Identify the micro-level factors that may contribute to divorce. How do these relate to your own life and/or marriage? How do these factors relate to other members of your immediate and extended family?

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WK 4

Provide SCHOLARLY resources

Identify the micro-level factors that may contribute to divorce.
How do these relate to your own life and/or marriage?
How do these factors relate to other members of your immediate and extended family?
Research this topic both in your textbook and in at least three additional sources.
Write a scholarly article in APA format.

Book: Seccombe, K. (2018). Exploring marriages & families (3rd ed). Boston, MA: Pearson
ISBN: 978-0135828298

Children of divorce are at increased risk for negative outcomes. Identify and discuss these possible negative outcomes. What can parents do to minimize these risk?

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DB 4

Children of divorce are at increased risk for negative outcomes. Identify and discuss these possible negative outcomes.
What can parents do to minimize these risk?
In preparation for your post carefully read chapter thirteen in your text and pay special attention to pages 367-368.

Book: Seccombe, K. (2018). Exploring marriages & families (3rd ed). Boston, MA: Pearson
ISBN: 978-0135828298

Discuss competencies in evidenced-based practice and model programs for offenders, victims of crime, and their families showing an understanding that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing.

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Create a Workshop for Probations Officers on How Social Work is Applied to Those Systems

For your final assignment, prepare a workshop for those employed in the criminal justice system to enhance their knowledge on how social work is applied to these systems including why Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. You may prepare a general presentation for all criminal justice professionals or select a specific population, such as probation officers.

  • Describe the criminal justice system, its purpose, and the population it serves.
  • Discuss competencies in evidenced-based practice and model programs for offenders, victims of crime, and their families showing an understanding that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing.
  • Explain the development of the criminal personality and its relationship to the justice system. Illustrate how biological and environmental risks and protective factors lead to antisocial trajectories (micro, mezzo, and macro) and to the development of intervention strategies to improve outcomes.
  • Determine factors that contribute to the over-representation of people of color, the perception of racial bias, and social class distinction within the criminal justice system integrating content related to understanding strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected.
  • Describe the principles of evidence-based practice and restorative justice in treatment, program development, and evaluation including how social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings.
  • Explain how your audience can apply evidence-based strategies while working in an interdisciplinary team with forensic social workers.
  • Explain how social workers utilize risk assessment and instruments with criminal offenders and trauma assessment with victims of crime, including the appropriate use and limitations of psychometric and risk assessment tools recognizing that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.
  • Examine how forensic social workers testify in court and collaborate with other professionals.

Support your assignment with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 10-12 pages, not including title and reference pages

 

What work has been done before in this field to answer the big question? What are the limitations of that work? How does this research address those previous limitations?

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Memory Updating

Getting the most out of reading a scientific paper!

Adapted from Dr. Rochelle Hines. This should help you create an annotated bibliography: a short summary of a research article and what it means. The goal is to let you practice organizing and interpreting material from research articles. Breaking a complex article down into its component parts will help you better interpret and understand it; it takes an overwhelming task and breaks it into manageable bites.

Make sure to answer all questions in your own words! You’re interpreting the article, so make sure you’re paraphrasing instead of plagiarizing. I’ve included a quick refresher of what counts as plagiarism at the end of this assignment.

Pay attention to each part of the question! For instance, look at the example in the Vocabulary and Jargon section: you need the term, the full spelling (if it’s an acronym), and a definition (in your own words!) of what that term means.

Vocabulary and Jargon

  1. As you’re reading through the article, write down any major terms and their definitions. If the article uses an acronym, write it here and spell it out (e.g. MRI: Magnetic Resonance Imaging; using giant electromagnets to image the brain in 3D). Also, if you had to google it, define it here.

