PHIL 109 WEEK 1 CHAPTER 3 QUIZ

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PHIL 109 WEEK 1 CHAPTER 3 QUIZ

Question 1

2 out of 2 points

 

Vioxx, Celebrex, and Bextra are painkillers, and all of them are risky for heart patients. It must be the case that all painkillers are risky for heart patients.

 

•           Question 2

2 out of 2 points

 

Radio host Rush Limbaugh argues that America’s foreign policy is a great success. But who is this screwball Limbaugh? He’s nothing but a fascist, sexist, homophobic, drug-addicted moron, who will say anything to stir up the ultra right. Every sane person shuts him off.

 

•           Question 3

2 out of 2 points

 

Every component in this boat is made of rust-proof material. Therefore, the entire boat is rust-proof.

 

•           Question 4

2 out of 2 points

 

Either you buy me a new Rolls Royce or I’ll have to walk to work in the snow. And I’m sure you don’t want me to do that.

 

•           Question 5

2 out of 2 points

 

Either Thomas Edison or Samuel F. B. Morse invented the telegraph. But it wasn’t Edison. Therefore, Morse invented the telegraph.

 

•           Question 6

2 out of 2 points

 

Nobody has ever seen Mr. Albie walk without crutches. We conclude that Mr. Albie needs crutches to walk.

 

•           Question 7

2 out of 2 points

 

Floyd Conway has given us his reasons for unrestricted logging in our national forests. But it’s obvious why he says these things. Floyd is a lumberjack, and he just wants to ensure that he’ll have a job in the years ahead.

 

•           Question 8

2 out of 2 points

 

During the five years that Clarence has worn a Rolex watch, three of his married friends have gotten a divorce. Thus, to prevent any more divorces, it is essential that he stop wearing that watch.

 

•           Question 9

2 out of 2 points

 

Tom is a bit of a dunce when it comes to mathematics, and he hasn’t studied a bit for the next test. Therefore, he probably won’t do very well on that test.

 

•           Question 10

2 out of 2 points

 

The idea that fast food is unhealthy is a lot of hooey. Why, 90% of America eats fast food.

 

•           Question 11

2 out of 2 points

 

We know for certain that no armadillos are aardvarks. It is therefore equally certain that no aardvarks are armadillos.

 

•           Question 12

2 out of 2 points

 

This brick made of 24 caret gold has been sliced into 50 pieces. Therefore, each of the pieces must be 24 caret gold.

 

•           Question 13

2 out of 2 points

 

Movie star Marci Downs says in magazine ads that the new Porsche XKG is the sexiest car on the road. But you shouldn’t take what she says too seriously because she’s paid thousands of dollars to make these ads.

 

•           Question 14

2 out of 2 points

 

Either you buy me a new Rolex watch, or I’ll be late for all my meetings. I’m sure you don’t want me to be late, so you’ll buy me the Rolex. How about that one with diamonds in it?

 

•           Question 15

2 out of 2 points

 

Dr. Williams cheated Medicare by exaggerating expenses, and Dr. Fox cheated by submitting fees for nonexistent patients. Dr. Harris defrauded a dozen insurance companies by requiring unneeded lab tests. The apparent conclusion is that all doctors cheat.

 

 

•           Question 16

2 out of 2 points

 

My dear, you shouldn’t hesitate a minute before buying a new mink coat. Real fur is in right now, and a full mink is the ultimate in fashion. It tells the whole world that you have exquisite taste and the wherewithal to express it.

 

•           Question 17

2 out of 2 points

 

Every ingredient in this new drink concoction is highly alcoholic. Therefore, the drink is highly alcoholic.

 

•           Question 18

2 out of 2 points

 

Renee Richards argues in favor of reducing the patient load of our nurses. But it’s obvious why she says this. Renee is a nurse herself, so of course she wants a reduced patient load. Nobody should pay too much attention to her pleas.

 

•           Question 19

2 out of 2 points

 

Former President Bush argued in favor of privatizing Social Security. But just look at the man. He can’t even pronounce half the words in the English language, he’s a notorious liar, and his face looks like it came off the cover of MAD Magazine. Bush’s arguments are pure trash.

