Assignment: Spirituality And Social Work Practice

/in /by

Being culturally sensitive by respecting your clients’ spirituality and religious traditions, in general, is an important professional competence (Furness & Gilligan, 2010). Applying your spiritual awareness to a specific client case, however, may require even greater skill. In this assignment, you consider how you might address a client’s crisis that includes a spiritual or religious component.

To prepare for this Assignment, review this week’s media about Eboni Logan’s visit with her school social worker.

By Day 7

Submit a 2- to 4-page paper that answers the following questions:

  1. As Eboni’s social worker, would you include spirituality and religion in your initial assessment? Why or why not?
  2. What strategies can you use to ensure that your personal values will not influence your practice with Eboni?
  3. How would you address the crisis that Eboni is experiencing?

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

 

Required Readings

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.
Chapter 3, Section “Relate Human Diversity to Psychological Theories” (pp. 130-132)
Chapter 7, Sections “Review Fowler’s Theory of Faith Development,” “Critical Thinking: Evaluation of Fowler’s Theory,” and “Social Work Practice and Empowerment Through Spiritual Development” (pp. 350-354)
Chapter 15, Section “Spotlight on Diversity 15.2: Spirituality and Religion” (pp. 694-696)

Barker, S. L. (2007). The Integration of spirituality and religion content in social work education: Where we’ve been, where we’re going. Social Work & Christianit, 34(2), 146–166.
Note: You will access this article from the Walden Library databases.

Crisp, B. R. (2011). If a holistic approach to social work requires acknowledgement of religion, what does this mean for social work education?. Social Work Education, 30(6), 663–674.
Note: You will access this article from the Walden Library databases.

Day, J. (2010). Religion, spirituality, and positive psychology in adulthood: A developmental view. Journal of Adult Development, 17(4), 215–229.
Note: You will access this article from the Walden Library databases.

Furness, S., & Gilligan, P. (2010). Social Work, Religion and Belief: Developing a Framework for Practice. British Journal of Social Work, 40(7), 2185–2202.
Note: You will access this article from the Walden Library databases.

Stirling, B., Furman, L., Benson, P. W., Canda, E. R., & Grimwood, C. (2010). A comparative survey of Aotearoa New Zealand and UK Social Workers on the role of religion and spirituality in practice. British Journal of Social Work, 40(2), 602–621.
Note: You will access this article from the Walden Library databases.

Document: Wagenfeld-Heintz, E. (2009). Faith and its application to the practice of social work. Journal of Religion, Spirituality & Aging, 21(3), 182–199. (PDF)(PDF)
Faith and its application to the practice of social work by Wagenfeld-Heintz, E., in the Journal of Religion, Spirituality & Aging, 21/3. Copyright 2009 by Haworth Pastoral Press. Reprinted by permission of Taylor & Francis Informa UK Ltd- Journals via the Copyright Clearance Center.

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“The Logan Family” (pp. 9-10)

Document: Life Span Interview (PDF)
You will use this document for your Life Span Interview Assignment In Week 10.

Required Media

Laureate Education (Producer). (2013). Logan family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 2 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Atchley, R. C. (2006). Continuity, spiritual growth, and coping in later adulthood. Journal of Religion, Spirituality & Aging, 18(2/3), 19.

Linzer, N. (2006). Spirituality and ethics in long-term care. Journal of Religion and Social Work, 25(1), 87–106.

Nelson-Becker, H., & Canda, E. R. (2008). Spirituality, religion, and aging research in social work: State of the art and future possibilities. Journal of Religion, Spirituality & Aging, 20(3), 177–193.

Nelson-Becker, H. (2005). Religion and coping in older adults: A social work perspective. Journal of Gerontological Social Work, 45(1/2), 51–67.

Psy 480 Week 2 Quiz

/in /by

Read each question and select the correct answer.