Looking at the Introduction Section

  1. Identify the big question. This is more than just “What is this paper about?” but also “What broader problem is the entire field trying to solve?”. What are we trying to understand that this paper hopes to discover?
  2. Summarize the background context of the paper in five sentences or less by answering the following:
    1. What work has been done before in this field to answer the big question? (e.g., what techniques have they used, has it only been on one aspect of the big picture?)
    2. What are the limitations of that work? (Do previously used techniques have limitations? what about confounds of previous research?)
    3. How does this research address those previous limitations?

Looking at the Methods and Results Sections

  1. Identify the specific research question(s). What exactly are the authors trying to answer with their research? (What do they hypothesize?)
  2. Identify the approach. What general technical approaches do the authors use to answer the specific question(s) (EEG, fMRI, genetics assays, questionnaires, etc.)? You don’t need to list out each step of the method, but give a general description of the approach.
  3. How did the researchers test their hypothesis?
    1. What type of study did they use? This can be an experiment, quasi-experiment, or descriptive/correlational study. If they used more than one, or used a mixed method, list out each.
    2. What type of statistical analysis (or analyses) did they use (ANOVA, correlation, t-tests, behavioral equation modelling, factor analysis, etc.)?
    3. List out all of the variables examined in the study. Identify whether they were IVs, DVs, or variables of interest (this depends on the study type!).
    4. How were each of the variables measured specifically (questionnaires, specific screening tests, response times, potassium channel activation, etc.)?
    5. Look at the figures depicting data, and answer the following:
      1. Paraphrase the major point of each figure (keep it brief! always look at the text under each figure!).
      2. Determine if the results in the figures answer the research question(s). How do they relate?

Looking at the Conclusion/Discussion/Interpretation Sections.

  1. Read through the final section of the article, and answer the following:
    1. What do the authors think the results mean? What overall conclusions have they come up with? Remember, you need to paraphrase this as well!
    2. Do you agree with them? You don’t have to! If you think they’re making a big leap, then you should absolutely call them on it! Explain your reasoning.
    3. Come up with any alternative ways of interpreting the results. What else might they mean?
    4. Consider all the other factors that could have led to their results and answer the following:
      1. Do the authors identify any weaknesses in their own study?
      2. Do you see any weaknesses that the authors missed? (Don’t assume they’re infallible! It’s impossible to answer every possible confound – it’s why we repeat science from different directions). Think about the population they used, and the measures.
      3. What do they propose to do as a next step? What do they think future research should focus on?

 

How can physical effects be minimized as potential confounding influences in this study?

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Suppose that you are the experimenter of a project running several sections of both the experimental group and control group. The sections will be run on Thursday afternoon and Friday morning. The two rooms you have been assigned vary from each other: one has neutral paint on the walls; the other has bright orange psychedelic paint.

How can physical effects be minimized as potential confounding influences in this study?

 

Why were some age groups easier to describe than others? What similarities and differences exist in each age group? Are there words you would associate with ONLY one particular age group and not another? Why?

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Themes and Theories

Life-span developmental psychology involves the study of constancy and change in behavior throughout the life course. Erik Erikson’s psychosocial theory of development expands upon Freud’s views and is the first to cover the entire lifespan. Unlike Freud, Erikson pointed out that normal development must be understood about the cultural context in which it occurs. According to Erikson, everyone must pass through these eight stages.

Description
To begin your exploration of lifespan development, complete the knowledge check of Developmental Theory.

Next, consider Erikson's eight psychosocial stages of life, which are commonly accepted as basic life stages. They are:

Birth – 1 Year 1 – 3 Years 3 – 5 Years 6 – 12 Years 13 – 19 Years 20 – 24 Years 25 – 64 Years 65 Years to Death
Birth – 1 Year 1 – 3 Years 3 – 5 Years 6 – 12 Years 13 – 19 Years 20 – 24 Years 25 – 64 Years 65 Years to Death
Trust vs. Mistrust Autonomy vs. Shame & Doubt Initiative vs. Guilt Industry vs. Inferiority Role Identity vs. Role Confusion Intimacy vs. Isolation Generativity vs. Stagnation Ego Integrity vs. Despair
Now, think of someone you know at that age, and think of three words or phrases that come to mind when thinking of that person/age. Note which age group was easiest to find words to describe and the age group that was hardest to think of words to describe.