 

•           Question 20

2 out of 2 points

 

A few days after Margi joined the Democratic Party she got pregnant and lost her job. Therefore, it’s important that you never join up with the Democrats.

 

•           Question 21

2 out of 2 points

 

Professor Wilson argues that it is absolutely wrong for students to plagiarize their work. But who is she to talk? I have it on good evidence that Wilson plagiarized her own work when she was a student.

 

•           Question 22

2 out of 2 points

 

After returning from a two-week vacation, Robert turned the key in his usually reliable Camry, but nothing happened. Apparently the car has a dead battery.

 

•           Question 23

2 out of 2 points

 

The fallacy in which the arguer misinterprets an opponent’s argument for the purpose of more easily attacking it is:

 

•           Question 24

2 out of 2 points

 

It’s never a good idea to allow your teenage kids to have a sip of champagne on New Year’s Eve.  Next thing you know they’ll be drinking beer during TV football games.  Then it’ll be wine every night at dinner.  Then bloody Mary’s every morning.  Soon they’ll be raging alcoholics, and the costs for rehab will be enormous.

 

•           Question 25

2 out of 2 points

 

Hugo lost an arm in a car accident last year.  But surely he will get it back.  Most lost things turn up sooner or later.

 

 

 

Week 5 Vision Board

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Week 5 Vision Board

Part 1

For this portion of the assignment, you will be creating a vision board. A vision board is a collage of images, pictures and affirmations of one’s dreams, desires, and goals designed to serve as a source of inspiration and motivation. A vision board uses the law of attraction to attain your goals.

Complete the following steps to create your vision board:

1. Print and fill out the diagram on the last page of this worksheet or sketch a similar diagram on a piece of poster board to fill out. It is important to use BOTH words and images to represent your goals.

Write down notes on your thoughts in each category, focusing on:

a. What you are doing currently to fulfill this aspect of your life?

b. What are your goals for this area of your life?

2. Write your goals and ideas onto the poster in their associated sections. For example, a possible goal that would go in the Career/Life Path section could be, Land My Dream Job. For each goal, think about and write down how the other sections of the vision board are related to your path to reaching that goal. Consider why you are motivated to achieve the goal, what skills and knowledge you will need to achieve the goal, how much time you will need to reach the goal, and who might be able to help you achieve the goal.

3. Find words and images that represent your goals in magazines, online, or in newspapers.

4. Print or cut out your words and images, and sort them based on which section of your vision board they belong.

5. Edit and place your words and images on your vision board.

6. Add any of your own words or drawings that you think add value to each section that you did not find in Step 4.

7. If you wish to use PowerPoint, you can arrange all 9 pictures on the one slide and then make sure to copy and paste that slide to the worksheet.

8. Display your vision board in a place where you can see it each day.

** You may also copy photos from clip art found on the Internet and paste them into each of the categories below to create your vision board. Perhaps save this vision board image as your screen saver!

Take a picture of your completed vision board to submit with this worksheet.

(Note: Students are not required to create a printed hard copy of their Vision Board. Students can create an electronic version of their Vision Board using Microsoft® Word, PowerPoint®, or similar software. However, they must follow the same instructions detailed above.)

Part 2

Respond to each of the following questions:

1. Write 75 to 90 words describing three or four words or pictures you included on your vision board. Why did you select each of these items?

 

<Enter    your response here.>

2. Write 75 to 90 words about the steps you can now take to achieve the goals on your vision board. List the intrinsic and extrinsic factors motivating you to achieve what is represented on your vision board. Remember intrinsic motivation is motivation that comes from inside, while extrinsic motivation is motivation that comes from the outside. Both of these types of motivation are described on p. 271 in Ch. 7 of Psychology of Success.

 

<Enter    your response here.>

3. Write 50 to 75 words about what motivates you in your academic life. Are these motivators different from what motivates you in your personal life? Why or why not?

Discussion 1: Use of Group Designs in Program Evaluation

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Discussion 1: Use of Group Designs in Program Evaluation

Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.

For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.

To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information.”

· Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: “Planning a Program Evaluation” case study and why.

· Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.

References (use 3 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)

· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)

McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742

McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Read the following section:

“Social Work Research: Planning a Program Evaluation”

Social Work Research: Planning a Program Evaluation

Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.

The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.

Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.

Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.

Discussion 2:  Assessing Outcomes

How do you determine the “success” of a human services program? Part of your role as an administrator is to collaborate with your staff to determine how a particular program’s effectiveness will be measured. The outcomes must be clear, realistic, and feasible, and how the outcomes will be assessed must be clear also.

For this Discussion, you will address the “Social Work Research: Program Evaluation” case study in Social Work Case Studies: Foundation Year. Assume the role of an administrator in the case study to evaluate what has occurred in the program and how you might improve it.

· Post an evaluation of the success of the CALWORKS program based on the information presented in the case study. 

· Be sure to define what success would be for the program and how you, as an administrator of the program, might evaluate whether success has been achieved. 

· Finally, make one recommendation for improving the program’s effectiveness.

Reference (use 3 or more)

Benton, A. D., & Austin, M. J. (2010). Managing nonprofit mergers: The challenges facing human service organizations. Administration in Social Work, 34(5), 458–479.

King, D., & Hodges, K. (2013). Outcomes-driven clinical management and supervisory practices with youth with severe emotional disturbance. Administration in Social Work, 37(3), 312–324.

Lawrence, C., Strolin-Goltzman, J., Caringi, J., Claiborne, N., McCarthy, M., Butts, E., & O’Connell, K. (2013). Designing evaluations in child welfare organizations: An approach for administrators. Administration in Social Work, 37(1), 3–13.

Lynch-Cerullo, K., & Cooney, K. (2011). Moving from outputs to outcomes: A review of the evolution of performance measurement in the human service nonprofit sector. Administration in Social Work, 35(4), 364–388.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014c). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

· “Social Work Research: Program Evaluation” (pp. 66–68)

Social Work Research: Planning a Program Evaluation

Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.

The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.

Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.

Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.

Career Counseling Across The Lifespan

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Career Counseling Across The Lifespan

For this discussion, synthesize your understanding of career counseling as an integral part of human development. From the perspective of your specialization, how does the developmental lifespan perspective influence career and educational planning, placement, and evaluation? Discuss the influence of career counseling when working with children (elementary school), adolescents (secondary), and older adults. Identify models that would be appropriate for children and adolescents in the school setting, including identity models such as Erik Erickson.

Response Guidelines

Respond to at least two of your peers, commenting on the effectiveness with which your peer addressed each developmental stage, identifying the needs of elementary, secondary, and older adults. The response needs to include at least one reference

 

First peer posting

Career Counseling as an Integral Part of Human Development

Career development is not a one-time event, rather it is a process that occurs across the lifespan and is an integral part of human development.  Further, the counseling that may be offered to support career development must also be offered from a lifespan perspective, with counselors supporting a client’s unique needs at the various stages of their life and career.  Zunker (2016) also points out that changing cultural and environmental systems can effect human development, and best practice involves case conceptualization from a holistic perspective.  Humans are actively growing and changing throughout their lives, and their vocational interests, goals, and preferences are no exception.  Career counseling is a dynamic and lifelong process that evolves with each client throughout the course of their life.

The Developmental Lifespan Model Influence on Career and Educational Planning, Placement, and Evaluation

From a mental health counseling perspective, the developmental lifespan model of career planning is highly influential.  Mental health counselors will need to be prepared to address all phases of career counseling in all phases or stages of a client’s life.  Career and education planning begin in early childhood and continue throughout the course of life.  Mental health counselors will need to be aware of the foundational career needs of the children they serve, and be prepared to focus on improved social skills, industry, and communication skills.  When working with adolescents, mental health counselors also need to be aware of the importance of developing quality relationships outside of their family, and how these interpersonal skills will benefit them later in the workforce.  Also, mental health counselors will need to understand life stages when selecting assessment tools, conducting evaluations, and placing individuals in jobs.

