Category: Psychology homework help

 
A 25-year-old female patient presents with symptoms consistent with an impuls

 
A 25-year-old female patient presents with symptoms consistent with an impulse control disorder. She reports experiencing recurrent difficulties in controlling impulsive behaviors, leading to significant distress and impairment in social and occupational functioning.  History of Present Illness: The onset of symptoms began approximately two years ago. The patient describes frequent episodes of impulsive actions, such as excessive spending, binge eating, and occasional aggressive outbursts. These behaviors occur despite negative consequences and are often preceded by a sense of tension or arousal. She reports that these actions provide temporary relief but are followed by feelings of guilt and regret

Question A
What limitations should be placed on research with incarcerated part

Question A
What limitations should be placed on research with incarcerated participants? What are the special ethical concerns with incarcerated populations? Remember to explain and cite educational sources to support your perspective.
Question B
We often hear people blame stereotypical gender differences in behaviors on testosterone or estrogen levels (e.g., men are aggressive because they have so much testosterone; women are emotional because of their estrogen levels). From what we have read, do you believe that testosterone and estrogen cause differences in behavior based on gender? If so, to what extent are they to blame? Remember to explain and cite educational sources to support your perspective.

 How our sensations, thoughts, feelings, motives, actions, memories, and all oth

 How our sensations, thoughts, feelings, motives, actions, memories, and all other human capacities are associated with nervous system activities and structures; and discuss the types of damage that often affect the nervous system. 

To prepare for this Discussion:
Review this week’s Learning Resources related

To prepare for this Discussion:
Review this week’s Learning Resources related to qualitative interviewing.
Consider the phone interview you conducted in Week 7.

Listen to your recording 2–3 times.
Review the notes you took during and after the interview.
Consider how this experience is different or similar to a conventional conversation.

Post your reflection and analysis on what you learned about interviewing. Include in your reflection and analysis:
At least two things you would do differently and why
Something new and surprising that you learned
A reflection about the value of interviewing as a data collection tool
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

To prepare for this Discussion:
Review this week’s Learning Resources related t

To prepare for this Discussion:
Review this week’s Learning Resources related to codes and coding.
Consider the similarities and differences in the data collected from your interview and from the transcripts of the Scholars of Change videos.
Consider the other data collection methods you studied (focus groups, reviews of documents and social media; and your own memos and notes).
Review your Major Assignment 1, paying attention to the alignment between your research question and considerations for data collection.
Post a response to the following:
From the data you collected and other data collection methods you studied, compare and contrast the strengths and weaknesses of at least two data collection methods. Include an explanation of your experience using these different data collection methods. Also, include an explanation of what you found difficult or challenging and why.
Explain how you as the researcher can ensure that your choices for data collection align with your research questions. Use your experience from Major Assignment 1 as an example.
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

 
CAUSES AND EFFECTS OF A RESEARCH PROBLEM
This week, you identified several causes and effects of your Capstone problem. For this Assignment, you are to explain 3 primary causes and 3 effects from those causes. You will need a thorough discussion of each cause (fully describe the source) and the effects (fully describe who is impacted and how). Following the description of the 3 causes and effects, this narrative should conclude with a final paragraph that briefly summarizes those causes and your reaction to the relationship between these causes and the development of the problem.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To prepare:
Review the Learning Resources related to causes and effects and how this might support your Assignment.
Review the “Causes and Effects of Your Capstone Problem Organizational Matrix” found in the Learning Resources and use this template to help you organize your thoughts and ideas for this Assignment.
Review your research from your literature review related to your specific problem and consider 3 causes and 3 effects that were described about your problem.
Assignment (2–3 pages, not including title page and reference page) 
Write a clearly defined narrative that incorporates the 3 causes and 3 effects and explain how these causes and effects relate to your problem.
Explain your reaction to the findings about the causes and effects of the problem.
Explain whether you believe these causes could have been prevented and how.
Explain which cause or effect you think was most important in leading to the problem and why.

