Treatment of Schizophrenia and Depression

Week 4 – Interactive Assignment

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.

Treatment of Schizophrenia and Depression

Ashford University Discussion

Prior to beginning work on this discussion, read the required chapters from the text and review the required articles for this week.

Taking on the role of the expert in the treatment of schizophrenia or depression, you will prepare a presentation for a group of physicians who are seeking your opinion on the treatment of patients with these disorders. For this interactive assignment you will create and upload a 5- to10-slide PowerPoint presentation as well as a five-minute screencast of the presentation to share with your peers.

For this presentation, select either schizophrenia or depression as the basis for your presentation. Begin by creating your PowerPoint presentation. In the presentation, include information which explains the neurotransmitter theory behind the disorder and how the drugs used to treat the disorder affect those neurotransmitter systems.  Evaluate the risk and benefits of treating a patient with the most common type of medication and of not using drugs to treat the patient. In your evaluation, examine issues such as the rate of success with the most common drugs used as well as the incidence of side effects with these same drugs, including mortality associated with drug use. Then consider not using medications to treat the disorder. Take into account the natural course of the illness, the rate of spontaneous recovery, and the rate of mortality when untreated. You may also incorporate the use of other modes of treatment into your evaluation.

Your PowerPoint must include your presenter notes in the notes field to indicate what you intend to say during the screencast and well-chosen images to enhance the understanding of your audience. Remember that your screencast will be a maximum of five-minutes, and use your speaker notes to ensure that you will be able to present your materials within this time limit. (You may access Garr Reynolds’s Top Ten Slide Tips for additional assistance in creating an effective visual presentation.) Once you have created your PowerPoint you will create a screencast presentation of up to 5 minutes in length using any screencasting software you choose. (Quick-Start Guides are available for Screencast-O-Matic for your convenience.) Attach your PowerPoint file to your intial post and include the URL for your screencast in the body of the post before submitting it.

Guided Response: Review several of your colleagues’ video presentations and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion. In your responses to your peers you will take on the role of one of the physicians in the audience. In your responses, consider two of the following aspects from the presentation:

  • The content of the evaluation: Was it sound, well-reasoned, and based on substantial evidence?
  • The format of the presentation: Was it easy to understand? Was the sequence of facts well-constructed? Were the visual aids helpful in understanding the meaning of the content?
  • The video presentation: Was the verbal presentation clear? Was the pacing appropriate for the material(s)? Was the video helpful in understanding the meaning of the content?

Please use your research to support your assertions. Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post.

Research Paper Outline Introduction To Sociology

Unit IV Research Paper Outline For your Unit IV assignment, you will need to submit an outline of your research paper, including the following:  the introduction and a brief outline of the body of the research paper,  a brief annotated bibliography of at least three peer-reviewed, scholarly sources from the Online Library, plus the one you identified in Unit II (The information from these articles will form the basis for your research paper.), and  a brief reflection on what you have learned so far and what you expect to learn as you work to finish your mini research paper. Your research paper outline must be at least one page in length. In-text citations and references must be in APA style. If you require guidance concerning how to create annotated bibliographies, click here to access a tutorial that will provide that information.

SOC 1010, Introduction to Sociology 1

Course Learning Outcomes for Unit IV Upon completion of this unit, students should be able to:

4. Evaluate patterns of behavior through sociological skills and theory. 4.1 Plan a breaching experiment. 4.2 Execute a breaching experiment.

6. Explain how social structure shapes an individual’s life chances.

 

