

Recognize the major issues related to sound and professional practice in psychology

Assess and evaluate legal and ethical mandates in clinical context

Describe local laws regulating the practice of psychology

NAME OF MANDATED REPORTER TITLE MANDATED REPORTER CATEGORY

REPORTER’S BUSINESS/AGENCY NAME AND ADDRESS Street City Zip DID MANDATED REPORTER WITNESS THE INCIDENT?

❒ YES ❒ NO

REPORTER’S TELEPHONE (DAYTIME) SIGNATURE TODAY’S DATE

( )

❒ LAW ENFORCEMENT ❒ COUNTY PROBATION AGENCY

❒ COUNTY WELFARE / CPS (Child Protective Services)

ADDRESS Street City Zip DATE/TIME OF PHONE CALL

OFFICIAL CONTACTED – TITLE TELEPHONE

( )

NAME (LAST, FIRST, MIDDLE) BIRTHDATE OR APPROX. AGE SEX ETHNICITY

ADDRESS Street City Zip TELEPHONE

( )

PRESENT LOCATION OF VICTIM SCHOOL CLASS GRADE

PHYSICALLY DISABLED? DEVELOPMENTALLY DISABLED? OTHER DISABILITY (SPECIFY) PRIMARY LANGUAGE

❘❒ YES ❒ NO ❒ YES ❒ NO SPOKEN IN HOME

IN FOSTER CARE? IF VICTIM WAS IN OUT-OF-HOME CARE AT TIME OF INCIDENT, CHECK TYPE OF CARE: TYPE OF ABUSE (CHECK ONE OR MORE)

❒ YES ❒ DAY CARE ❒ CHILD CARE CENTER ❒ FOSTER FAMILY HOME ❒ FAMILY FRIEND ❒ PHYSICAL ❒ MENTAL ❒ SEXUAL ❒ NEGLECT

❒ NO ❒ GROUP HOME OR INSTITUTION ❒ RELATIVE’S HOME ❒ OTHER (SPECIFY)

RELATIONSHIP TO SUSPECT PHOTOS TAKEN? DID THE INCIDENT RESULT IN THIS

❒ YES ❒ NO VICTIM’S DEATH? ❒ YES ❒ NO ❒ UNK

NAME BIRTHDATE SEX ETHNICITY NAME BIRTHDATE SEX ETHNICITY

1. 3.

2. 4.

NAME (LAST, FIRST, MIDDLE) BIRTHDATE OR APPROX. AGE SEX ETHNICITY

ADDRESS Street City Zip HOME PHONE BUSINESS PHONE

( ) ( )

NAME (LAST, FIRST, MIDDLE) BIRTHDATE OR APPROX. AGE SEX ETHNICITY

ADDRESS Street City Zip HOME PHONE BUSINESS PHONE

( ) ( )

SUSPECT’S NAME (LAST, FIRST, MIDDLE) BIRTHDATE OR APPROX. AGE SEX ETHNICITY

ADDRESS Street City Zip TELEPHONE

( )

OTHER RELEVANT INFORMATION

IF NECESSARY, ATTACH EXTRA SHEET(S) OR OTHER FORM(S) AND CHECK THIS BOX IF MULTIPLE VICTIMS, INDICATE NUMBER:

DATE / TIME OF INCIDENT PLACE OF INCIDENT

NARRATIVE DESCRIPTION (What victim(s) said/what the mandated reporter observed/what person accompanying the victim(s) said/similar or past incidents involving the victim(s) or suspect)

A .

R E

P O

R T

I N

G

P A

R T

Y

❒

D . I N

V O

L V

E D

P

A R

T I E

S

V I C

T I M

‘S

S I B

L I N

G S

SUSPECTED CHILD ABUSE REPORT

DEFINITIONS AND INSTRUCTIONS ON REVERSE

DO NOT submit a copy of this form to the Department of Justice (DOJ). The investigating agency is required under Penal Code Section 11169 to submit to DOJ a

Child Abuse Investigation Report Form SS 8583 if (1) an active investigation was conducted and (2) the incident was determined not to be unfounded.

WHITE COPY-Police or Sheriff’s Department; BLUE COPY-County Welfare or Probation Department; GREEN COPY- District Attorney’s Office; YELLOW COPY-Reporting Party

SS 8572 (Rev. 12/02)

B . R

E P

O R

T

N O

T I F

I C

A T

I O

N

E . I N

C I D

E N

T I N

F O

R M

A T

I O

N

S U

S P

E C

T

V I C

T I M

‘S

P A

R E

N T

S / G

U A

R D

I A

N S

CASE NAME:

CASE NUMBER:

To Be Completed by Mandated Child Abuse Reporters

Pursuant to Penal Code Section 11166

PLEASE PRINT OR TYPE

C . V

I C

T I M

O n

e r e p

o r t p

e r v i c t i m

 