the PowerPoint orally  The students will identify their roles as social workers

the PowerPoint orally  The students will identify their roles as social workers and the interventions they will implement in each PowerPoint slide.
Identify the focus or problem of the intervention.
Establish therapeutic objectives
Short-term goals.
Strategies.
Justified prognosis and
The projected termination of group therapy.
Additionally, you will need to implement the treatment plan based on the design.
Case Analysis: 
Rosa is a 21-year-old Hispanic woman who is single, attends university and works part-time at CVS in the evenings. She is in her fourth year of studying Business Administration at DAB University, maintaining an impressive GPA of 4. Rosa resides with her biological parents. During her recent visit to our office, Rosa disclosed that she is pregnant and estimates that she is approximately three and a half months along. Rosa states that she has no prior history of medical or mental conditions, hospitalizations, substance abuse treatment, physical abuse, or sexual abuse. She came to our office voluntarily, expressing her anxiety and emotional turmoil about her unexpected pregnancy. Rosa said, “I discovered I was pregnant a month ago, which was completely unexpected. Since then, I’ve been overwhelmed with nerves; I can’t sleep, I cry constantly, I’ve lost my appetite, and I’ve lost about 10 pounds in the last two weeks. I haven’t mustered the courage to tell my parents about this; the thought terrifies me. I can’t bring myself to share that I’m pregnant because I fear it will greatly disappoint them.”
Rosa described changes in her partner, J, with whom she is pregnant. J has been avoiding her calls, distancing himself from her, and reducing the frequency of his visits. He has also stopped accompanying her to church on Saturdays. Rosa confided, “Ever since I informed him about my pregnancy, he has made it clear that he doesn’t want children. J believes we are not prepared for parenthood, and it was never part of his plans. He even suggested that terminating the pregnancy might be the best option.”
Through tears, Rosa continued, “I’ve heard that he’s been spending time with male and female friends, and he no longer responds to my calls or texts. He even blocked my email account. Although we haven’t openly discussed it, I have a sinking feeling that our relationship is coming to an end, and he won’t be there for me during this pregnancy. This realization has left me profoundly sad and alone, unsure of what steps to take.” Rosa is determined to “proceed with the pregnancy, confront the challenges it presents, take care of her future child, and complete her studies.”
As a Social Worker, you completed individual therapy sessions with Rosa and referred her to Group Therapy. Given her pronounced anxiety, mood fluctuations, and emotional distress related to her pregnancy and her partner’s reactions, it is recommended that Rosa join a “Perinatal Depression and Anxiety Support Group.” A licensed clinical Social Worker guides this group.  The Group is dedicated to offering valuable support, guidance from mental health professionals, and the opportunity to connect with others facing similar challenges during their pregnancies.
Presentation Guidelines:
Ensure your PowerPoint presentation is clear and well-organized, with at least 15 slides, and visually engaging.
Use bullet points, images, and graphics to enhance your slides.
Cite any sources or references used in APA or the appropriate citation style.
Rubric

To prepare for this Assignment:
Review the Major Assignment 1: Developing a R

To prepare for this Assignment:
Review the Major Assignment 1: Developing a Research Topic for a Qualitative Study Assignment Overview and Guidelines for proper formatting of your paper.
Incorporate your Instructor’s feedback from week 4 Parts 1 and 2 submission.  Please indicate the new material by highlighting the new or revised text in Parts 1 and 2.
Update your Annotated Bibliography to include any new articles you have read since Week 4 that would be appropriate to include.
Continue on to Part 3 and finalize this section for your final submission. Use the Detailed Major Assignment 1 Guidelines to format your paper.
Based on your understanding of social change, write one paragraph to describe how the results of your study might contribute to making a difference at a local/community, regional, or national level.
Finalize your Annotated Bibliography. Use the Major Assignment 1: Developing a Research Topic for a Qualitative Study Assignment Overview and Guidelines for proper formatting of your paper.
Finalize your References section of your paper. Use the Major Assignment 1: Developing a Research Topic for a Qualitative Study Assignment Overview and Guidelines for proper formatting of your paper.
Submit Parts 1, 2, 3, the Annotated Bibliography, and the References section of your final Major Assignment 1: Developing a Research Topic for a Qualitative Research Study. 

 Please note this is NOT research. To conduct research, you would need IRB cert

 Please note this is NOT research. To conduct research, you would need IRB certification. This is an educational task to learn about research. For this lab project, we will be conducting an experiment on the relationship between imagery and recall. Research has shown that imagery tends to facilitate memory processes. In this experiment, we will test this idea.

Design
This lab project will illustrate a two-factor, completely between-subjects experimental design. There are two factors: Instruction Type (Imagery versus Rehearsal) and Word Type (Concrete and Abstract). Hence this experiment is a 2 x 2 factorial.

Participants 
Each of you will be responsible for finding and running four participants (one in each of the experimental conditions).

Materials
The materials for this experiment will be an informed consent form, the instructions to be read to or by participants (adapt the forms you used in Week 2’s lab), and two lists of words, one consisting of concrete nouns and the other consisting of abstract nouns (see attached lists). Additionally, each participant will be provided with a response sheet.

