Assignment 7
This assignment focuses on vignette analysis and direct application of course concepts to the persons and situations presented in the vignette for each question.   All discussions must take into account the legal and ethical considerations, as well as issues of culture and human diversity that may pertain to the situation presented below.  Cultural information is in both the course text and DSM 5. You may use alternative cultural resources to enhance your work. Legal/Ethical information is in Chapter 16 (Kring, et al 2014). You are also encouraged to familiarize yourself with and apply the laws and ethics of mental health professionals in your state or country.   Use the reading assignments thoroughly in an integrative discussion. Remember to reference all work cited or quoted by the text author. You should be doing this often in your responses You are encouraged to use the DSM-5 Level I Assessment Measure(s) to formulate your diagnosis:  http://www.psychiatry.org/practice/dsm/dsm5/online-assessment-measures#Level1 Please keep your responses focused on what is presented in the vignette. Do not add information but use your creativity to support what you see in the vignette as written.  Avoid elaborations and assumptions. This assignment MUST be typed, double-spaced, in APA style, and must be written at graduate-level English. Assignment should be 5-6 pages total plus a title and reference page An example of how to approach these vignettes can be found under Additional Resources Vignette One Jose and Maria are a middle aged couple of Latino descent. The couple has 2 children, both away at college. Jose and Maria were referred by their priest for counseling, due to Maria’s history of depression and suicidal ideation. Maria tells you, “life has always been a struggle for me. I was raised by my grandmother who tried to protect me, but I was molested many times as a little girl. I’ve often wanted to end my life, but my religious beliefs don’t allow me to”.  Maria does report periods of joy and happiness in her life, especially regarding her children. She admits that during the last 5 years, she has had a few periods where she has actually felt euphoric, energized and elated with life. These times are brief and infrequent and, “I return to that suffocating place of despair.” She describes her husband as, “a good man. I don’t know why he has stayed with me all these years.”  Jose is very supportive of his wife, but his worry about her has resulted in exhaustion, missing work and obsessively checking that all the kitchen knives are accounted for. He tells you that, “sometimes Maria cries out in her sleep and I don’t know how to help her.  I worry that she will do something to end her life during one of these night terrors. Even though she’s never tried, what if it happens and I’m not able to stop her.”   Consider Mood, Anxiety, OCD and Trauma Related Disorders:   1.     Taking into account the genetic, neurobiological, sociocultural, familial and environmental factors of assessment and diagnosis, what are your diagnostic thoughts for Maria? What about Jose? Use the DSM-5 criteria to formulate your diagnostic impressions for Maria and Jose, supporting what you see in the vignette that supports your diagnostic impressions. 2.     Using the psychotherapeutic and pharmacological interventions discussed in the text, describe an initial treatment plan for Maria and Jose. Remember to treat the persons in the vignette, and not the diagnosis. Also remember to consider culture and legal/ethical issues.
Assignment Outcomes Assess the major diagnostic categories of the DSM 5 Evaluate legal and ethical issues related to psychopathology Consider the impact of culture and human diversity issues Examine current research on the theory treatment and prevention of mental illness Explore the existing etiologic theories of psychopathology and the supportive research when such exists

One of the topics covered this week focused on the effect of beliefs and perceptions on the development of knowledge. Your assignment is to address questions related to this topic using a case study.

Directions to complete assignment:
1-Click HERE to download the case study
2-In a word document, answer the following:

1. What was Barbara’s initial belief about going to the dentist?
2. Did Barbara’s perception of going to the dentist enhance or detract from her belief?
3. What evidence do you have to support your position?
4. After her cavity was filled, what do you think Barbara’s belief is about going to the dentist?
5. What perceptions do you think Barbara has developed which may affect her next visit?
6. From a business standpoint, do you think people’s perceptions matter?
7. How do you think it affects dentists?
8. What impact do societal beliefs play on your thinking?

3- Name and save the document as ‘LastnameFirstName.docx”-So John Smith would be “SmithJohn.docx (or.doc)

Grading Criteria:
1. Answer each question in paragraph format. Your paragraph must consist of at least 3-5 sentences.
2. Your answers must be written in complete sentences, without spelling or grammatical errors.
3. Your answers must be in your own words.
4. Use MS Word to complete this assignment.