Reading Assignment Chapter 6: Deviance

Unit Lesson Norms and Social Control Social interaction describes the behaviors of two or more people whereby there is reciprocal influence when in contact with one another. Think about the last time you went out to eat. You engaged in interaction with your dining partner(s) and with the server, and indirectly with the chef. Did you interact solely based on how you like to act? Did you wear clothing based on what is comfortable (e.g., did you wear clothing)? Did you bring your own soda? How you answer these questions depends somewhat on the influence you wish to have on others, as well as your adherence to social control and norms. In Unit II, you read about Erving Goffman’s ideas on presentation of self. We will expand on these ideas as we discuss some of the micro-interactions that create social structure. Goffman, a Canadian sociologist, developed what he called Dramaturgy to analyze social behavior. He viewed interaction as analogous to the stage, arguing that we are all actors on stage, playing various parts/roles in a performance to convince others of who we are. You have probably heard the quote from Shakespeare, “All the world’s a stage.” According to Goffman, we actively try to control people’s impressions of ourselves on that stage every time we are in the presence of others. Sociologists refer to the ways we manipulate impressions as impression management. We manage our interactions by first managing the situation in which we find ourselves. To do this, we define the situation for our fellow actors. Doing so results in having some control over how the situation will proceed based on our definition. Of course, it is possible there will be a larger defining situation that engulfs our own interaction. For example, if you are at a business meeting, the stage and script are somewhat set. You are not likely to attempt to turn it into a picnic when others are already accepting the meeting definition. However, you do have some control, and how you wield it will determine your actions. At the meeting, you can manage how others view you by performing your role in a specific way. If you want others to think that you are smart and motivated, you will be sure to offer suggestions and take on responsibilities, thereby defining for others (including your boss) who you are. Notice that your actions here are role-taking, because the behaviors attached to a smart, motivated, businessperson are already set in place and are part of the macro social structure. Additionally, you are conforming to that structure by re-creating the behaviors associated with the role.

UNIT IV STUDY GUIDE

Micro Structures and Deviant Behavior

 

 

 

SOC 1010, Introduction to Sociology 2

UNIT x STUDY GUIDE

Title

 

We are all actors who intentionally try to sell others on the image we want to convey. To do this, we use several tools(called props, appearance, and manner) in ways that are conducive to our role. For example, in the above case of a business meeting, you would wear business attire and bring your laptop and any pertinent files necessary to complete your role at the meeting. You would also make sure that your behavior was businesslike and your tone serious. Notice that within these microstructures, people have some autonomy to change their actions. In the above example, you might have decided not to accept the role of businessperson and walked into the meeting wearing shorts and a t-shirt, asking who wants to play tennis. Would that change the interaction between your coworkers and you? Of course it would. Would it be a lasting change for business meetings around the country? It would not, not unless others chose to do a similar thing. The point is that a change to structure is possible because we create and re-create structure every day. By conforming to the set structure, we tacitly agree that we approve of the structure. Deviant Behavior In sociology, deviance is any behavior that does not conform to norms. Deviant behavior does not meet the expectations of a group or a society as a whole. By this point in the semester, it should be evident that we have many mechanisms built into our social life that bring about conformity. The largest among these mechanisms is the socialization process itself. Almost from birth, we teach our children what society expects of them and the sanctions brought to bear when children fail to meet the expectations. We expect children to conform to the customs and traditions of their group. They also learn a system of values that provides justification and motivation for wanting to do certain types of things that meet the approval of parents. Likewise, we teach values for wanting to refrain from behavior that would merit disapproval. Socialization results in the development of a system of internal or self- controls—a self-regulating conscience, a superego, or me—that incorporates the internalized values and norms of parents and peers. For example, many people value the ideals of “do no harm.” For some, “do unto others” is an internal pressure to not be hurtful to others. In addition to internal controls, conformity is encouraged through external mechanisms. Society dislikes people going fast through school zones. To encourage conformity in school zones, having to pay speeding fines exceeds the benefits of speeding. We choose to go the speed limit, not because we dislike speeding, but because there is a law in place that results in a really big monetary fine. Thus, each day, every person experiences pressures to meet the expectations of others. Over time, these obligations become part of the structure of society. The obligations are to those in our primary and secondary groups, as well as to formal groups such as corporations, unions, professional associations, and churches. Sanctions for not fulfilling these obligations vary depending on to whom we owe the obligations, and to the degree of importance that the obligations hold to society. For example, not fulfilling an obligation to a friend to meet for drinks results in minor sanctions. Not meeting an important client for drinks may well result in the loss of a job. When law violations occur, external formal mechanisms of social control—the police, courts, and correctional systems—come into play. Sometimes, negative consequences result from deviant behavior. For example, large-scale deviance may harm stability, and it may induce distrust and ill will. The aftermath of Hurricane Katrina resulted in thousands of people being displaced from their homes with no access to money, transportation, or the bare necessities of life. The lack of provisions resulted in looting and other large-scale deviant behaviors that caused ill will between the community and storeowners and between the community and the government. Deviance can also have positive consequences, which is why society, in a sense, needs deviants. Each time a group defines a particular act as deviant, it teaches people acceptable social behavior. For example, in most states, people believe smoking to be deviant behavior due to health costs and hygiene factors. These states have outlawed smoking in public buildings to promote smoke-free behaviors. Another useful consequence of deviance is that it strengthens group norms and values. When something happens within a community, people react in ways that reinforce group values. For example, when a hit-and- run driver hits a child, the neighborhood responds with signs, vigils, and donations in an attempt to state that they oppose hit-and-runs.