Procedure
Participants are to be approached and asked if they would mind taking part in a simple experiment on memory. If the participant agrees, find a quiet place to conduct the experiment. Give the participant an informed consent form, and read the form to him or her. After reading the informed consent form, have the participant sign and date it and return it to you. Next, read to the participant the appropriate instructions, and read the list of word pairs. The list should be read at a rate of one word pair every 15 seconds in all conditions.
After reading the list to the participant, go back and read each stimulus word to the participant, and have him or her write down the appropriate response word on the response sheet. Read the list of stimulus words at a rate of one every 15 seconds.
Note: Each “experimenter” must run one participant in each of the experimental conditions. (So each of you will run a participant in the imagery/concrete words, imagery/abstract words, rehearsal/concrete words, and rehearsal/abstract words conditions.)Follow and complete the attached  Lab Instructions Lab Instructions – Alternative Formats . When you are done, write up your experience and report the following in the following format.  The words in Bold are the titles to include and the words in italics are the instructions. Do not use the first person or any personage- simply report what design was used.  There is no need to include an introduction or abstract as we are only working on these areas at the moment. This is, of course, not the typical way of conducting research, but as noted earlier, this is practice, not research.                                  METHODOLOGY (centered section header- nothing is written in addition to this section title)Design (subheader ) 
In this section, describe the basic design of this experiment. You should not include the details on procedures, but rather explain the type of design used to run the study.  Please see the information on this above and paraphrase this in your own words based on what actually happened when you ran the experiment.  Participants (subheader) 
In this section, describe the participants included in the study. This typically includes recruitment information, gender, age, and any other information that may help understand who participated in the study (location, for example). Procedures (subheader)
In this section, describe exactly what happened to the participants. This should include enough detail to be able to be replicated.                                   RESULTS (centered section header)In this section, report the results of the experiment. This should not include the *raw* data, but a report on the results. For this experiment, it may compare the percent or number correct by each condition.                                   DISCUSSION (centered section header) In this section, explain or interpret the outcome of the results. As you are not including a literature review, this can be conjecture.  Still, avoid using personage and just state the explanation. When you do not cite in an article, we know it was you who is speaking or your interpretation. Qualitative Reflection:  Although not part of an experimental research report, in this section write an account of what it was like to be an experimenter. Were there any surprises or unexpected challenges? What did you think of the experience? In this section, you SHOULD use the first person as it is appropriate. .
 Upload the report formatted without the instructions along with a blank consent form that you used no later than the end of Week 2, Sunday.  

  
Chapter 3 Reflection Questions (Choose 1-3 questions to Reflect Upon)
Visu

  
Chapter 3 Reflection Questions (Choose 1-3 questions to Reflect Upon)
Visualize a prospective group member who is considering entering a new group. Imagine the different feelings he or she might have. Can you imagine any fears he or she may have? Would he or she have any general anxiety? Might he or she experience doubt about how he or she will      fit in with the other group members? What actions on the part of the group and the group leader will be most helpful?
What types of questions do you think people have when joining a new group? Are there specific kinds of information that might help to address those questions?
When a member enters a new group, what might be some of his or her concerns about the group leader? About the other members?
What kinds of feelings will be most difficult for a member to share in a new group? Are these the kinds of feelings that you as a leader would want to encourage members to share with one another?
How does a person decide what level of commitment to make to a particular group? Have you ever stayed in a group that you were unsure about at first? If so, what happened to you as a result?
As a group leader, what are your primary concerns about maintaining an ethical group practice in a world where profit and loss sometimes take center stage for administrators?
As a developing specialist in group leadership, what qualities might assist you in promoting the ethical practice, even in a subordinate position in relation to individuals who have no knowledge or      understanding of group leader ethical principles?
In which group specialization do you have the most interest? Least interest? Why?
What are some ways that you might be able to increase your familiarity with each of the four group specializations?
At this point, what are your deepest concerns about screening and selecting members most appropriate for a potential group?
Chapter 4 Reflection Questions (Choose 1-3 Questions to Reflect Upon)
What personal concerns might you have about stepping forward as a group leader to block rambling, counterproductive, or argumentative behaviors by group members?
What difficulties do you anticipate having with scanning the room and being aware of what is happening with all the members of a group of 12?
As a group facilitator and participant, it is likely that you will at some point find your own issues bubbling up. How can you use this to further the group process and still find the balance between facilitating and participating?
Since the ultimate goal of group facilitation is to help people communicate more easily with one another, how can you model such communication as the facilitator and/or participant?
As a group leader, what does intentionality mean to you when it comes to group intervention?