The Influence of Career Counseling When Working With Children, Adolescents, and Older Adults

Career counseling can easily be integrated into work with children by focusing on the foundational skills necessary for successful education, vocational, and social experiences.  Some of the foundational skills that counselors can focus on with children include prosocial skills, positive work habits, diversity skills, pleasing personality traits, and entrepreneurship (Gysbers, 2013).  Counseling work with adolescents can begin to focus on planning, goal setting, and decision making skills, along with a focus on curricula that supports a possible career direction.  Interestingly, Newman and Newman (2012) highlight the concept of career maturity, which suggests postponing career decisions until an adolescent or young adult matures and gains valuable life experience.  Career counseling with adults in the new workforce places more emphasis on career development than remaining at a particular company (Zunker, 2016).  Retirement counseling should also be highlighted as individuals move to transition from the world of work to increased volunteer and leisure opportunities.  Finally, more retired individuals are going back to work on a part time basis in order to supplement their retirement income, and may require counseling to make this change.

Appropriate Career Counseling Models for Children and Adolescents, Including Erik Erickson’s Model

Stage theorists such as Erik Erickson conceptualize career counseling from the developmental life stage that a particular client is navigating.  Between the ages of 6 to 11, for example, children are actively learning a variety of social, academic, and work related skills that will create a foundation for later more complex career development.  This stage of development is also associated with achievement of self-efficacy and an understanding of the importance of productivity.  Adolescents are actively working on the developmental task of achieving a group and individual identity and avoiding isolation.  Adolescents work hard to expand their social circles and distance themselves from their parents in an effort to achieve independence (Newman & Newman, 2012).  An overarching principal associated with Erickson’s stage model is that children or adolescents who fail to successfully achieve their developmental tasks may require special supports later in life (Zunker, 2016).  Career counseling from this stage model would consider this developmental information as the foundation from which to create a comprehensive career plan.

Other career counseling models appropriate for children and adolescents include Super’s self-concept theory, Krumboltz’s learning theory, and cognitive development theory.  Because elementary school students are busy forming their identity or self-concept through their childhood relationships, Super’s self-concept theory may be applied (Zunker, 2016).  Krumboltz’s learning theory looks at the way that children and adolescents utilize observation in learning new things, and are able to adapt their behavior based on this observational learning (Zunker, 2016).  Piaget’s cognitive development theory is also a stage theory in that it views children’s knowledge acquisition as developing in specific steps or levels through their environmental engagement.

References

Gysbers, N. C. (2013). Career-ready students: A goal of comprehensive school counseling programs. Career Development Quarterly, 61(3), 283-288. doi:10.1002/j.2161-0045.2013.00057.x

Newman, B. M., & Newman, P. R. (2012). Development through life: A psychosocial approach. Belmont, CA: Wadsworth Cengage Learning.

Zunker, V. G. (2016). Career counseling: A holistic approach (9th ed.). Boston, MA: Cengage Learning. ISBN 9781305087286.

 

Second peer posting

Newman & Newman (2012) stated that career identities are “a well-integrated part of [people’s] personal identities rather than as activities from which they are alienated or by which they are dominated” (p. 412). Career counseling across the lifespan has implications in all fields of counseling practices. As it pertains to mental health counseling, career counseling becomes an integrated conversation about the wants, needs, & desires a person has to have a satisfied existence.

Developmental Lifespan from a MH Perspective

Zunker (2016) stated that early life experiences tend to influence later life decisions. As it applies to career counseling, this is the core and foundation for how young children begin to view the world and all it has to offer. For example, children who have parental figures who exhibit hard work ethic are likely to influence their young children especially if it is reinforced with at-home activities (e.g., chores). These experiences, along with other life experiences, are likely to shape what a child decides to do. From a MH perspective, because the child’s feelings about these practices greatly challenge or confirm their beliefs, it will affect their behaviors.

Erikson’s Psychosocial Developmental Model illustrates the challenges that people face at different stages of their life development. What made Erikson’s model much more appealing (versus Freud’s Psychosexual Theory) is that it included polarities that challenged each individual’s relationship to his/her culture, family, and life environment (Syed and McLean, 2015). So as it is applied to career counseling in the cases of young children and adolescents, Erikson’s developmental model provides a theoretical explanation for the decisions and choices one makes at certain times of his/her life.

