Category: Psychology and Education : Psychology

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Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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Step-by-Step Guide for Creating Your PowerPoint Slideshow on the 10 Components of Recovery

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Step 1: Understand the 10 Components of Recovery

Before you start creating your PowerPoint, make sure you comprehend the 10 components of recovery. These components often focus on a holistic approach to mental and physical health, with particular emphasis on individual strengths and community-based support. Typically, these components include:

1. Hope
2. Personal Responsibility
3. Education
4. Self-Advocacy
5. Support
6. Social Connections
7. Coping Skills
8. Meaningful Roles
9. Spirituality
10. Physical Health

You’ll need to research these components if you are not already familiar with them. The goal is to understand what each component means and how it can affect a person’s recovery.

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Step 2: Select Five Components to Discuss in Relation to Employment

From the 10 components, choose five that are most relevant to the vocational and employment context. For each of these five, you will:

• Define the component (what it means).
• Explain why it is important in recovery and employment (how it affects work-related goals and tasks).
• Link it to your fictional client’s experience or needs (what challenges the client may face and how they can use this component in their recovery process).

Here’s a sample of how you might structure your slides:

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Step 3: Build Your Client Profile (Case Study)

While researching and selecting the components, begin thinking about the fictional client who will serve as the case study. Consider a client with:

• A diagnosis (you could use something less common, like Post-Traumatic Stress Disorder, Schizophrenia, or a neurological disorder like Multiple Sclerosis).
• Symptoms that may impact their vocational goals.
• Barriers to employment (e.g., cognitive issues, physical limitations, lack of social support).
• Strengths that can be utilized in their recovery journey (e.g., family support, past work experience, personal interests).

The more detailed your client profile, the more effectively you can connect the five components of recovery to the client’s treatment and vocational goals.

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Step 4: Build the Slideshow

Now that you have selected your five components and outlined your client, begin building your PowerPoint. Here’s what to include for each slide:

Slide 1: Title Slide

• Title: “Components of Recovery and Employment: A Case Study Approach”
• Subtitle: Your name, course, and date.
• Image/graphic: Optional, but you can add something that visually connects to recovery (e.g., a path or progress chart).

Slide 2: Introduction to Recovery Components

• Text: A brief introduction to the importance of recovery components in supporting individuals’ return to work or vocational rehabilitation.
• Graphic: A simple graphic or chart of the 10 components (e.g., a wheel with each component).

Slide 3: Component 1: Hope

• Definition: “Hope is the belief in the possibility of recovery and that one can achieve goals, including employment.”
• How it relates to employment: Hope provides motivation and a foundation for clients to pursue meaningful employment. Without hope, clients may lack the energy or belief in their ability to work.
• Client example: Your fictional client may initially feel hopeless about finding a job due to their diagnosis. You could describe how increasing hope (through therapy or social support) helps them set and achieve realistic work goals.

Slide 4: Component 2: Personal Responsibility

• Definition: “Taking responsibility for one’s own recovery and health, which includes understanding how one’s behaviors impact their employment success.”
• How it relates to employment: A sense of responsibility is crucial for developing work-related skills, maintaining punctuality, and managing stress on the job.
• Client example: A client with a diagnosis like PTSD may need help understanding how their symptoms affect their work ethic or relationships. Support in learning how to manage triggers can lead to greater success in employment.

Slide 5: Component 3: Support

• Definition: “Recovery is supported through connections with others—mentors, family, peer groups, and professional support systems.”
• How it relates to employment: Employment often requires support from supervisors, colleagues, and family. Strong social support can help overcome workplace stress and job challenges.
• Client example: Your client might receive support from a peer group of others in similar recovery processes, which motivates them to stay on track in their job search.

Slide 6: Component 4: Meaningful Roles

• Definition: “Identifying and pursuing roles that give life purpose, especially vocational roles.”
• How it relates to employment: Having a sense of purpose at work can significantly enhance recovery and well-being, improving job satisfaction and retention.
• Client example: For your client, helping them find a job that aligns with their passions or skills can make work feel meaningful and provide a stronger drive to succeed.

Slide 7: Component 5: Coping Skills

• Definition: “Learning healthy coping strategies to manage stress and challenges in recovery and employment.”
• How it relates to employment: Effective coping mechanisms can help clients deal with work stress, deadlines, and interpersonal challenges.
• Client example: Your client may struggle with anxiety on the job. Teaching coping skills like mindfulness can improve their ability to handle job stress.