 

 

 

SOC 1010, Introduction to Sociology 3

UNIT x STUDY GUIDE

Title

 

Think of ways a group might consider your own behavior deviant. How might some of the behaviors of our country generate accusations of deviance (whether deservedly or not)? Who decides what is deviant?

Reference

Witt, J. (2015). SOC 2014 (3rd ed. update). New York, NY: McGraw-Hill Education.

Suggested Reading Becker, H. S. (1997). Outsiders: Studies in the sociology of deviance. New York, NY: Free Press. Look in the databases of the CSU Online Library for more information on this unit’s topics. Below are examples of what you will find in the General OneFile database: Brannigan, A. (1997). Self control, social control and evolutionary psychology: towards an integrated

perspective on crime. Canadian Journal of Criminology, 39(4), 403-431. Harris, N. R. (2013). Surveillance, social control and planning: Citizen-engagement in the detection and

investigation of breaches of planning regulations. Town Planning Review, 84(2), 171-197. Mollenkopf, J. (2001). The social control of cities: A comparative perspective. French Politics, Culture and

Society, 19, 2, 137.

Learning Activities (Non-Graded) Social Reality of Crime The dominant class defines what a crime is, and what it is not. This definition occurs within a political, economic, and social context. Lawmakers (who themselves are mostly privileged) are encouraged by lobbyists (who mostly represent those in the dominant class) to punish activities that go against their interests. So what does society define as crime? Are behaviors that are in direct and indirect conflict with the dominant class defined as criminal? For example, ask yourselves these questions: Why are there laws against loitering? Why is vagrancy against the law? Crime is socially constructed in such a way as to benefit the dominant class. How? In this case, people who are vagrant do not own such things as homes or cars. Moreover, they do not work at jobs, increasing the wealth of the owners. Investigate cocaine and the length of punishment given to users, and then investigate crack and the length of punishment given to its users. What do you find? According to the ACLU website, the ratio of severity of punishment before 2010 was 100:1; in 2014, it was still 18:1. Those who use crack are more likely to be poor and in a minority, while cocaine users are more likely to be in a middle or higher social class. A recent Florida case involving the shooting of a teen-aged boy provides us with an opportunity to study the identification of behavior as criminal or not criminal. In 2012, Trayvon Martin, a 17-year-old Black teen, was walking through a middle-class neighborhood where his father’s fiancée lived in a gated community. George Zimmerman, a jobless 29-year-old Hispanic man on neighborhood patrol, spotted him. In the events that followed, Zimmerman shot Martin to death because the boy was “suspicious looking” and Zimmerman “felt threatened.” Is this behavior a crime? That depends on how the court defines the actions. In this case, the court found that Zimmerman was not guilty, based on self-defense. After researching this case, search the Internet for similar cases. Does the race of the victim matter? Does the race of the perpetrator matter? What evidence do you find of other court cases? How does your own race influence your beliefs about the case? These are non-graded activities, so you do not have to submit them. However, if you have difficulty with any concepts, contact your instructor for additional discussion and/or explanation.

Using Genograms

6

Final Project Case study: Social History

Basic Data

Client: Sarah Smith

DOB: 10/23/ 88

Chronological age: 17

Brief Client Description

Sarah is a 17-year-old high school senior who currently resides at home with her parents and two brothers. She attends B____ High School where she is a senior and involved in student government and girls volleyball and basketball. Sarah is approximately 5’8” with shoulder length hair. She is African American. Her weight is in the average range and she appears muscular in her build. Sarah was dressed appropriately for the interview in jeans and a sweater. She was well groomed. Initially she was quiet but as our session progressed she opened up more and was open to sharing both her thoughts and feelings. Several times in the interview she appeared to be anxious as she would bite her nails and play with her hair. By the end of the session she appeared eager to proceed with counseling and stated she was a “little bit hopeful things might improve.”