Branje, Lieshout, & Gerris (2007) studied personality development across adolescence and adulthood to see if the Big Five personality factors (extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience) changed as individuals aged and gained experience. Their research suggested that males have fewer changes than females, but both sexes showed increasing signs of maturity and adaptation as they aged. The importance of their study was that it showed that personality continued to develop during the middle adulthood potentially because of the delegation of new responsibilities (i.e., parenthood). As it is applied to career counseling, the changing course of one’s career can have profound impact on their livelihood and decisions that (in)directly affect how one views his/her future.

Thoughts from the “Other Side”

Based upon Maslow’s (1943) Hierarchy of Needs, there exist several, innate physiological needs during infancy: food, water, shelter, sleep, air (breathing), excretion, and sensory satisfaction (e.g., touch, taste, hear, feel, and smell; Daniels, 1992; Maslow, 1943; and Seeley, 1992). The early, formative years allow the child to experience the world through their parent’s permission. Fast forward to adulthood, and these same basic needs are still required; however, they have evolved into something much more complex. When integrated with the work life, it is not surprising that these same needs are still needed in the workplace environment; however, they are ascribed new titles or new entitlements. For example, infants have the need for food; employees have the need for a clean environment to enjoy said food. Another example: infants have a need for sleep; employees need an hour per day for a break to do with it whatever they would like. These needs have never left; they have just evolved. The career demands that one has available to him/her that are most desirable are the attributes the (s)he will seek. In these instances, it will be necessary to determine if a client is okay with where (s)he is at this junction of his/her life. If they are not, it will be important to determine how career counseling and lifespan developmental theory can be influential in assisting with producing changes.

Wm D. Stinchcomb

References

Branje, S.J.T., Van Lieshout, C.F.M., & Gerris, J.R.M. (2007). Big Five Personality Development in Adolescence and Adulthood. European Journal of Personality, 21, 45-67.

Daniels, J. (1992). Empowering homeless children through school counseling. Elementary School Guidance & Counseling, 27(2), 104-113.

Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396.

Newman, B. M., & Newman, P. R. (2012).Development through life: a psychosocial approach (11th ed.). Belmont, CA: Wadsworth Cengage Learning.

Seeley, E. (1992). Human needs and consumer economics: The implications of Maslow’s theory of motivation for consumer expenditure patterns. Journal Of Socio-Economics, 21(4), 303.

Syed, M., & McLean, K. C. (2015). Understanding identity integration: Theoretical, methodological, and applied issues. Journal of Adolescence, 47, 109-118. doi: 10.1016/j.adolescence.2015.09.005

Zunker, V. G. (2016). Career counseling: A holistic approach, 9th Edition. [VitalSource Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781305729759/

Antecedent control strategies: Misapplications and generalization

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Antecedent control strategies: Misapplications and generalization

Part 1: After reading the chapter on antecedent control procedures, turn to page 351 in the Miltenberger digital text, and select one of the six “misapplications” cases. In your main post, briefly recap the case and discuss the reason the antecedent control procedure is not being used effectively. Provide an alternative plan that includes at least one antecedent control strategy from your reading.

Part 2: Using the alternative plan that you have created, select one of the methods of promoting generalization discussed in Chapter 28 of Cooper, Heron, and Heward, and discuss how you would incorporate this method of generalization into your corrected behavior management plan.

Discussion Board 4 Applied Behavioral Analysis 2

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Discussion Board 4 Applied Behavioral Analysis 2

Antecedent control strategies: Misapplications and generalization

Part 1: After reading the chapter on antecedent control procedures, turn to page 351 in the Miltenberger digital text, and select one of the six “misapplications” cases. In your main post, briefly recap the case and discuss the reason the antecedent control procedure is not being used effectively. Provide an alternative plan that includes at least one antecedent control strategy from your reading.

Part 2: Using the alternative plan that you have created, select one of the methods of promoting generalization discussed in Chapter 28 of Cooper, Heron, and Heward, and discuss how you would incorporate this method of generalization into your corrected behavior management plan.