*Pick the subject from the attachment that I have posted as Final Paper Options*     The requirement for this discussion is a minimum of four posts on four separate days, including at least two substantive responses to peers. The total combined word count for all of your posts for this discussion, counted together, should be at least 400 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly. In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by responding substantively to the replies that others make to you as well. Keep the discussion on target, and analyze things in as much detail as you can.
	Prepare: To prepare for this discussion, make sure to read the assigned chapters of the primary text and to review the required resources, including the videos about arguments (in the “Lectures” link on the left). Before responding to the prompt, make sure as well to participate in the interactive scenario at the top of this page titled The Raise to gain more appreciation of the importance of constructing good arguments in life.
	Reflect: Choose a topic from the PHI103 Final Paper Options  list. It should be a topic that you find interesting, but also for which you will be able defend a position with careful logical reasoning. Construct the strongest argument that you can on each side of the issue. Strengthen your arguments by contemplating possible objections to each  argument, and revise your arguments in light of the objections. Continue this process until you feel that your arguments for each side are as convincing as you can possibly make them.
	Write: Present your two arguments (one on each side of the issue) in standard form (with each premise and conclusion on a separate line) on the topic you selected from the PHI103 Final Paper Options list. The two arguments should defend different positions on the topic. For example, if your topic was the existence of Santa Claus, then you would present one argument for the claim that Santa Claus does exist and another argument that Santa Claus does not exist. The premises of each argument will present reasons for thinking that the conclusion is true. Here is an example of what an argument in standard form looks like: Premise 1: If Santa Claus exists, then he lives at the North Pole. Premise 2: No one can live at the North Pole. Conclusion: Santa Claus does not exist. For each argument, provide a brief explanation of the strengths and weaknesses of the argument. You might explain whether the argument is inductive or deductive, or you might provide a diagram of the argument. Think about how the two arguments compare to each other. Is one better than the other? If so, what makes that one better? Is each a fair presentation of what someone taking that position would say? Are the premises reasonable? How might each argument be made better?
	Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. Whether you agree with their position or not, see if you can help them to improve their arguments. In particular, point out any respect in which a reasonable person might disagree with the truth of their premises or with the strength of their reasoning. Consider addressing the following questions: Did your classmate present a convincing argument? Why, or why not? Which part of the argument might someone dispute (e.g., premise, conclusion, structure, etc.)? How might the argument be strengthened? Make sure that your posts for the week include at least two substantive responses to classmates.

PSYCH/625 PSYCH 625 Week 5 Individual Assignment – Time to Practice Parts (A,B,C) – A+& Original Guaranteed!

 

PSYCH/625 PSYCH 625 PSYCH625

Week 5 Individual Assignment

University of Phoenix

Use as a guide only!

 

NOTE: If you purchase this, open the attachment. Please let me know if you have any questions, comments, or concerns. 

 

Complete Parts A, B, and C below.

 

 

Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Text Resources link.

 

1.     Use the following data to answer Questions 1a and 1b.

 

 

a.     Compute the Pearson product-moment correlation coefficient by hand and show all your work.

b.    Construct a scatterplot for these 10 values by hand. Based on the scatterplot, would you predict the correlation to be direct or indirect? Why?

 

2.     Rank the following correlation coefficients on strength of their relationship (list the weakest first):

 

 

3.     Use IBM^® SPSS^® software to determine the correlation between hours of studying and grade point average for these honor students. Why is the correlation so low?

 

 

4.     Look at the following table. What type of correlation coefficient would you use to examine the relationship between ethnicity (defined as different categories) and political affiliation? How about club membership (yes or no) and high school GPA? Explain why you selected the answers you did.

 

 

5.     When two variables are correlated (such as strength and running speed), it also means that they are associated with one another. But if they are associated with one another, then why does one not cause the other?

 

6.     Given the following information, use Table B.4 in Appendix B of Statistics for People Who (Think They) Hate Statistics to determine whether the correlations are significant and how you would interpret the results.