Slide 8: Summary of Client’s Recovery & Employment Journey

• Text: Recap the five components you discussed and how they apply to the client’s vocational rehabilitation.
• Graphic: A flow chart of the client’s recovery process and employment goals.

Slide 9: Conclusion

• Text: Sum up the importance of these recovery components in vocational rehabilitation.
• Reflection: Share a final thought on how recovery and employment are deeply interconnected, and how addressing the five components will increase the chances of long-term success.

Slide 10: References

• Text: List of references in APA format (books, articles, or online resources you used to support your slides).

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Step 5: Add Presenter Notes

For each slide, add notes in the Presenter Notes section to provide a clear explanation of each point. This will help you during your narration and ensure that you cover all relevant details.

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Step 6: Record Your Narration

Once your slides are complete, record your narration directly within PowerPoint. Be sure to explain each slide in detail and speak clearly, as the narration is key to your assignment.

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Final Tips:

• Graphics and Images: Include visuals that support your points, such as icons for each component, motivational images, or charts.
• Engage with the Client: Make sure to tie each component back to how your client would interact with or benefit from it. Think about barriers they might face, but also about their strengths and the resources available to them.
• Clarity: Keep your slides clear and not overly cluttered. The goal is to focus on key points that are easy to digest while adding supporting details through your narration.

Good luck with your project, and make sure to review the rubric to ensure you’re meeting all of the requirements!

Choose an animal species found in your area.  This could be a pet, a wild animal that is easily observible, an animal in a local zoo, or an animal that you can access videos of on the internet.  After observing the animal for some time, develop an ethogram and engage in observational research for at least one hour.  The sampling and recording rules that you employ can be chosen at your convenience.  Once you’ve documented your observations with the ethogram, discuss a behavior or behavioral pattern that you observed in the context of evolution.  Specifically, indicate how this behavior may ultimately increase the individual fitness that would be expected for this behavior to evolve either by natural or artificial selection.
How do I want you to do it?
You should include information on the sampling and recording rules that were employed as well as the rationale for the behaviors that you chose to include to record and analyze.
The second part of your submission should be your analysis of the observed behavior’s evolutionary significance.
TEXT BOOK UPLOADED

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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Step-by-Step Guide to Completing Your Ethogram and Behavioral Analysis

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Step 1: Choose Your Animal Species

• Select an animal species found in your area. You can choose a pet, a common wild animal, or even an animal in a local zoo. If you can access videos of animals on the internet, you can use those as well.
• Consider the availability and ease of observation. For example, animals like squirrels, birds, or household pets are easier to observe and document behaviors.

Example Species: A pet dog or a squirrel in a local park.

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Step 2: Observe Your Animal for At Least One Hour

• Set aside at least one hour to observe the chosen animal. During this time, take detailed notes on the animal’s behaviors, focusing on how it moves, interacts, or responds to its environment.
• Try to be as unobtrusive as possible so that the animal behaves naturally.

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Step 3: Develop Your Ethogram

An ethogram is a table or list that includes different behaviors you plan to observe. Each behavior should be defined clearly to ensure consistency in recording. You’ll need to define your behaviors and note when they occur. Here’s a simple structure to follow:

Ethogram Format Example:

Behavior Type	Description of Behavior	Frequency Count or Duration Observed
Feeding Behavior	Eating or foraging for food	Count the number of times or minutes spent
Resting Behavior	The animal remains still or in a relaxed state	Count the time spent resting
Interaction with Environment	Interaction with objects, surroundings, or other animals	Count or describe interaction type
Vocalizations	Any sounds made (barking, chirping, growling, etc.)	Count the occurrences

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Step 4: Define Your Sampling and Recording Rules

• Sampling Rules: Decide how frequently you will make observations. You can use time sampling (observe for set time intervals) or event sampling (note every occurrence of a specific behavior).
• Recording Rules: Be consistent in how you record the behaviors. For example, decide if you will record every instance of a behavior, only certain types, or for specific durations of time.
• Ensure your observations are unbiased, consistent, and based on the animal’s behavior and interactions.

Example Sampling Rule: Observe the animal in 5-minute intervals, documenting any behaviors that occur within each period.

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Step 5: Conduct Observational Research

• Using your ethogram and sampling rules, start recording behaviors as you observe your animal.
• Be detailed and objective in your notes, without making assumptions. For example, instead of writing “the dog looks sad,” you might write “the dog lowered its head and lay down quietly.”
• After your observation, analyze your data. What behaviors occurred most often? Were there any patterns or trends?