1. Susie has never felt comfortable with her therapist. While she has no reason for her feelings, she is easily angered by his questions and feels as though he is judging her. Susie has often thought that the therapist reminds her of her father. This is a case of

a. An ego defense mechanism

b. Countertransference

c. Transference

d. Insight

2. Choose the correct development process for Freud’s mental structures.

a. Id, superego, ego

b. Ego, superego, id

c. Ego, id, superego

d. Id, ego, superego

3. Choose the example of operant conditioning.

a. Anxiety when an abusive person walks into the room

b. Hesitance to touch a light switch because of previous shocks

c. Children rising from their seats to go outside when a bell rings

d. Improvement in writing skills from praise and positive coaching

4. Choose the example of classical conditioning.

a. Continuing to play the slot machine after hitting a small jackpot

b. Staying on a diet

c. Walking out of an elevator when the door opens, regardless of the floor

d. Driving the speed limit after getting a ticket

5. An effective interviewing behavior during an assessment includes the following.

a. Paraphrasing

b. Confirming

c. Probing

d. Silence

6. Which of the following is a multicultural issue for any of the psychological instruments customarily used in the United States?

a. Level of acculturation

b. Preconceived notions

c. Theoretical orientation

d. Distortion of information

7. One of the common concerns associated with IQ testing is that

a. a wide variety of human behaviors is being measured

b. a person’s performance is compared against others’ performances

c. testing is used to learn about cognitive strengths and weaknesses

d. there is a possibility of racial bias

8. Larry is a single, 40-year-old male who runs his own business. Lately, he feels tired all the time, lacks motivation and appetite, and is not enthusiastic about anything. Based on his symptoms, which type of interview is most appropriate to use?

a. Termination

a. Crisis

b. Mental status

c. Diagnostic

9. Which of the following is a potential threat to effective interviewing?

a. Time of day

b. Interviewer bias

c. Structured interviews

d. Self-monitoring

10. Examples of objective personality tests include all but this test.

a. MMPI

b. Rorschach

c. MMPI- 2

d. Sixteen Personality Factors

Week 7 Solution Focused

/in /by

Review the Solution-Focused Brief Therapy Manual located in the topical materials. Identify a specific presenting concern that one of the Vargas family members has identified this week. Create a “transcript” of a session as a solution-focused counselor, using solution-oriented terms and concepts, to work with the client in identifying a solution to the problem. The transcript should be 500-750 words in length. Use the SFBT Manual transcripts as an example.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

Solution-Focused Brief Therapy Association

Review the “Solution-Focused Brief Therapy Association”   website and Solution-Focused Therapy Manual for Working with   Individuals Manual in preparation for the Vargas Family Case Study assignment.

Leadership In Human Services

/in /by

As a human services professional and agent of social change, you will undoubtedly encounter conflict. To be a leader in the helping professions, you must be able to effectively manage this conflict and use it to positively impact the lives of individuals. Because your reactions to difficult situations can influence how others perceive you, it is important for you to be aware of your conflict-handling skills, as well as other values and attitudes that contribute to effective leadership in this field.

This week, you explore the impact of conflict-handling skills on leadership roles and collaboration. You also examine attitudes and values characteristic of influential human services professionals and create a plan to support personal growth and development.

Learning Objectives

Students will:

· Analyze the impact of conflict-handling skills on leadership roles

· Analyze the impact of conflict-handling skills on collaboration

· Analyze strategies to address leadership and collaboration challenges

· Evaluate attitudes and values of human services professionals

· Apply attitudes and values characteristic of effective human services professionals

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Reid Mandell, B., & Schram, B. (2012). An introduction to human services: Policy and practice (8th ed.). Boston, MA: Pearson Education.

· Chapter 4, “Attitudes/Values, Skills, and Knowledge” (pp. 105–136)

Walden University. (n.d.). Online Writing Center. Retrieved from http://writingcenter.waldenu.edu

This is the main page for Walden’s Online Writing Center. It features information on the Tutoring Center, Grammarly, Turnitin, and other helpful resources.

Walden University. (n.d.). Walden Templates: General Templates. Retrieved from http://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-2774360

These Study Notes provide a template for writing course papers. Guidelines for formatting abstracts, headings, and references are also included.

Discussion: Conflict-Handling

Conflict is often a part of change, and as a human services professional influencing change, knowing how you respond to conflict is essential. This self-awareness of your conflict-handling skills will help you better build your conflict response repertoire as you gain experiences in the field. By developing these skills, you may perform more effectively in leadership roles, resulting in improved outcomes for clients. For this Discussion, reflect on your own conflict-handling skills and how they might impact your role in human services.

With these thoughts in mind:

By Day 4

Post a brief description, based on your individual assessment, of your conflict-handling skills. Then, explain how your conflict-handling skills might help or hinder your performance in a current or potential leadership role. Finally, explain at least one way your conflict-handling skills might impact your collaboration skills.