Review and respond to the following questions:

Why were some age groups easier to describe than others?
What similarities and differences exist in each age group?
Are there words you would associate with ONLY one particular age group and not another? Why?
Was gender an issue for any age group?
Would you adjust the age range for any of these groups? Why?

How do you explain the behavior of the guards in Zimbardo’s prison study (Chp 10, Social Psychology) Check it out on YouTube (Stanford Prison Study)? What could be done to prevent this form happening in real prisons?

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Behavior of the guards in Zimbardo’s prison

How do you explain the behavior of the guards in Zimbardo’s prison study (Chp 10, Social Psychology) Check it out on YouTube (Stanford Prison Study)? What could be done to prevent this form happening in real prisons? 300 words

Write out the complete diagnosis covering all aspects of the client’s presentation, also include V-codes if any apply.

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Viggnette Case Studies

CASE I

A 23-year-old war veteran was admitted to the hospital two years after he returned home from duty, at the request of his wife, after he began to experience depression, insomnia and flashbacks of his war-time experiences. He had been honorably discharged two years previously, having spent nearly a year in combat. He had only minimal difficulties in returning to civilian life, resuming his college studies and then marrying within 6 months after his return. His wife had noticed that he was always reluctant to talk about his military experience, but he wrote it off as a natural reaction to unpleasant memories.

The patient’s current symptoms began, however, about a year and a half after he returned home. He became preoccupied with watching TV news stories about the war. He then began to have difficulty sleeping, and at times would awaken at night in the midst of a nightmare in which he was reliving his past experiences. His wife became particularly concerned one day when he had a flashback experience while out in the back yard: as a plane flew overhead, flying somewhat lower than usual, the patient threw himself to the ground, seeking cover, thinking it was an attacking helicopter. The more he watched the news on TV, the more agitated and morose he became. Stories began to spill out about atrocities that he had seen and experienced, and he began to feel guilty that he had survived while many of his friends had not. At times he also seemed angry and bitter, feeling that the sacrifices he and others had made were all wasted.

The veteran’s wife expressed concern that his preoccupation with the war had become so intense that he seemed uninterested in anything else, and was emotionally distant from her. His symptoms had begun to significantly interfere with his ability to be productive at home and in his studies. His wife was dissatisfied with the state of their marriage and struggled with wanting to continue to stay married, he felt the same. When she suggested that they try to plan their future, including having a family, he responded as if his life consisted completely of the world of events experienced two years earlier, and as if he had no future.

1- Write out the complete diagnosis covering all aspects of the client’s presentation (meaning you included specifiers- if applicable), also include V-codes if any apply.

2- Detailed description of the criteria met for your diagnosis(es) and examples of how the client met each criterion (sign or symptoms). (BULLET POINTS IS PREFERRED)

3- Differential Diagnosis: What other diagnoses did you rule out? Why? (Give two diagnoses and two reasons for the rule out for each).

4- Write a treatment plan for the case which includes:
1. 3 Short-term goals and 3 long term goals/objectives

2. Specify therapeutic interventions related to short or long term goals. Give at least two interventions for each the short and long term goals.

 

CASE II

Ms. A, a moderately obese 32-year-old white woman, presented to her doctor in January 1997 for a refill of her estrogen replacement medication, which she had been taking since her hysterectomy for endometriosis after the birth of her fourth child in 1995. She complained of increasing problems with depressed mood. Ms. A related feeling “depressed and moody” since her teenage years. Her mood aberrations were not related merely to estrogen replacement or adherence problems. Ms. A denied current use of alcohol or illicit drugs and smoked cigarettes about 1 pack per day for 20 years. She also drank 1 or 2 servings of caffeinated beverages per day. A physical examination and routine laboratory work were unrevealing.

The next time Ms. A was seen a month later, she complained of increasing hypersomnia and daytime lethargy, increased appetite, frequent crying, headaches, and memory problems since her last appointment. However, during a follow-up appointment two weeks later, she indicated that things had changed. She now only needed 3 to 4 hours of sleep per night. Ms. A described feelings of elation, inflated self esteem, and of having her mind filled with ideas and activities, racing from one thought to another and easily distracted. She had become markedly more talkative and social. Those around her noticed her behavior as distinctly different than usual. However, this sudden change sometimes lasted about 4-5 days, ended suddenly, and was followed by a steady decline in energy and motivation over the next several weeks. When she felt a decline in energy, she would also experience feeling very sad and in a depressed mood. She also felt a loss of energy, with lead her to feel worthless, and insomnia. Ms. A also did not feel like eating during her decline in energy and had a very hard time concentrating.

When asked if she’d had episodes like this in the past, Ms. A described experiencing similar brief periods every 2 to 3 weeks, where she experienced the ups and downs. The ups typically lasting from 4 to 5 days. She recognized these periods as being time limited and would try to make the best of them by shopping and doing housework, often late into the night.

1- Write out the complete diagnosis covering all aspects of the client’s presentation (meaning you included specifiers- if applicable), also include V-codes if any apply.

2- Detailed description of the criteria met for your diagnosis(es) and examples of how the client met each criterion (sign or symptoms). (BULLET POINTS IS PREFERRED)

3- Differential Diagnosis: What other diagnoses did you rule out? Why? (Give two diagnoses and two reasons for the rule out for each).

4- Write a treatment plan for the case which includes:
1. 3 Short-term goals and 3 long term goals/objectives

2. Specify therapeutic interventions related to short or long term goals. Give at least two interventions for each the short and long term goals.

Discuss what your found interesting or uninteresting, flaws in the reasoning of the papers, your assessment of the conclusions drawn and whether the data support the theory, issues that the author did not consider, synthesis of opposing viewpoints presented across several papers, an idea for future research, etc.

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Week 4 article reflection

This paper (~2 pages double spaced) should analyze and critique the week’s reading assignments. Being able to critically review research is an important aspect of scientific enterprise. In addition, article reflections ideally facilitate appreciation for how empirical research is conducted and encourage careful consideration of how theory informs methods of data collection and analysis. You should include at most a few sentences summarizing the readings, followed by your critique or analysis of the readings. You could discuss what your found interesting or uninteresting, flaws in the reasoning of the papers, your assessment of the conclusions drawn and whether the data support the theory, issues that the author did not consider, synthesis of opposing viewpoints presented across several papers, an idea for future research, etc. The ideas expressed in your article reflection should be clear and concise, but please do not write a simple summary of the readings.

Because some students may specialize in different disciplines, they may want to “spin” the week’s themes in a reasonable fashion toward their interests, which is fine. The goal is to make sure that students not only complete the readings, but also put some degree of thought into the implications of, and interconnections among the readings and after our discussion of the topic that week. The article reflection should span across all the readings of the week. A reflection of only one of the articles will not receive a passing grade.

Identify at least 3 parts of the brain and their function. Explain how, these parts help in the coordination of riding a bicycle. State the case as to whether or not we only use 5-10% of our brain.

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It is an urban myth that humans only use 5-10% of their brain

It is an urban myth that humans only use 5-10% of their brain. When answering this question make the scientific/logical argument of how this is not the case. First, identify at least 3 parts of the brain and their function. Second, explain how, these parts help in the coordination of riding a bicycle. Lastly, state the case as to whether or not we only use 5-10% of our brain. Use some evidence from the textbook. (approximately 550 words; cite sparingly)

If you use our textbook (cite page in the text)david myers psychology, then you do not need to provide a full reference page after your essay. It is required that you cite the textbook and/or lecture at minimum. No outside sources are allowed.