Developmental History

Sarah was born to a single mother who was 15 years old and unable to care for her. She was subsequently placed in a foster home for three weeks prior to being placed in her adoptive home. Little is actually known about her birth parents except that they were both in high school at the time and believed adoption was the best option for their child. The delivery was reported to be normal however; her biological mother only received pre natal care in the last two months of her pregnancy. Sarah was reportedly born two weeks early and weighted 7lbs. 6oz. at birth.

Sarah was placed with the Smiths at age 3 weeks. Her mother states that she was “beautiful” and a good baby who rarely cried and had a pleasant disposition. She did have ear infections on a frequent basis and subsequently had tubes inserted into her ears at 8 months of age. Ms. Smith describes herself as an “anxious mother.” She stated she “wanted to do everything right.” She relates that the couple had been trying to have a child naturally and had been unsuccessful during the first six years of marriage.

Ms Smith reports that Sarah sat alone at 3 months, walked alone at 9 months and generally did most physical activities earlier than other children her age. Her first words were Dada and dog at about 13 months. She was toilet trained at 2.5 years but had difficulty being dry at night until she was 3.

Social/Emotional Development

Ms. Smith describes Sarah as a delightful child who was spoiled by her grandparents and great grandparents because she was the only grandchild in the family and she had been “long awaited.” Sarah has loved animals since she was a child. She remembers enjoying riding her tricycle and playing with other children in the neighborhood. Sarah states that her father worked a lot during her childhood but that she loved to see him come home and no matter how tired he was he always played with her and made her feel like “his Princess.”

Sarah felt very close to her grandmother and great grandmother in her early years. She states they ‘were crazy” about her and she loved them both very much.

Significant childhood events include the birth of her brother when she was two followed by another brother at four. Sarah states that she does not remember much about the birth of either of her brothers except that her great grandmother passed away the week after the birth of her youngest brother. She remembers being very upset and not understanding why “Grannie would not speak to her and just lay in the box.”

School History

Sarah attended B______ Elementary School and ________ Middle. She is now at B___________ where she is a senior. She plans to attend __________next year and study Psychology. Sarah has “decent grades.” She admits she does not study much but maintains a B average. The only problems she has had in school have been daydreaming and not getting her work done and talking. She reports no problems with attendance and no behavior problems.

Sarah has always been involved with sports. She currently plays basketball and volleyball for her school. She has participated in other sports as well including soccer, softball, and swimming. She won state wide races with her swim team but quit when she was 12 years old because she was tired of it. She has been a cheer leader also.

Sarah has friends at school and in her neighborhood. However, she states that her parents don’t like some of her new friends and that has created friction in the home.

Employment History

Sarah is currently working part time at her father’s company in order to pay for damage she did to her mother’s car. She also worked there during the summer. She files, answers phones, and “does whatever people tell her to.” She says it is “OK” but she would prefer to work in a vet’s office.

Current Social/Emotional Issues

Sarah has recently been experiencing some difficulties. She was referred for counseling with her parents when she took her mother’s car without permission and drove it around all night. When she returned with the car she drove it into the garage causing significant damage. Her mother states she is “sure” alcohol was involved in the incident. Sarah denied this.

Sarah admits she often feels like an outcast in her family. She is not as smart, or talented, or “socially acceptable” as her brothers. As a result of these feelings she has had a difficult time finding her place in the family and often thinks of herself as a “leftover” which is her term for her place in the family.

Sarah has long standing issues about her adoption and questions about her birth mother. She states she often wonders if her birth mom thinks about her and if she wishes she had kept her. She adds that her birth mom is “probably crazy or on crack.”

Sarah states she sometimes sips alcohol at parties but has not tried drugs. She does have a boyfriend but denies they are sexually active. She says her parents don’t approve of many of the friends she really likes and prefer to have her spend time with their “snobby friends’ children.”

Self Description

In describing herself Sarah says she is friendly and cares about people. These are her strengths along with her sense of humor and that she is down to earth despite growing up in what she calls “a snooty” environment. She dislikes her looks wishing she was skinnier and wonders aloud, “Why don’t I have my moms figure?” She quickly adds” cause she is not my Mom” and giggles.

Sarah does not like that other people judge her based on what her parents do and don’t give her a chance to be herself. She worries sometimes that she is “crazy” for the way she feels about things and states she never met anyone she knows who thinks like she does. She also worries about going off to college and “making it in the world.”