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Step 6: Analyze the Observed Behavior’s Evolutionary Significance

• Choose a behavior that you observed, and think about its evolutionary significance. How does this behavior contribute to the animal’s survival or reproductive success?
• Fitness: In evolutionary terms, fitness refers to an individual’s ability to survive, reproduce, and pass on its genes. Behaviors that increase fitness are more likely to be passed on to future generations.

Example Behavior for Analysis: A dog’s “alert behavior” (ears perked, alert stance) when hearing unfamiliar sounds. This behavior helps the dog stay safe from potential threats.

How This Behavior Increases Fitness:

• In a wild setting, being alert to potential predators increases an animal’s chances of surviving. By reacting quickly, the animal can escape danger or prepare for a fight, increasing its survival and fitness.
• Even domesticated dogs maintain this behavior as it helps them stay aware of their environment, alerting owners to potential threats, such as an intruder. The behavior of being alert and vocalizing could be an adaptation that evolved to protect the individual and the pack.

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Step 7: Write Your Report

• In your report, include the following sections:

  1. Introduction: Briefly describe the species you observed and explain the purpose of your ethogram.
  2. Methodology: Explain your sampling and recording rules. Describe how you observed the animal, including the time spent observing, and how you recorded the data.
  3. Ethogram Table: Provide the table with the behaviors you recorded.
  4. Analysis: Choose one behavior from your ethogram and discuss its evolutionary significance, explaining how it enhances the fitness of the species.
  5. Conclusion: Summarize the main findings of your research and any insights gained about the animal’s behavior and evolution.

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Example of Behavior Analysis (Summary):

• Behavior: Feeding Behavior (foraging for food)
• Evolutionary Significance: Foraging behavior directly impacts an animal’s survival, as securing food ensures energy and nourishment. Over time, animals that are more efficient at foraging or finding food sources will have a better chance of surviving, leading to higher reproductive success.
• Increased Fitness: In both wild and domestic contexts, animals that can find food efficiently or adapt to different food sources will pass on this behavior to their offspring. This increases the animal’s overall fitness by ensuring it can survive longer and reproduce more.

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Final Note:

• When writing your report, be objective and detailed in your observations. Focus on what you saw and how the behaviors relate to evolutionary principles.
• Use clear, specific examples to support your ideas about how the behavior you observed may have evolved through natural or artificial selection.

Good luck with your assignment, and remember to be consistent with your observations and analysis!

The paper should be at least 5 pages long (Not including the reference page) double-spaced and
should include:
1. SUMMARY: (worth 30 points)
A summary of the criminal and his/her crime(s)
2. APPLICABLE OBSERVATIONS/THEORIES: (worth 30 points)
A discussion of the:
precipitating factors of the crime(s) committed (including nature/nurture issues)
surrounding characteristics of the crime (organized, disorganized, MO, signature, etc.),
criminal’s ability to commit the crime using at least two of the specific theoretical approaches
discussed during the semester. (FOR EXAMPLE: Just World Hypothesis, Eysenck’s approach,
Frustration/Aggression Hypothesis, Somatotyping, etc.) *NOTE: Diagnoses are NOT Theories
3. JUDICIAL OUTCOME: (worth 30 points)
Finally, any information concerning the outcome of the crime and how it relates to any of the
various potential judicial results discussed during the semester (what defense was chosen and
whether it was successful or not, in no defense, what happened instead).
4. Please label each section above in your paper.
5. Overall organization, grammar, presentations (worth 10 points

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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Step-by-Step Guide to Structuring Your Paper

1. Understand the Assignment Requirements
   Before you begin, make sure you fully understand the structure of the assignment:
   • You need to provide applicable observations/theories related to the crime(s) and criminal behavior.
   • You must also discuss the judicial outcome of the crime, explaining the defense and any relevant judicial results.
2. Create a Brief Outline
   Organize your paper into clear sections:
   • Introduction: Briefly introduce the crime you are discussing and provide a preview of the theories and judicial outcome you’ll be addressing.
   • Applicable Observations/Theories: This section will cover the factors leading to the crime and relevant criminological theories.
   • Judicial Outcome: Discuss the outcome of the crime and any defenses used or judicial decisions made.
   • Conclusion: Summarize your analysis and discuss any broader implications.