How and Why Do Interviewers Try to Make Impressions on Applicants?

/in /by

How and Why Do Interviewers Try to Make Impressions on Applicants? A Qualitative Study

 

The research explored the how and why interviewers try to make impressions on applicants. The goal of this study was to investigate how interviewers try to create impressions on applicants in terms of interviewer impression management(IM) intentions and behaviors and why they engage in these behaviors in terms of intended IM outcomes(Wilhelmy et al., 2016). To reach their goals, applicants and interviewers try to detect what their interaction partner is interested in and try to use this information to send appropriate signals (Bangerter, Roulin, & König, 2012). Furthermore, the study hypothesis stated that we do not know to what degree these interviewer behaviors represent IM in terms of intentional, goal-directed behaviors. For instance, Tullar (1989) examined on-campus interviewer utterances and found that about two thirds of the utterances could be categorized as being structuring (e.g., expanding on a previous statement) and nearly one third as demonstrating equivalence such as mutual identification (e.g., “That is interesting”).

 

According to the researchers, grounded theory is a qualitative methodology that is particularly appropriate for our study because it has been developed to understand phenomena about which little is known (Glaser & Strauss, 1967)—such as interviewer IM. In addition, grounded theory has been shown to help researchers understand complex social processes (Willig, 2009). Thus, it has been suggested that researchers apply qualitative research strategies, like grounded theory, in employment interview and IM research (cf. Macan, 2009).

The researchers justify the study by stating that, although this study provides valuable insights into how and why interviewers intentionally try to create impressions on applicants, it has its limitations. This study included a range of different interview formats, which allowed us to capture a broad range of IM behaviours (Wilhelmy et al., 2016). According to the research, this study although signaling theory is the framework most often used to explain recruitment phenomena, it is currently not well defined and understood when it comes to organizational representatives’ intentions and deliberate signalling behaviours (Celani & Singh, 2011).

 

This study used samples to better understand interviewers’ IM behaviours, we studied samples of populations who had first-hand experience with the social interaction processes in employment interviews: people who are regularly conducting employment interviews (i.e., interviewers) and people who had recently been interviewed in several employment interviews (i.e., applicants). We included applicants because signalers (i.e., interviewers) might not always report all the signals they apply(Wilhelmy et al., 2016).

The results of the study were provided  in summary . According to the research outcomes,  interviewers’ goals and opportunities for IM are likely to differ from applicants’ goals and opportunities. Therefore, to enhance our theoretical understanding of this phenomenon, it is crucial to develop a comprehensive taxonomy and a conceptual model about the deliberate signaling processes on the side of the interviewer in terms of interviewer IM(Wilhelmy et al., 2016).

 

In the research, the authors adequately identified the problem as the results suggest a shift in the way that we think about interviewers in the employment interview. For instance, our study draws attention to the social nature of the interview and contributes to a more person-centric picture of the interviewer (following suggestions by Weiss & Rupp, 2011).The rationale for research justification was  that interviewers are well aware that they may influence applicant impressions and explicitly state their aims to do so. Additionally, the problem statement was consistent with the study from the abstracts , method, results, and discussion because the idea of the problem  was portrayed in all the sections. However, a major strength  of the study was many in text citations and many arguments from previous scholars. This shows that the researchers consulted other literally materials or works of other scholars  prior to carrying out the research). Moreover;  some of the referenced materials were not within the past 5 years.

References:

Bangerter et al., 2012; Spence, 1973 as cited in Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016).How and why do interviewers try to make impressions on applicants? A qualitative study. Journal of Applied Psychology, 101(3), 313-332. doi:10.1037/ap).l0000046

Bangerter, Roulin, & König, 2012 as cited in Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016).How and why do interviewers try to make impressions on applicants? A qualitative study. Journal of Applied Psychology, 101(3), 313-332. doi:10.1037/ap).l0000046

Celani & Singh, 2011 as cited in Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016).How and why do interviewers try to make impressions on applicants? A qualitative study. Journal of Applied Psychology, 101(3), 313-332. doi:10.1037/ap).l0000046

Glaser & Strauss, 1967 as cited in Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016).How and why do interviewers try to make impressions on applicants? A qualitative study. Journal of Applied Psychology, 101(3), 313-332. doi:10.1037/ap).l0000046

Tullar (1989 as cited in Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016).How and why do interviewers try to make impressions on applicants? A qualitative study. Journal of Applied Psychology, 101(3), 313-332. doi:10.1037/ap).l0000046

Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016).How and why do interviewers try to make impressions on applicants? A qualitative study.Journal of Applied Psychology, 101(3), 313-332. doi:10.1037/ap).l0000046

Competency Restoration

/in /by

Assignment 2: Competency Restoration

If criminal defendants are deemed incompetent to face a trial, they have the right to have their competency restored since they cannot be released without having a trial and they cannot be held indefinitely without being given the opportunity to become competent. Accordingly, it is important to state how they will be restored to competency.