Sarah sees her greatest accomplishment as her interest in helping others and that she cares about old people and the poor. She volunteers at an area nursing home and a day care center serving underprivileged children.

Sarah describes her greatest pain as her grandmother dying last year, her great grandmother’s death when she was four and she quietly adds “being adopted.”

When asked what she would change about herself if she could, she mentioned her looks, her athletic ability, and her brains. She wants to be happy, to help others, and to find someone special in her life to love.

Family History

Little is known about Sarah’s family of origin but she was adopted at 3 weeks by the Smith family and she has lived with them for her entire life. The Smith family is well known in town and well respected. Mr. and Mrs. Smith married after graduating from college and became involved in the family textile business. They tried for six years to have children but were unsuccessful.

After adopting Sarah they had two natural children, Greg who is now 15 and Davada who is 13. Greg and “D” as he is known both live in the home and attend school in the area. Sarah reports she has a good relationship with Greg and they often talk and share things. Sarah states he always says she is “too emotional” and “thinks too much.” He tries to encourage her not to fight with her mother and not get into trouble. Sarah states Greg is perfect. He is never a problem to the family. She says “he makes straight As, plays all sports perfectly, is the president of everything at school… He really is that great like you would think there was something wrong with him but there isn’t .” She describes her brother as “tall, light skinned, skinny with great pecs and loved by all the girls” He is outgoing and loves sports. He and his father attend many sporting events together including hockey, basketball, and football.

D is her younger brother who she describes as a “Greg wanabe” He is tall for his age and very involved in sports. He does not excel like Greg but gets good grades. Sarah states he sometimes gets in trouble for not cleaning his room and being a slob but Sarah is quick to add that at “least he didn’t wreck the Jag” referring to her incident with the car. Sarah states she and D are not as close as she is to Greg but they don’t have any major problems.

Ms Harriet Smith is 48 years of age. She is very attractive, dressed neatly and in the latest designer styles. She is tall, thin, and well groomed. She states she comes from a rural Baptist family where her and her three brothers grew up working on the family farm. She describes her parents as “strong Christians” who were very strict and loved their children very much. She was popular in school and very involved in church activities. She graduated from college with a degree in Accounting. She met her husband there and they married a year after graduating. He was working in the family business and she joined him there shortly after the marriage. She states she always wanted to be a mother and was devastated when she was unable to get pregnant after six years of trying to conceive.

Infertility and the death of both her parents three years after her marriage in a car accident were the most painful events in her life. She states when she was pregnant within two years of adopting it was sort of funny but a little embarrassing. She still wonders why she did not get pregnant prior to the adoption but states it was “God’s way of bringing Sarah into their home.”

Ms Smith worked part time at the company after Sarah was born often taking Sarah with her to the office or she was cared for by her husband’s mother or grandmother both who “adored” Sarah. When Greg was born she became a full time mom and spent her time raising the children and as they got older she began to become involved in community activities and volunteer work. Ms Smith stated that she often thought she would return to work once the children were older but the company had grown so much she really was not needed there and the family did not need the income. She states she enjoys her family and her community activities.

She reports feeling as if Sarah is always mad at her and describes it as if Sarah “blames” her for something although she has “no clue” what she did wrong. “Ozzie and I loved our kids and worked hard to give them the best life we could. She describes her sons as “typical boys always going somewhere, doing something and never neat.” She states she argues with all the children about normal parent/child issues such as curfews, family rules, cleaning up and doing homework” She usually grounds them or takes away privileges when they break the rules and feels she is the primary disciplinarian in the family and her husband is the “fun parent.”

Mr Ozzie Smith is 50 years of age, tall and thin and has salt and pepper hair. He is the CEO of a large business that was started by his great grandfather and has remained in the family since then. He is articulate with a bright smile. He describes his childhood as an “only child of a hard working family.” His father always worked the family business and his mother did also. He states he was the only child in his class all through school whose mother worked outside the home. He began to work there too after school emptying trash, opening mail and completing other tasks. He always played sports in high school both basketball and football and states “sports are my passion.” He also played college basketball and earned a business degree. He later returned to college on a part time basis and earned his MBA. He has worked all his life in the family business and is proud of the success it has achieved. The company currently employs over 450 people and is very successful. He hopes that one day one of his children will follow his footsteps into the business. His regret in life is that his grandparents never lived to see how successful their venture became. His grandmother and grandfather always lived next door to his parents during his childhood and were very involved in his life. His grandfather died before he graduated from college and his grandmother died around the time D was born. He describes his father as a rather “cold man who never praised me and always seemed to criticize me.” His mother is described as outgoing, social, and loved to have family around her. His father died four years ago from a heart attack and his mother is currently in a nursing home suffering with Alzheimer’s. He visits her regularly.