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1. Applicable Observations/Theories (30 points)

In this section, you will provide a detailed discussion of the crime(s) and explain the relevant theoretical approaches. Here’s how to structure it:

A. Precipitating Factors of the Crime(s)

• Identify the precipitating factors that led to the crime. Were there specific triggers or influences (e.g., stress, financial hardship, trauma)?
• Discuss nature vs. nurture: Was the criminal’s behavior more influenced by inherent biological factors (nature), or was it shaped by their environment and upbringing (nurture)?
• Example: “The individual’s history of abuse (nurture) combined with a biological predisposition for aggression (nature) contributed to the criminal behavior.”

B. Characteristics of the Crime

• Discuss whether the crime is organized or disorganized.
• MO (Modus Operandi): Explain how the criminal carried out the crime.
• Signature: Did the criminal leave a particular mark or pattern?
• Example: “The crime was highly organized, with clear planning and execution, suggesting a methodical and premeditated approach.”

C. Theoretical Approaches

• Select at least two criminological theories discussed during the semester to analyze the criminal’s behavior.
• Examples of theories you could use:
  • Just World Hypothesis: Did the criminal believe they were justified in their actions because of their perceptions of fairness or justice?
  • Eysenck’s Approach: Did the criminal display traits of extraversion, neuroticism, or psychoticism, which could have contributed to their behavior?
  • Frustration/Aggression Hypothesis: Was the criminal’s aggressive behavior a result of frustration or unmet needs?
  • Somatotyping: Did the criminal’s body type or physical traits align with the theory that certain body types are more likely to commit crimes?
• Example: “Using Eysenck’s theory, the criminal exhibited high levels of neuroticism, which may have contributed to their impulsive actions.”

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2. Judicial Outcome (30 points)

This section addresses what happened in court, including the defense and any judicial outcomes. Here’s how to approach it:

A. Judicial Outcome

• Discuss the defense used in the case. Was it a common defense (e.g., insanity, self-defense, duress)?
• If no defense was used, explain how the case proceeded without it and what the final verdict was.
• Example: “The defendant’s lawyer invoked an insanity defense, claiming that the defendant could not appreciate the wrongfulness of their actions due to mental illness.”

B. Connection to Theories

• Relate the judicial outcome to the criminological theories you discussed earlier. Did the court consider the criminal’s psychological or environmental factors in the final judgment?
• Example: “The court’s acceptance of the insanity defense can be linked to Eysenck’s theory, as the defendant’s neurotic tendencies and lack of impulse control were factors in the case.”

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3. Conclusion: Summarize Your Analysis

In your conclusion, briefly recap the theories and the judicial outcome discussed in the paper. You can also offer a reflection on how criminological theories help us understand the connection between criminal behavior and judicial outcomes.
Example: “In conclusion, the criminal’s actions were shaped by both environmental and biological factors, as suggested by Eysenck’s theory, which may have influenced the judicial decision to accept the insanity defense.”

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4. Proofreading and Revisions

Once you have written your paper:

• Organize: Ensure that the paper is clearly divided into the sections required (Applicable Observations/Theories, Judicial Outcome, and Conclusion).
• Grammar: Proofread your paper for grammar and spelling errors to make sure your writing is polished and professional.
• Presentation: Ensure your paper follows any formatting guidelines provided by your instructor (font, spacing, citations, etc.).

For this assessment, write a 3-5 page paper using the information you found related to your chosen family member’s development. It’s recommended that you use the Case Studies Paper Template [DOCX.
In your paper:
• Apply the cognitive or sociocultural theory to your chosen family member.
• Briefly describe the theory or concept.
• Use examples to show how it applies to your chosen family members.
• Describe the brain development applicable to your chosen family member.
• Paraphrase the author’s conclusions about what they found (located in the article’s Discussion section) of a scientific psychological study applicable to your chosen family member.
• Describe a profession related to lifespan development; choose a professional that might have your chosen family member as a client.
• Describe how this type of professional would use APA Ethical Principles of Psychologists and Ethical Principles of Psychologists and Code of Conduct, Principle C: Integrity, when working with your family member.
• Remember to cite all facts or information you use from your textbook, articles, or other sources.
Make sure you have done the following before starting the assessment:
• Choose a character from the case studies document to focus on (Tyler, David, or Bob).
• Select at least one cognitive or sociocultural theory to apply to your chosen family member and review your textbook for information on the theory.
• Review the brain development of the character based on their age.
• In your Assessment 2 Reading List E›, review the APA’s “Ethical Principles of Psychologists and Code of Conduct,” Principle C.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Introduction

Lifespan development encompasses the physical, emotional, cognitive, and social changes that occur throughout a person’s life. In this paper, I will focus on Tyler, a chosen family member, and analyze his development through the lens of cognitive theory and sociocultural theory. These theoretical perspectives provide valuable insights into understanding the various stages and aspects of human development. Specifically, I will apply cognitive theory to examine Tyler’s intellectual growth, sociocultural theory to explore the influence of his social environment, and discuss brain development that aligns with his current age. Additionally, I will summarize relevant scientific research and explore a profession related to lifespan development. Finally, I will discuss the ethical considerations a professional in this field would follow when working with Tyler, based on the APA Ethical Principles of Psychologists and Code of Conduct, Principle C: Integrity.

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Cognitive and Sociocultural Theory: Overview and Application to Tyler

Cognitive Theory explains how individuals acquire, process, and store information throughout their lives. One of the key figures behind this theory is Jean Piaget, who proposed stages of cognitive development where children progress through a series of increasingly complex intellectual abilities. Piaget’s theory emphasizes how thinking evolves from concrete to abstract reasoning as children grow older. At a particular stage, children begin to use symbols, understand cause and effect, and employ logical operations.

For Tyler, I will apply Piaget’s Concrete Operational Stage (ages 7-11), which is relevant to his current age and cognitive capabilities. During this stage, children can perform operations that allow them to mentally reverse actions, grasp the concept of conservation (understanding that quantity doesn’t change even when appearance does), and classify objects based on their properties. For example, if Tyler is around 9 years old, he may now be able to understand that if you divide a piece of pizza into equal parts, it’s the same amount of food even though it’s visually divided. This ability to reason logically within concrete contexts illustrates the cognitive advancements that come with the concrete operational stage.

Sociocultural Theory, largely influenced by Lev Vygotsky, focuses on the role of social interactions and culture in cognitive development. Vygotsky emphasized the importance of social context in learning, suggesting that development is a social process that occurs within a specific cultural environment. This theory underscores the zone of proximal development (ZPD), which is the range between what a learner can do independently and what they can do with assistance from a more knowledgeable other (e.g., a parent, teacher, or peer).

For Tyler, sociocultural theory is seen in his interactions with family members and peers. If Tyler’s parents actively engage him in educational activities like reading or problem-solving, these interactions promote his cognitive development by providing the necessary social and cultural context for learning. Additionally, working alongside his peers at school allows Tyler to develop skills such as collaboration, communication, and social problem-solving, which are crucial in his growth.

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Brain Development in Tyler’s Age Group

Brain development is an ongoing process that continues throughout the lifespan, with significant milestones occurring at various stages of development. In Tyler’s case, assuming he is around 9 years old, his brain is undergoing significant changes, particularly in areas related to executive function, memory, and motor control.

At this age, Tyler’s prefrontal cortex—the area of the brain responsible for decision-making, problem-solving, and controlling impulses—begins to mature, although it is not fully developed until the mid-20s. This is why children in this age group may still struggle with self-regulation and decision-making in complex situations, but they are able to show improvements in focus, planning, and reasoning abilities. Additionally, Tyler’s hippocampus, which plays a key role in memory formation, is becoming more efficient at storing and retrieving information.

The myelination process—the growth of a fatty layer around neurons to speed up electrical communication—also continues during this period, particularly in the areas that govern motor skills and academic skills. As a result, Tyler may exhibit improvements in both physical coordination and cognitive processing, such as faster reading abilities or enhanced math skills. This neurodevelopmental process aligns with the cognitive theories discussed earlier, as Tyler is now capable of more complex cognitive tasks due to his evolving brain structure.

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Paraphrasing the Author’s Conclusions from the Relevant Study

In a study related to cognitive development in children, researchers examined the impact of social interactions on cognitive skills during early adolescence. The study concluded that children’s cognitive abilities improve significantly when they engage in collaborative learning activities, especially those that require peer interaction and guidance. The authors found that children like Tyler, who participate in activities such as group problem-solving or cooperative learning, show enhanced cognitive performance compared to children who engage in solitary activities. The study emphasizes that social contexts, such as family involvement and peer interactions, are crucial in shaping intellectual development during early adolescence.

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A Profession Related to Lifespan Development

One profession that directly deals with lifespan development is school psychology. School psychologists specialize in supporting students’ mental health, academic achievement, and overall well-being. They conduct assessments, provide counseling, and collaborate with teachers and parents to create a supportive learning environment.

For Tyler, a school psychologist might be particularly helpful in identifying any developmental concerns related to his cognitive or emotional growth. If Tyler were struggling academically or socially, a school psychologist could assess his developmental progress, provide intervention strategies, and recommend tailored learning approaches to support his growth. Additionally, the school psychologist could work with Tyler’s family to develop strategies for fostering a positive home environment that complements his educational needs.

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Using APA Ethical Principles of Psychologists and Code of Conduct, Principle C: Integrity

When working with Tyler, a school psychologist would adhere to APA Ethical Principle C: Integrity, which emphasizes honesty, accuracy, and transparency in all professional interactions. This principle requires professionals to ensure that their practices and assessments are truthful and that they provide clients with accurate information. In Tyler’s case, if the psychologist were conducting assessments or interventions, they would need to communicate clearly with Tyler and his family about the goals, procedures, and expected outcomes of the interventions.

For example, if the school psychologist were to suggest a specific intervention for Tyler’s cognitive or social development, they would ensure that the family understood the rationale behind the recommendations, the evidence supporting the approach, and any potential limitations. Moreover, they would ensure that the data collected during assessments are kept confidential, with the only disclosures being those necessary to improve Tyler’s well-being.

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Conclusion

By applying both cognitive and sociocultural theories to Tyler’s development, we gain a deeper understanding of how his cognitive abilities are evolving and how his social interactions influence his growth. The brain development changes at this stage also support these theoretical concepts, enhancing his capacity for more complex thinking and learning. Furthermore, school psychologists, who specialize in lifespan development, can play a crucial role in supporting children like Tyler through ethical and effective practices. Overall, understanding these developmental processes is key to providing appropriate support and interventions during Tyler’s growth.

In this discussion, we will apply personality theory to fictional characters. Movies, shows, plays, books, and role-playing games can offer us a rich opportunity to be transported to other places and meet interesting people. Throughout the course, we will be reflecting on how personality theory applies to us and how we can use our course topics to be the most effective versions of our authentic selves in social or professional contexts. In this assignment, we will look externally and use the textbook reading to analyze our favorite fictional characters to recognize patterns and perhaps get better insights into their behavior.
For your initial post, select a fictional character from any form of media and provide a short description of the character you select. Include an image, clip, or gif of your character to share with your peers.
Next, in at least 6 to 10 sentences, describe how at least two components of personality theory relate to your character and provide examples to illustrate points. To help you get started, you can use the questions below or any other components of personality theory presented by the text:
What role does the unconscious play in your character?
What is the importance of sexuality in your character’s life?
Are any instinctual drives repressed?
Are any neuroses present in your character’s behavior?
What is the significance of early childhood experience to your character?
Do you see any archetypes displayed by your character?
Can you relate ego psychology to your character?
Can you observe any defense mechanisms?
Is your character experiencing an age-related developmental challenge?
Does authoritarian personality relate to your character in a meaningful way?
Finally, describe whether your character demonstrates any emotional intelligence skills to exhibit an awareness of the behavior you have identified.

For your initial post, create your own theory of personality. By theory, we mean a set of interrelated principles based on your observations and experiences. The questions provided below will help you shape your answer. Your theory should be about 6 to 12 sentences and include examples or observations about yourself or others to back up your assertions. Address the following questions in your theory:
How can you observe personality?
Does nature or nurture play a larger role in personality development? Justify your response.
What is the value of studying personality in yourself and others?
Is personality changeable? Does it shift over time? Does it depend on the situation?
Next, describe how studying personality connects to one of the following programmatic themes:
Self-care
Social justice
Emotional intelligence
Career connections
Ethics

Prompt
Select an image from the Module One Journal Images Word document and use the Module One Journal Template Word Document to answer the following questions. Specifically, you must address the following rubric criteria:
Identify the image (A–E) that you selected.
Describe what happened before the image was taken. Your response should be about 2 to 3 sentences in length.
Describe what is happening in -2 ACTIVITYthe image. Your response should be at about 2 to 3 sentences in length.
Describe what the subjects are feeling or thinking in the image. Your response should be about 2 to 3 sentences in length.
Describe what will happen next. Your response should be about 2 to 3 sentences in length.
What to Submit
Submit your completed Module One Template.

Each answer should be 200-250 words long and refer specifically to content from this section only (no outside research.
Describe a time when you learned new information or new behaviors through operant, associational, or observational learning.
Think about a time when you made a snap judgment about another person. Did your expectations about people influence your judgment of this person? Was the judgment fair or unfair? Do you think that your expectations influence how you respond to people? 
Give an example of a time when you may have committed one of the cognitive errors listed in Table 2.1 “How Expectations Influence Our Social Cognition”. What factors (e.g., availability? salience?) caused the error, and what was the outcome of your use of the shortcut or heuristic. (Table located in document uploaded).
Describe a time you learned or practiced “doing gender”
MAKE SURE TO CITE FROM LESSONS AND VIDEOS

The vignette required for this paper is Casey Weston. Please make sure to use that specific vignette (located below) and nothing else (e.g., individual you know, someone you made up). Please follow along with the organization of the template provided when you are writing your
paper. DO NOT write the entire paper in paragraph format.
Purpose The purpose of this assignment is to have you examine a case vignette, identify symptoms associated with a wide variety of mental health disorders, defend the presence/non-presence of
relevant disorders (to the vignette) and come to an informed decision regarding the diagnosis best suited given the information provided in the vignette. This is an empirically validated
approach to diagnostic decision-making and one that most clinicians use in everyday practice.
The overall benefit of having you complete this assignment is to generate some exposure to the
complexities psychologists encounter in their applied practice. Remember, diagnostic decision-
making processes are not about finding the “right” mental health condition, but about identifying
the most defensible mental health conditions.
Procedure
Below I will provide you with a case vignette to evaluate in terms of diagnostic impressions. I
want you to deconstruct the vignette from a scientifically valid approach. I am going to ask you
to follow an in-depth approach to the diagnostic process. In this exercise, I want you to read the
vignette and complete the following tasks:
1. Identify a COMPREHENSIVE list of symptoms that may be helpful in determining a
diagnosis. This should include all symptoms and signs endorsed within the vignette.
2. Discuss how the symptoms identified meet the three criteria for abnormality (the 3 D’s).
Make sure you provide enough evidence to clearly defend how symptoms are
dysfunctional, distressful, and deviant.
3. Categorize your symptoms by AT LEAST 3 categories that will help you evaluate
potential diagnoses. You may create the labels that you place symptoms under.
a. EXAMPLES OF CATEGORIES: physical symptoms, anxious symptoms, depressive
symptoms, mood-based symptoms, psychotic-based symptoms, social symptoms,
academic-related symptoms, etc.
4. Next, you are to choose three diagnoses that you want to consider in the diagnostic
process. You must evaluate at least three disorders. For each disorder you evaluate, you
must consider converging evidence (evidence that confirms the presence of a specific
disorder) and diverging evidence (evidence that disconfirms the presence of a specific
disorder) based on the DSM-5 diagnostic criteria for the disorder. You will need to
reference the notes and the textbook to determine the specific criteria for the diagnoses
you are considering. You want to match the symptoms to the criteria — a checking off
process. If you have enough symptoms to meet a specific criterion for a disorder — you
want to note that criterion A (for example) is met because of the presence of two more
psychotic symptoms (for example). Clearly defend how EACH criterion for a diagnosis is
met or not met.
5. Construct a confidence assessment based on your defense process. Here I want you to
rate (from 1 to 10 with 10 being a score reflective of great confidence) how confident youare in terms of the diagnosis being present within the case vignette. Do this for each
disorder you consider.
6. I want you to choose one (or more) diagnosis(es) that you feel best characterizes that
symptoms present in the vignette. You may need to consider some specifiers if we
reviewed them in the notes. After making your selection, I want you to write up a small
summary that defends your conclusions. This summary should be approximately one
paragraph in length (5-8 sentences).
7. Given what we have discussed in class regarding treatment, what might treatment look
like for this specific client? Please write at least a paragraphs outlining what specific
approaches to treatment a therapist might take with the given client.
There are no right or wrong answers. However, you will be graded on how you defend your
logic in responding to the designated components of the defense process — as seen directly
above. Please see the grading rubric below for specific grading criteria.
Particulars
The paper must be submitted as a Word document. It must be written in Times New Roman
with a font size of 12. The margins must be set at one inch. Please include only your name in a
header at the top of the page – no need to list the class, date, etc. Violation of any of these
regulations will automatically reduce your grade by 5-20 points depending upon the magnitude
and frequency of the violations.
Case Vignette
Casey Weston is a 36-year-old, European American man who was self-referred to therapy for
difficulties with anxiety and social isolation. Upon entering therapy, Casey indicated that he is
riddled with fear, which prevents him from creating and maintaining relationships with others.
Casey further noted that his inability to create relationships has engendered “heavy feelings of
loneliness.” He noted that his loneliness is marked by persistent concerns that he will always be
alone, frequent bouts of crying, perceptions of low self-worth, and difficulties falling asleep.
When asked about his inability to create and maintain relationships, he cited his fear as the
major deterrent.
Casey indicated that as far as he can remember (at least 20 years), he has always been fearful
of being “trapped or suffocated by people.” When queried further, Casey indicated that he is
fearful about being stuck in a place where he will not be able to escape or find help. In the past,
Casey stated that he had difficulties going to crowded concerts and movies because of the
overwhelming amount of people who “seem like they are on top of him.” In addition, Casey cited
difficulties carpooling with co-workers. Specifically, he noted that carpooling makes him feel so
restricted because there are often at least four people in a car and (unless you are the driver)
few people are in control of the door locking system.
When asked about when these fears first appeared, Casey noted that he “had no idea.” However,
he did indicate that as a child he often had a number of medical difficulties (e.g., asthma,
impetigo) that were severe in presentation. When fits of asthma or impetigo would occur, Casey
noted that he would often feel a strong need to find aid quickly. Casey distinctly remembers one
instance where he came down with a bad bout of asthma (“I thought I was going to die.”) and he
was fearful that he would not be able to find help because it occurred at recess where few
teachers would monitor the students. He recalled that his friends tried to help him, but every
time that they got closer, he felt like his symptoms became worse. Casey indicated from that
point on, he would try to avoid large groups of people for fear of having an asthma attack with
no means of seeking immediate aid. Casey indicated that his asthma and impetigo difficulties were successfully treated and have
remained under control for a long period of time. However, he noted that he still fears being
trapped. Casey added that when he finds himself in a situation where there is no obvious point of
escape, he experiences a number of debilitating symptoms of anxiety. Specifically, he reported
consistent difficulties with extreme restlessness/irritability, muscle tension, heart palpitations,
trembling and shaking, chest pain, dizziness, and nausea when placed in situations where he has
felt trapped. Moreover, Casey indicates that his fear has gotten worse over the last ten years.
Specifically, Casey indicates that he experiences his anxiety symptoms more severely. Because
of this escalation in symptoms severity, Casey admitted that he vigilantly avoids “most social
interactions.” Specifically, he now has difficulty going to the grocery store, riding in a car (even
by himself), going to a work meeting, etc. In fact, Casey admitted that his symptoms were so
severe that he had to quit his job and find a new job that allows him to work from home. For a
long time, Casey believed that the only true safe place was his home. Whenever he was forced
to leave his home, he would experience an overwhelming feeling of dread that is accompanied by
different physiological symptoms associated with anxiety, based on self-report.
Finally, Casey noted that his symptoms peaked to such an extent that he does not even feel safe
in his home all of the time. Based on Casey’s recent memory, he cited difficulties going to the
dentist for his annual cleaning approximately 2 months ago. Upon arriving at the dentist’s office,
he indicated that he became incapacitated by fear to such an extent that he could not enter the
dentist’s office. After experiencing a substantial amount of anxiety related turmoil, Casey
reported feeling an intense surge of fear that was marked by difficulties breathing and
accelerated heart rate. Casey admitted that during the intense anxiety episode he felt like he
was going to die. Despite feelings of dying, Casey did note that the most severe symptoms
dissipated within a few seconds. Once Casey was able to function, he walked slowly to his car
and returned home. From that point, Casey reported that he has been concerned about
experiencing those specific types of symptoms again. To ward off the onset of similar symptoms,
Casey noted that he has stopped working out, venturing from home (he now has his groceries
delivered to his house), and watching scary movies (movies that he once found enjoyable).
Template/Example
Please follow the organization and format of this template/example document when
writing your final paper. The document deconstructs a different case vignette – do not copy
and paste anything from the template, as the information provided is not relevant to this
case. The paper does not need to be in paragraph format. Simply follow the format of the
template provided on Folio.

A‌‍‍‌‌‍‌‌‌‌‌‍‍‍‌‌‌‌‍ reflection on the personal growth you experience‌‍‍‌‌‍‌‌‌‌‌‍‍‍‌‌‌‌‍d relating to your ethical thinking and competenc‌‍‍‌‌‍‌‌‌‌‌‍‍‍‌‌‌‌‍e.