Create a 3- to 4-page paper in a Microsoft Word document answering the two parts of this assignment.

Part 1:

CST has long been a sought-out legal procedure. Identify a landmark case decision that has played a factor in this process and address the following issues:

  • Explain the process of competency restoration.
  • Describe why the process of competency restoration is important.
  • Discuss one landmark case decision that has played a role in the process of restoration.

Part 2:

Elaborate on your discussion by including the process of restoration in the forensic arena.

In your report, address the following:

  • Identify the appropriate APA ethical codes and the specialty guidelines for forensic psychologists that may apply to the process of restoration.
  • Examine the limits to confidentiality.
  • Identify the factors that might impede competency restoration.

Your responses should rely upon at least three scholarly resources from the professional literature that are cited in APA format. The literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu and .gov).

Submission Details:

Assignment 2 Grading Criteria  Maximum Points    Explained the process of competency restoration.  16    Described why the process of competency restoration is important.  14    Discussed one landmark case on competency restoration.  14    Identified the appropriate APA ethical codes and the specialty guidelines on the process of competency restoration.  12    Examined the limits to confidentiality.  12    Identified the factors that might impede competency restoration.  12    Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.  20    Total:  100

Psychopharmacology Quiz 4 (30 Minutes For 5 Questions

/in /by

Pain, Schizophrenia, and Depression

Prior to accessing this quiz, read the required chapters from the text and review the required articles for this week. This quiz assesses your understanding of the topics covered in Week Four, which include depression, schizophrenia, and pain. This quiz consists of five multiple-choice questions and is worth 5% of your course grade.

Select the best possible answer for each question. You will be allowed 60 minutes to complete the quiz once you begin. Once you open the quiz, you must finish it in one sitting. You will have two attempts to take the quiz. If multiple attempts are made, the highest grade will be recorded. Click on the Take the Quiz button when you are ready to start this exam. When finished, click on Submit Quiz.

Group Influence PSY/400 Week 4

/in /by

***I have attached this file with all of the questions briefly answered and attached is the topic for which to be written on.***

Group Influence

This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group.

Note: Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptable events for the purpose of this assignment.

Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.

Observe a group discussing a topic of interest, such as a focus group, a community public assembly, a department meeting at your workplace, or local support group.

Study how the group members interact and influence one another.

Analyze how the group behaviors and communication patterns influence social facilitation.

Integrate your findings with evidence-based literature from journal articles, the course text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting.

Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:

  • How were the people arranged in the physical environment (layout of room and seating arrangement)?
  • What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on?
  • What are the group’s purpose, mission, and goals?
  • What is the duration of the group (short- or long-term)? Explain.
  • Did the group structure its discussion around an agenda, program, or rules of order?
  • Describe the structure of the group. How is the group organized?
  • Who are the primary facilitators of the group?
  • What subject or issues did the group members examine during the meeting?
  • What types of information did members exchange in their group?
  • What were the group’s norms, roles, status hierarchy, or communication patterns?
  • What communication patterns illustrated if the group was unified or fragmented? Explain.
  • Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)?
  • Was there any indication that members might be vulnerable to groupthink? Why or why not?
  • In your opinion, how did the collective group behaviors influence individual attitudes and the group’s effectiveness? Provide your overall analysis.

Write a 1,050- to 1,400-word paper incorporating your analysis with evidence to substantiate your conclusion.

Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence.

Integrate your findings with literature from the text, peer-reviewed journal articles, and other scholarly sources.