Mr Smith states he values his family time and describes it as his favorite way to relax. He also enjoys sports and reading. Mr. Smith describes Sarah as always “stepping to her own drummer.” He says she reminds him of his mother because she is always talking and full of life. He states his wife was “devastated” when they did not conceive early in their marriage. He states he was not worried as his parents did not have him until late in the lives and he always figured it would happen. However, his wife was eager for a child and he was glad to adopt. He found Sarah to be a delightful baby and after she came into their home he realized what he had been missing. He was also surprised by the quick pregnancy and birth of Greg. He stated he noticed changes in Sarah when Greg was born. Mr Smith states that everyone went “on and on” about how much Greg looks like his father and they still do. People always seem to mention how much Greg is like him and he thinks this has bothered Sarah since she was small. He remembers when she was young and Greg had just started to walk, people were saying Greg even walked like him and Sarah started following Mr. Smith around asking if she walked the way he did. He says these remarks pained him and yet he did not know how to stop these people who meant well. He states he would tell people when they would say these things that “Greg will probably sue me when he is older for looking like me and not being pretty like Sarah” However, as Greg got older, he stopped saying this because he did not want Greg to think he was unattractive.

Mr. Smith feels that Sarah may be happier if they could help her to find her birth mother. He has looked into hiring a professional searcher to try and locate her. Ms. Smith is totally against the idea but he states that he knows Sarah loves them and would not leave home. However, he states she is “haunted” by her adoption and feels this may help. Mr Smith states his wife is somewhat of a perfectionist and may have high expectations for Sarah. His main goal is for Sarah to be happy but he is unsure how to help her. He made clear that he is willing to spend any amount of money, attend workshops or sessions if he can see her happy. He states “we did not adopt her to make her miserable; we love her and want her to have a good life.”

The Smiths state that they do argue about household issues such as parenting issues, how permissive to be with family finances and household chores. Mr. Smith tends to be more permissive believing he worked hard to be financially successful and he wants to be able to spoil his children including a new car when they graduate from high school and the purchase of a beach home the family can enjoy. Ms Smith believes that the children will develop character through working for things and having chores. While Ms Smith wants the children to participate in household chores Mr. Smith has hired a housekeeper and wants her to work more hours to help relieve Ms. Smith of the burden.

When the issues of Sarah’s adoption were discussed with the Smiths, Ms Smith stated that allowing Sarah to work with a searcher to locate her birth mother was “the craziest thing he had ever suggested in their marriage” When asked what she thought would happen Ms Smith became silent and her eyes began to tear. She said that Sarah loved Mr. Smith and she was glad she did. However, she felt Sarah hated her and if she had another mother she would leave their home and move in with” her real mom.”

Internet-Based Psychological Interventions

Internet-Based Psychological Interventions

With so many individuals using the Internet today, the psychology of the individual, the family, the community, and the society has changed. Some might argue that the traditional psychological theories cannot be applied and therefore psychology as an entire field needs to be revamped to incorporate the impact and the application of internet technology. As a student completing a bachelor’s degree in psychology, your future career will undoubtedly incorporate the use of the Internet in very new ways. Read the following article from the AUO Library:

Ritterband, L. M., Gonder-Frederick, L., Cox, D. J., Clifton, A. D., West,
R. W., & Borowitz, S. M. (2003). Internet interventions: In review,
in use, and into the future. Professional Psychology: Research and
Practice, 34(5)
, 527-534.

Identify a problem area or psychological issue that could benefit from the use of an internet intervention. Now, using what you learned from the article, propose an internet intervention using the following guidelines:

  1. What problem area would the internet intervention address?
  2. Provide a general description of the proposed internet intervention.
  3. How would the effectiveness of the proposed intervention be tested?
  4. What are any legal and ethical issues related to the proposed intervention? Include the specific APA ethical standard(s) in your response.