  1. case name:
  2. case number:
  3. Button2:
  4. A name of mandated reporter:
  5. A title:
  6. A mandated reporter category:
  7. Text4:
  8. Yes:
  9. no:
  10. A area code:
  11. A phone number:
  12. A today’s date:
  13. Text10:
  14. B county prob:
  15. B county welfare:
  16. B agency:
  17. B address:
  18. date/time of phone call:
  19. B official contacted – title:
  20. B area code:
  21. Text18:
  22. C last first middle:
  23. C birthdate or age:
  24. C sex:
  25. c ethnicity:
  26. C address:
  27. C area code:
  28. C phone number:
  29. C location of victim:
  30. C school:
  31. C class:
  32. C grade:
  33. C1 yes:
  34. C1 no:
  35. C2 yes:
  36. C2 no:
  37. C other disability:
  38. C language spoken:
  39. C3 yes:
  40. C3 no:
  41. C day:
  42. c ccc:
  43. c foster:
  44. C fam friend:
  45. C group:
  46. C relative:
  47. C phy:
  48. C mental:
  49. C sexual:
  50. C neg:
  51. C other:
  52. Text49:
  53. C relationship:
  54. C photos yes:
  55. C photos no:
  56. C death yes:
  57. C death no:
  58. C unknown:
  59. Text56:
  60. D sib 2:
  61. D sib 3:
  62. D sib 4:
  63. D name:
  64. D birthdate:
  65. D sex:
  66. D ethnicity:
  67. D address:
  68. D area:
  69. D phone:
  70. D area b:
  71. D phone b:
  72. Name2:
  73. D birthdate 2:
  74. D sex 2:
  75. D ethnicity 2:
  76. D address 2:
  77. D area 2:
  78. D phone 2:
  79. D area b2:
  80. D phone b2:
  81. DS name:
  82. DS birthdate:
  83. DS sex:
  84. Text81:
  85. DS address:
  86. DS area:
  87. DS phone:
  88. Text85:
  89. E check box:
  90. E number multiple victims:
  91. E date and time:
  92. E place of incident:
  93. E narrative:
  94. Button1:

Assignment: Contingency Tables And Odds In Excel

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Report Issue

In the prerequisite course, Quantitative Reasoning and Analysis, you constructed basic contingency (crosstab) tables. You might be surprised to learn that you can estimate a simple logistic regression model, with a categorical predictor, using the descriptive values presented in the crosstab table.

In this assignment, you use Microsoft Excel to construct a specialized tool that creates basic logistic regression models given a crosstab/contingency table. As if that were not useful enough, this Excel tool is not specialized—you can use it given any crosstab/contingency tables you encounter in research. In the field of statistical research, this is just about as exciting as you can get!

To prepare

  • Review the sections in the Osborne text that present a template for constructing an Excel worksheet.
  • Review the video in the Learning Resources, in which Dr. Matt Jones explains how to harness the power of Excel using contingency tables.
  • Think about the types of variables that are useful for cross tab tables.

Using one of the datasets provided, select two variables that allow you to construct a 2×2 contingency table. Use SPSS to run the initial crosstab table, using any two variables that you think are appropriate. Then, use Excel to construct a table in which you report:

  • Conditional probabilities
  • Conditional odds
  • Logits
  • Odds ratios
  • Relative risk
  • Slope

Be sure to apply the template from the Osborne text. Note that page 42 has a completed example that should help you determine these values. Be sure to use formulas and cell references in Excel so that the spreadsheet you create can be used as a tool for calculating similar values for other datasets.

Once you have created the tool, write a 1- to 2-paragraph summary in APA format interpreting your results. Submit both your Excel file and your summary to complete this assignment.

I would need you to login into my account for my datasets.

What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups and why?

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5.1 What are special considerations around confidentiality within an adolescent/child’s group?  How would you approach these in a group of adolescents or children?

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development. This discussion question meets the following NASAC Standard:

93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.

5.2   You are leading a group of adolescents referred because of school, behavior, and/or   substance use. Describe an opening exercise and a trust-building exercise you might use with this group. Explain your choice.

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development.   This discussion question meets the following NASAC Standard:

 

92) Facilitate group growth within the established ground rules, and precipitate movement toward group and individual goals by using methods consistent with group type.

6.1  What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups and why? How might you work in a therapeutic way with such a member’s behavior?

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

6.2  While conducting a group for adults struggling with addiction, one of the participants has come to the last three groups late. Explain how you might deal with this client’s tardiness.

This discussion question meets the following CACREP Standard: 2.F.6.c. Therapeutic factors and how they contribute to group effectiveness.

7.1  Under what circumstances might it be beneficial to design a group in which both children and their parents would participate? What special issues might arise in such a group, and how would you manage them?

This discussion question meets the following CACREP Standard: 2.F.6.g. Ethical and culturally relevant strategies for designing and facilitating groups.

7.2  Now that you have read about therapeutic techniques and procedures, choose two techniques that you would most likely use and explain why. Choose one that you are least likely to use and explain why.

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

8.1 When developing and implementing an adult support group, the following important guidelines should be considered: how the group is organized, how the format of each group session is structured, and what the short-and long-term outcomes of the group are. Consider the following three adult support groups: an HIV/AIDS support group, grief group for elderly, and a domestic violence support group. What similarities do you see, and how do these similarities suggest guidelines for developing these groups?

This discussion question meets the following CACREP Standards:  2.F.6.a. Theoretical foundations of group counseling and group work.  2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

This discussion question meets the following NASAC Standards:

89) Describe, select, and appropriately use strategies from accepted and culturally appropriate models for group counseling with addicted or substance abusing clients.

93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.

8.2 At some point in your career, you may be asked to design and implement a group for involuntary clients, such as domestic violence perpetrators, drunk drivers, substance users, abusive parents, or prison inmates. What are your thoughts and feelings about working with mandated group participants?

Describe fully. How would you approach counseling differently with them than with voluntary participants?

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

Each questions needs to be answered with 150-200 words and have to have a cite in the answer.  Explain below

Question.

answer    “Cite”

Question

answer    “Cite”

and so on