Format your paper according to APA guidelines.

what are the similarities and differences

/in /by

The Final Essay Examination will cover the material we have studied in Modules 5 – 8. You will need to choose four of the six essay questions to answer. Each question requires a three to five paragraph (250 – 500 word) response, using the correct vocabulary related to the topic. Your answers need to be supported with  appropriate sources such as peer-reviewed (professional) journal articles. Do NOT use wikipedia or other encyclopedias, dictionaries or online sources such as Ask.com. Be sure to us APA style citations to show where sources were used in your response. For sources other than the textbook, please list them as references at the end in APA format. For maximum points, make sure your work is written using your own words.

For your final exam submission, please respond to four of the following questions:

  1. You are the commissioner of a state lottery system that sponsors daily and weekly drawings. Lottery tickets have not been selling well over the past few months. Describe at least two ways you could take advantage of people’s use of the availability heuristic to boost sales. Explain why you would judge your tactics to be fair or unfair to your customers.
  2. Imagine you have a friend who just last month adopted a set of siblings, a thirteen-month-old and a four-year-old, from an orphanage in a developing country. The orphanage was not a stimulating environment and the four-year-old can only speak a few words in her native language. The thirteen-month-olddoes not seem to speak words in either her native language or in English. Both children appear physically healthy and have started to adjust quite well, emotionally, but your friend is concerned about their language development. Discuss whether their language development is typical of children their age and theextent to which each child can be expected to learn English fairlywell in the next couple of years.
  3. Latisha’s history teacher asked her why so many German people complied with Hitler’s orders to systematically slaughter millions of innocent Jews and others. Latisha suggested that the atrocities were committed because the Germans had become unusually cruel, sadistic people with abnormal twisted personalities. Use your knowledge of the fundamental attribution error to highlight the weaknesses of Latisha’s reasoning and then propose an alternative explanation.
  4. Abraham Maslow suggested that “a person who is lacking food, love, and self-esteem would most likely hunger for food more strongly than anything else.” Conversely, the novelist Dostoyevski wrote, “without a firm idea of himself and the purpose of his life, man cannot live even if surrounded with bread.” What evidence from the field of psychology might support each statement.
  5. Andy, a high school sophomore, lacks self-discipline, fails to plan ahead, and is excessively anxious. He is quickly frustrated by challenging tasks and frequently becomes overly critical of others. Use the psychoanalytic, humanistic, and social-cognitive perspectives to give three contrasting explanations of Andy’s behavior.
  6. Geraldo, a second-year college student, is so fearful of medical procedures that he has avoided routine dental checkups for over three years. He has recently decided to seek help in overcoming his fear. Compare and contrast (what are the similarities and differences) the methods that would be used by (a) a behavior therapist and (b) a psychoanalytic therapist.

Discussion 2: Evaluating Existing Measures

/in /by

In discussion 1, you considered how you might create an instrument for measuring a phenomenon or client issue. For this week’s Discussion 2, choose and evaluate an existing instrument to measure the concept you identified in Discussion 1. Consider how you would compare your original measurement to the existing measurement.

To Prepare: Review the following at the Walden Library on how to find existing instruments:

http://academicguides.waldenu.edu/library/testsmeasures

By Day 5

Posta brief explanation of the existing measurement instrument that you identified. Then, compare your original measurement approach to the existing instrument. Next, explain how you would revise or replace your original measurement plan. Finally explain the advantages and/or disadvantages of using existing instruments for measurement. Please use the Learning Resources to support your answer.

By Day 7

Respond to a colleague’s post by suggesting one alternative advantage or disadvantage of their chosen existing instrument of measurement. Explain why your suggestions have value. Please use the resources to support your answer.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Yegidis, B. L., Weinbach, R. W., & Myers, L. L.  (2018). Research methods for social workers (8th ed.). New York, NY:  Pearson.
Chapter 10, “Measurements Concepts and Issues” (pp. 223-245)
Chapter 11,” Methods for Acquiring Research Data” (pp. 246-275)
Chapter 12, “Data Collection Instruments” (pp. 277-294)

Windle,   G., Bennett, K. M., & Noyes, J. Windle, G., Bennett, K. M., &   Noyes, J. (2011). A methodological review of resilience scales. Health and Quality of Life Outcomes, 9, 2-18. Retrieved from Walden Library databases

Walker, K. E., & Arbreton, A. J. A. (2001). Working together to build Beacon Centers in San Francisco: Evaluation findings from 1998–2000. Philadelphia, PA: Public/Private Ventures. (see pp. 96-99 for measures). Retrieved from http://files.eric.ed.gov/fulltext/ED464212.pdf
See pp. 96–99 for measures