History Of Cognitive Psychology Lecture

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History Of Cognitive Psychology Lecture

Create a 10- to 15-slide Microsoft® PowerPoint® presentation lecture for your class in which you address the following:

 

  • Describe the history of cognitive psychology.
  • Explain how and why psychometric studies are used to study cognitive psychology.
  • Discuss the benefits of research in psychometrics.

 

Include at least two scholarly articles.

Include speaker notes with your presentation.

Format your presentation consistent with APA guidelines.
Clickthe Assignment Files tab to submit your assignment

Structural Family Therapy Treatment Goals

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Structural Family Therapy Treatment Goals

You were introduced to a family in the structural family therapy demonstration video in this unit’s study (linked in Resources). Use the information about the family from the session you watched as your guide, and keep in mind what you read in each text (chapter 10) about goal development and treatment planning. Then, complete the following: (300 words or more)

  • 1. Identify the presenting problem.
  • 2. Devise three specific goals for this family based on the information from the demonstration. Include one goal addressing each of the early, middle, and late phases of treatment.
  • 3. Clearly and thoroughly discuss how you arrived at these goals and how these goals align with the structural family therapy model.

 

Based on what you learned about the client family from the demonstration video (linked in Resources), imagine you are the therapist who will see them for their next visit. Identify an intervention from the structural family therapy model that you would apply in the session. In this discussion, briefly describe the intervention, including the following: (300 words or more)

  • Its general purpose and goal.
  • Who and what is the target of the intervention.
  • Some questions that would be used to apply this intervention.
  • The desired outcome of the intervention.
  • The elements that make this intervention systemic in nature.

Use the literature from the unit and any additional literature to support your discussion post. (chapter 7)

Please click this link to watch the video  https://capella.kanopy.com/video/structural-family-therapy

Human Services Values Resources

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Human Services Values Resources

Resources

Reflect on the human services values described in this unit’s reading in An Introduction to Human Services, addressing the following:

  • Which human services value is the most difficult for you to practice? Include an example of a situation that encompasses that value and why it would be difficult for you to use it.
  • Which human services value is the most important to you and why?
  • How might your understanding of the values that guide practice help you determine your future professional development needs?

Self-Reflection: Hays ADDRESSING Model

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Self-Reflection: Hays ADDRESSING Model

Introduction

All of us have multifaceted cultural identities, so you are likely to have experienced situations where you were in the cultural majority as well as others where you were in the cultural minority. This assignment will help you consider the influence of your cultural memberships on your ability to work professionally with people of similar cultural backgrounds, as well as with people from different cultural backgrounds. All clinicians have biases. Failure to recognize these biases creates harm. It takes more strength to acknowledge your biases than to argue that you have none.

Dr. Pamela Hays developed the ADDRESSING model to help psychologists recognize 10 major factors of cultural difference that are common in the United States: Age (and generational influences), Developmental and acquired Disabilities, Religion and spiritual identity, Ethnicity and racial identity, Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, and Gender. Note that this list is not comprehensive; there are thousands of different cultural identities in our country. The ADDRESSING model just sums up the 10 most common points of cultural difference.

Instructions

  • Use the Hays ADDRESSING Model Template linked in Resources to conduct a cultural self-assessment that describes your identity in all elements of the Hays ADDRESSING model.
    • You must complete and submit the Hays ADDRESSING Model Template provided for this assignment. Do not submit a paper. Papers will not be graded.
    • For more information about the Hays ADDRESSING model, review Hays’s article, “Looking Into the Clinician’s Mirror: Cultural Self-Assessment,” linked in Resources.
  • After completing the table on the template, review your entries and then respond to the three questions posed below the table in the template.
    • There are no right or wrong responses for this assignment. You will be graded on your insight and ability to recognize the implications of your privilege and biases when you work with others.

Additional Requirements

  • Written communication: Should be free of errors that detract from the overall message.
  • Format: Use the Hays ADDRESSING Model Template in Resources. Use current APA style and formatting guidelines as applicable to this assignment.
  • Font: Arial, 12 points.

Submit the completed template no later than 11:59 p.m. (CST) on Sunday.

Resources