 

a.     The correlation between speed and strength for 20 women is .567. Test these results at the .01 level using a one-tailed test.

b.    The correlation between the number correct on a math test and the time it takes to complete the test is –.45. Test whether this correlation is significant for 80 children at the .05 level of significance. Choose either a one- or a two-tailed test and justify your choice.

c.     The correlation between number of friends and grade point average (GPA) for 50 adolescents is .37. Is this significant at the .05 level for a two-tailed test?

 

7.     Use the data in Ch. 15 Data Set 3 to answer the questions below. Do this one manually or use IBM^® SPSS^® software.

 

a.     Compute the correlation between income and level of education.

b.    Test for the significance of the correlation.

c.     What argument can you make to support the conclusion that lower levels of education cause low income?

 

8.     Use the following data set to answer the questions. Do this one manually.

 

a.     Compute the correlation between age in months and number of words known.

b.    Test for the significance of the correlation at the .05 level of significance.

c.     Recall what you learned in Ch. 5 of Salkind (2011) about correlation coefficients and interpret this correlation.

 

 

9.     How does linear regression differ from analysis of variance?

 

10.  Betsy is interested in predicting how many 75-year-olds will develop Alzheimer’s disease and is using level of education and general physical health graded on a scale from 1 to 10 as predictors. But she is interested in using other predictor variables as well. Answer the following questions.

 

a.     What criteria should she use in the selection of other predictors? Why?

b.    Name two other predictors that you think might be related to the development of Alzheimer’s disease.

c.     With the four predictor variables (level of education, general physical health, and the two new ones that you name), draw out what the model of the regression equation would look like.

 

11.  Joe Coach was curious to know if the average number of games won in a year predicts Super Bowl performance (win or lose). The x variable was the average number of games won during the past 10 seasons. The y variable was whether the team ever won the Super Bowl during the past 10 seasons. Refer to the following data set:

 

 

a.     How would you assess the usefulness of the average number of wins as a predictor of whether a team ever won a Super Bowl?

b.    What’s the advantage of being able to use a categorical variable (such as 1 or 0) as a dependent variable?

c.     What other variables might you use to predict the dependent variable, and why would you choose them?

 

From Salkind (2011). Copyright © 2012 SAGE. All Rights Reserved. Adapted with permission.

 

 

Some questions in Part B require that you access data from Using SPSS for Windows and Macintosh. This data is available on the student website under the Student Text Resources link. The data for this exercise is in the data file named Lesson 33 Exercise File 1.

 

Peter was interested in determining if children who hit a bobo doll more frequently would display more or less aggressive behavior on the playground. He was given permission to observe 10 boys in a nursery school classroom. Each boy was encouraged to hit a bobo doll for 5 minutes. The number of times each boy struck the bobo doll was recorded (bobo). Next, Peter observed the boys on the playground for an hour and recorded the number of times each boy struck a classmate (peer).

 

1.     Conduct a linear regression to predict the number of times a boy would strike a classmate from the number of times the boy hit a bobo doll. From the output, identify the following:

 

a.     Slope associated with the predictor

b.    Additive constant for the regression equation

c.     Mean number of times they struck a classmate

d.    Correlation between the number of times they hit the bobo doll and the number of times they struck a classmate

e.     Standard error of estimate

 

From Green & Salkind (2011). Copyright © 2012 Pearson Education. All Rights Reserved. Adapted with permission.

 

 

Complete the questions below. Be specific and provide examples when relevant.

 

Cite any sources consistent with APA guidelines.

 

 

 

Prior to completing this discussion, please read Chapter Three in the textbook and review any relevant Instructor Guidance.

For this post, you will first analyze interaction of the major themes as factors influencing the domain of physical development, specifically safety: 

Health and Well-Being 
Family and Parenting
Education
Culture and Gender Comment on how child and adolescent safety regulations have changed over the past few decades. Provide examples of new safety guidelines that did not exist either when you were growing up, or when your parents were growing up. Then, look through the recommended resources for Week Three and/or other scholarly articles from the Ashford University Library website and find and report on three statistics specifically related to child and adolescent safety from this current decade (2010-2013) within each of the three stages of infancy/toddlerhood, childhood, and adolescence. In other words, you will have one unique statistic for each of the three stages. Throughout your post, demonstrate a foundational knowledge of the children’s developmental continuum, from conception, by addressing unique safety standards. See the example below: