How well has James managed his global team? Who is responsible for the HS Holding crisis? What role did the “Open Work” environment play in the case? What role did diversity play on this team? What should James do in the short and long-term?

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Case Study #2: Managing a Global Team

In a word document, answer the four questions listed below. You will not be graded on format but I recommend copying each question onto your document and then putting your answer below it. Each answer should be about 2 paragraphs in length that should be about 4-5 sentences long. Feel free to work on this with your group members but keep in mind that each individual needs to submit their own unique answers.

The purpose of this assignment is to get you to engage with the class concepts and to relate them to real world examples. Try to incorporate as much language from the course as you can in your answers and try to make connections to class concepts whenever appropriate. This is intended to be conversational in nature and should be written like a discussion post.

 

1. How well has James managed his global team? (10 points)

2. Who is responsible for the HS Holding crisis? (10 points)

3. What role did the “Open Work” environment play in the case? (10 points)

4. What role did diversity play on this team? (10 points)

5. What should James do in the short and long-term? (10 points)

Using the planning table below, identify at least two details about the composition of the family. Who is living in the home? How many generations live in the home? What is the marital status of the parents? Are there siblings?

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Project 1

Instructions

PART 1: CREATE YOUR PARENTING CASE STUDY TOPIC_

Using the planning table provided below, you will create a case study on a parenting topic of interest to you. Throughout the course you will conduct research on this topic, culminating in a Parenting Action Plan that proposes solutions to resolve your case.

Step 1: Select a scenario that may be a cause for concern in parents.

You may use the list below or identify a scenario of your own with the permission of the instructor. Write your scenario of interest into the planning table provided below.

List of Scenarios

  • Sleeping arrangements for newborn
  • Immunizations for children
  • Bedwetting
  • Breastfeeding older children
  • Special needs, such as:
  • Down syndrome or other genetic disorder
  • Learning disabilities
  • Autism
  • Attention deficit with hyperactivity disorder
  • Physical-motor disability
  • Language delay, speech, related issues
  • Teen pregnancy
  • Alcohol and substance abuse in teens
  • Relationship problems in teens, dating, inappropriate, and/or risk-taking behavior
  • Mental health issues (e.g. depression, anxiety, psychotic disorders)
  • Behavioral issues in younger children
  • Behavioral issues in teens
  • Parental conflict and argument
  • Military deployment
  • Grandparents raising grandchildren
  • Adoption/foster parenting
  • Racial and cultural issues in parenting -Tiger moms, immigrant children, LGBTQ, biracial identity, religion
  • Older child parenting and emerging adulthood (age 18-21)
  • Use of media-cellphones, tablets, etc.
  • Impact of domestic violence
  • Bullying, cyberbullying
  • Stepfamilies
  • Impact of divorce
  • Choosing daycare, preschool
  • Healthy diet, eating disorders
  • College/postsecondary readiness

Step 2: Select an age group to which the scenario applies.

After picking your scenario, select an age group (see planning table below) that you would be interested in learning more about. For example, if you are interested in “choosing daycare” as a topic, are you interested in daycare for infants, toddlers, or school-aged children?

Note that your scenario may not make sense for some age groups. For example, you probably would not be interested in learning about daycare options for an 18-year-old.

Step 3: Select a socioeconomic status for your scenario.

Determine whether your scenario will apply to a family of lower, middle or upper socioeconomic status (SES) (see planning table below). SES can profoundly impact access to resources which, in turn, can impact outcomes. It is important to know what services are available and who can access them.

Step 4: Family composition.

Using the planning table below, identify at least two details about the composition of the family. Who is living in the home? How many generations live in the home? What is the marital status of the parents? Are there siblings? Family composition can be a source of strength as well as a source of stress. Use this section to flesh out the details of the family in your scenario.

Step 5: Identify the type of issue in your scenario.

Use the planning table to identify the type of issue(s) present in your scenario. Check all that you think could apply. This will help you to figure out where you can find information on your topic. For example, if you are dealing with a topic like behavioral issues that emerge in a child after military deployment of a parent, you might start looking for research in psychology journals that deal with military families, like “Military Family Therapy.”

Step 6: Identify possible sites of impact for addressing your scenario.

Using the planning table, identify possible sites of impact for your scenario. For example, if you are interested in “choosing daycare,” you would probably select “daycare” as a site of impact, but you might also select “home” if you are interested in how daycare impacts behavior in the home. You might also select “school,” if you think the quality of daycare has an impact on academic performance.

Step 7: Identify potential solutions to address your scenario.

Using the planning table, check off the potential solution(s) that could form the basis of your parenting action plan.

Instructions: Choose and write down your topic and ideas about: The topic/title, why you think it is important, and where you think you will look for resources.

Use the Planning Table below to create your chosen topic. Each section of the table below may be used to narrow down the specifics of your research paper. Each section will help to get you thinking about the aspects of your action plan. In the example below, the sections of the table appear in parenthesis to exemplify how these sections relate to your topic choice. Please note that these sections form a part of the final paper write up, and as such can be used while writing up your final paper.

AFP Part 1: Planning Table

STEP 1: SCENARIO

(write your chosen

scenario below)

 STEP 2: AGE GROUP OF INTEREST

  • Birth-3 yrs
  • 3-10 yrs
  • 10-13 yrs
  • 14-18 yrs
  • 18-21 yrs

 

 STEP 3: SOCIOECONOMIC STATUS

  • lower
  • middle
  • upper

 

 STEP 4: FAMILY COMPOSITION

(include at least 2 of these details)

  • Parental involvement?
  • Single, married, divorced?
  • Siblings?
  • Who is living in the home?
  • Employment status of parents?
  • Other?
STEP 5: TYPE OF PROBLEM

  • Schoolwork or Homework Issue
  • Behavioral Issue
  • Social Issue
  • Physical/Emotional Issue
  • Other:________
 STEP 6: SITES OF IMPACT

  • Home
  • School
  • Daycare
  • Parent Workplace
  • Public Spaces (e.g. playground, retail, grocery store, etc.)
  • Other:__________
 STEP 7: POTENTIAL SOLUTIONS

  • Home Plan
  • School Strategy
  • Community Support Groups
  • Behavioral Health Plan
  • Medical/Health Plan
  • Special Programs/Supports
  • Other:_______

 

STEP 8: Crafting your parenting case study.

Write a parenting case study that incorporates all of the information in the planning table (Steps 1-6). Your case study should be 1-2 paragraphs in length. You may want to add details now or as your research progresses to make your case study more interesting.

Example:

The current case study involves a child with significant learning disabilities who is 8 years old and from a middle-class socioeconomic status background. The child has a 10-year-old sister with no known learning disabilities or behavioral issues. Parents recently separated, but both parents are actively involved with the children. A parenting action plan will be developed to address the child’s problems with schoolwork. I will discuss the case in the context of home and school (i.e. sites of impact), providing solutions that may include a home plan to address the parental separation as well as special programs in school and community supports (i.e. potential solutions).

Identify an important Issue related to sport psychology and describe that issue in detail during the first half of the paper. Analyze the issue and suggest solutions.

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Issue Analysis Paper

In the Issue Analysis Paper, you have selected a topic, issue or subject relating to sports psychology, and now you are asked to analyze the topic in the first half of the paper.

First, identify an important Issue related to sport psychology and describe that issue in detail during the first half of the paper. Then, in the paper’s second half, analyze the issue and suggest solutions. Analysis requires breaking a subject, issue, or event into its constituent elements, so that the assumptions or components are made clear and the relationships between them are made explicit.

Thus, through the analysis paper, the student demonstrates comprehension of the material being analyzed. In that Sport Psychology is interdisciplinary, you can borrow topics and subjects from other areas in which you have an interest, but we must be sure the topic relates to sports psychology.

Issues can include mental or physical conditions, performance, goal-setting and imagery, aggression and violence, group processes, competition, etc. The paper is not a personal opinion or reflection style paper. As such, it should NOT include personal stories or observation sharing, but must analyze the issue; the personal, you or I, must be left out of your thinking and writing. You should write in 3rd person point of view (the most objective and analytical), as though your readers are intelligent but not fully informed about the topic.

Your paper must be developed using research material from at least five sources. You may not use your textbook as a source. You may also use the Internet for some of your material as long as you access scholarly resources and not popular media such as Sports Illustrated, Psychology Today, opinion .com sites or blogs, About.com sites or others that do summarizing for readers, abstracts without reading the full article, etc. NO WIKIPEDIA articles may be used for these papers or any other writing assignment in this course.

All sources must be listed on “References” pages (not “Works Cited” or “Bibliography” – those aren’t APA format terms, and without the quotation marks) attached to the end of the papers.

You must also cite the material within the body of your paper, using the American Psychological Association (APA) format.
Your paper should contain a cover page with your name and the title. Papers are to be typed and double-spaced using a font size of 10 to 12, no larger, throughout, including the cover page. The pages should be full and margins should be no larger than 1″ on all sides. The cover page and “References” page are in addition to the five-page length requirement.

Should abnormal psychology continue its focus on identifying the causes of psychological distress, classifying different symptoms and seeking effective treatment to reduce these symptoms, or should the field focus on improving knowledge of what goes right in happy people and trying to improve these techniques in the general population? If you were to start a society from scratch and wanted to improve the lives of its members, would you focus on identifying what goes right in people or on identifying the abnormal? How would approaches to treatment and intervention differ if society were to focus on positive psychology instead of abnormal psychology?

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Week 6 Discussion Board

After viewing the video on positive psychology, weigh in on the following: Should abnormal psychology continue its focus on identifying the causes of psychological distress, classifying different symptoms and seeking effective treatment to reduce these symptoms, or should the field focus on improving knowledge of what goes right in happy people and trying to improve these techniques in the general population? If you were to start a society from scratch and wanted to improve the lives of its members, would you focus on identifying what goes right in people or on identifying the abnormal? How would approaches to treatment and intervention differ if society were to focus on positive psychology instead of abnormal psychology?

******
week 6 video

https://www.youtube-nocookie.com/embed/9FBxfd7DL3E?feature=oembed&rel=0

https://ppc.sas.upenn.edu/

This website explains the concepts behind positive psychology and links to different resources that are posted on the topic of the pursuit of the good life. This website will help you address the discussion topic for the week.

What information would be needed to address closely related issues addressed in the differential diagnosis? What assessments are needed to rule out other mental health, co-occurring, or medical disorders that might be present with similar concerns or symptoms? What assessments would help support determining the level of severity? What other issues in substance abusing families need to be considered in your assessment?

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Discussion

Review a specific addictive disorder listed in the DSM-5’s section on Substance-Related and Addictive Disorders and address:

What information would be needed to address closely related issues addressed in the differential diagnosis?
What assessments are needed to rule out other mental health, co-occurring, or medical disorders that might be present with similar concerns or symptoms?
What assessments would help support determining the level of severity?
What other issues in substance abusing families need to be considered in your assessment?

https://dsm-psychiatryonline-org.library.capella.edu/doi/full/10.1176/appi.books.9780890425596.dsm16

What effect do you see it to have? Describe the two types of cultures found on page 72 and explain which you come from and how it has affected your conflict style. Do other cultures approach gender differences in culture as discussed above in the same way as the Western culture? How important is cross-cultural communication?

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Gender clubs

On page 68 of the text, the author’s state, “Gender, both whom we understand ourselves, and other, to be, has an impact on conflict behavior because it is so fundamental. We are socialized into our gender clubs” (Hocker, et. al., 2022, pg 68). How do you see this play out in our society? Does your view of gender roles affect how you approach conflict?

Chapter 2 also addresses cultural perspectives on conflict. What effect do you see it to have? Describe the two types of cultures found on page 72 and explain which you come from and how it has affected your conflict style. Do other cultures approach gender differences in culture as discussed above in the same way as the Western culture? How important is cross-cultural communication?
Research this topic both in your textbook and in at least one additional source. Write a scholarly article in APA format containing 300 to 400 words.

Describe the key classes of drugs used to treat your selected disorder. Analyze and describe the agonist-antagonist activity of the drugs, and the receptor types and subtypes on which the drugs will exert their pharmacological action.

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Elaborate on the Topic for Your Critical Review

This assignment continues your analysis of your selected neuropsychological disorder. The disorder is the same disorder you selected in Week 1 and for which you discussed its neurobiology in the Week 1 assignment (topic selection). Remember – you will continue to use the same disorder to complete the Week 6 assignment (comprehensive Critical Review of the same disorder and its management).

Reminder – your completed Week 1 and Week 2 assignments will be used as a foundation to help you complete your Week 6 assignment (Critical Review) on the same disorder. Thus, your work in Week 1 and in Week 2 will be used to support your work in Week 6.

This week, please focus on the pharmacological (drug) treatment of your selected disorder. Other modes of treatment are not the focus of our class. For instance, papers that discuss psychotherapy, other than in passing, will not be given credit. In your paper, please be sure that the following aspects of your topic are discussed:

Describe the key classes of drugs used to treat your selected disorder. A “class” of drug usually indicates the drug’s mechanism of action (how the drug exerts is pharmacological effects on the body). Be sure to explain why this class of drugs or classes of drugs would be helpful in treating your selected disorder by describing the action of these drugs on the neurotransmitter system(s) involved in the disease process. Within each class of drug, there will be one or more drugs available on the market for use in clinical management, and examples of these should be included in your discussion.

Analyze and describe the agonist-antagonist activity of the drugs, and the receptor types and subtypes on which the drugs will exert their pharmacological action. Indicate if these drugs will reverse or slow the disease process, or if they will only help ameliorate symptoms.

Close your paper with an analysis of the risk-benefit of drug use for your selected disorder. Include a discussion of how the drug class(es) would be typically used, what expected benefits would be obtained from drug use, and what common drug side effects might occur.

For Week 2, research a minimum of three peer-reviewed or scholarly articles published within the last 5 to 10 years. These references are in addition to those used in the Week 1 written assignment and should focus on pharmacological (drug) treatment of your selected disorder. These sources should provide evidence-based information to help support your analysis, focusing on the aspects described above. Be sure to cite your sources in your paper and include them on your References page. You may utilize required or recommended course materials in your work, but these will not count towards the reference requirements; however, you may cite and reference the American Psychiatric Association’s (2013) DSM-5 as one of your sources used for the grading credit.

How do you respond? What are the options for you both here? Discuss your dialog with him including anticipated reactions from him. Start your discussion with him right after he tells you all this and asks “So what do you think?” What’s your first response? Where do you go from there? How does this end?

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You are a clinician in an OASAS Licensed Program. Richard Ortega (Ricky) has seen you for 5 individual sessions of treatment for his opioid use disorder (in early remission). He is a very charming , persuasive and likable 32 year old Puerto Rican American male. He is married with 3 pre-school children and has a good union job providing heating ventilation and air conditioning (HVAC) services to the Marriott hotel chain in the NYC Burroughs. Despite wearing steel toe boots, he managed to break 3 toes on his left foot last year and was out of work for 4 months – debt has piled up. He was over prescribed an opioid medication and became dependent. He began buying pills from a coworker before he went back to work, so that he could go back to work (every step still hurts) and start getting full paychecks to support his family again (worker’s comp was only paying two-thirds of his salary).

Recently Ricky was arrested for possession of opioid Rx pain pills. He is on pre-trial probation for felony possession of a controlled substance and is due back in court next month; you have a signed consent form to communicate with his probation officer (who you know well from previous shared cases – you have a trusting relationship). If he violates his probation or gets convicted he will lose his job. Ricky is required to maintain participation in treatment as part of his probation deal, otherwise they would hold him in jail until his next court date. “I can’t break my kids’ hearts – I am not my Dad.” He reports that he forgot to fill out the ‘continuing case’ report for workers comp and “it has raised hell with everything”, including his insurance coverage which is temporarily cancelled, but starts again in 10 days – he shows you the paper. He knows you need to get paid for visits at the agency and figures it would be ok if he sees you this week, like he has to, but you just date the visit for next week so he doesn’t blow his probation and lose his job. Or maybe he could just skip the visit but you can still tell probation that he is in compliance with pre-trial weekly counseling anyway because he will be good to go next week. His wife is being seen at the clinic as well and maybe you could bill this as a family session for a couple of weeks.

Discussion Questions
How do you respond? What are the options for you both here? Discuss your dialog with him including anticipated reactions from him. Start your discussion with him right after he tells you all this and asks “So what do you think?” What’s your first response? Where do you go from there? How does this end?

Based on the information provided about Structural Family Therapy write a case conceptualization based on the family you observed in the video using some of the terms provided in this paper.

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Case Conceptualization

Based on the information provided about Structural Family Therapy write a case conceptualization based on the family you observed in the video using some of the terms provided in this paper.

Paper should be around 2 pages long and structure as follows:
-Family background
-Conceptualization of family
-Process of treatment (include examples of how you saw some of the techniques for this approach applied by therapist during family session)

Identify personal values and things in their lives that are important to them. Learn the relationship and distinction between values and goals. Practice and enhance mindfulness skills. Further their understanding of comprehensive sobriety planning through the MBS model.

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Mindfulness-Based Sobriety: Intensive Outpatient (IOP) Curriculum

Part 1:
• Staff and client introductions and check-in (two-tiered check-in) (15 to 45 minutes)
• Initial check-in: Name, sobriety date, and something the client did mindfully outside of group)
• Follow-up questions:
• “Any risky situations? How did you cope?”
• “Any successes or goals met?”
• Introduction to mindfulness (10 to 15 minutes) (see appendix A)
• Brief mindfulness experience
• Open discussion of experiences
• Questions or comments
• Brief review of MBS model (5 to 10 minutes) (see appendix B)
• Introduction to topic of the day (10 to 15 minutes)
(Break, 10 minutes)

Part 2:
• Topic of the day (45 to 60 minutes)
(Break, 10 minutes)

Part 3:
• Topic of the day, continued (20 to 30 minutes)
• Debriefing and review (10 to 20 minutes)
• Summary statements by clinician group leader
• Elicitation of feedback from clients on today’s group
• “What are you walking away with?”
• General feedback: “What made sense? What didn’t make sense or was not so useful? What do you need in future groups?” (The purpose is to engage clients and elicit
specific feedback for tailoring MBS to their specific needs. Additionally, the clinician may tie clients’ needs self-assessments to relapse prevention and future topics.)

• Values and goals: “What steps have you taken toward your values and goals in recent days or weeks?”
• Random question (favorite movies, books, music, and so on)
• Reminder to practice MBS skills (practice between sessions)
• Brief closing mindfulness experience (10 to 15 minutes) (see appendix A)
• Clinician announces topic for next group IOP Group Topic Rotation:
1. Exploring values
2. Exploring and setting goals
3. Defusing from the addiction
4. Value-based avoidance
5. Building recovery skills, part 1
6. Building recovery skills, part 2
7. Motivation
8. “Re-mindfulness”
9. Quality of life: Value-based living
10. Relationships

The following pages are organized by session topics. They contain session descriptions, session outlines, facilitator’s guides, and client handouts.

Session 1: Exploring Values
Session Objectives
Group members will:
1. Identify personal values and things in their lives that are important to them.
2. Learn the relationship and distinction between values and goals.
3. Practice and enhance mindfulness skills.
4. Further their understanding of comprehensive sobriety planning through the MBS model.

Session Outline
1. Staff and client introductions and check-in (15 to 45 minutes)
2. Introduction to mindfulness (10 to 15 minutes)
3. Brief review of MBS model (5 to 10 minutes)
4. Topic introduction: “Important person” exercise (10 to 15 minutes)    Break (10 minutes)
5. Introduction to values and goals (20 to 30 minutes)
6. Experiential values exercises (20 to 30 minutes)    Break (10 minutes)
7. “What’s Important” worksheet (20 to 30 minutes)
8. Debriefing/review (10 to 20 minutes)
9. Brief closing mindfulness experience (10 to 15 minutes)
10. Topic for next group

Session Materials
Session materials, including facilitator guides and client handouts, can be found at the end of the “Session Description.”
Facilitator Guides:
• Script for Experiential Exercise 1
• Script for Experiential Exercise 2
• Value-Based Living: Ideas to Keep in Mind (Facilitator Copy)     Client Handouts:
• Value-Based Living: Ideas to Keep in Mind
• Valued Experiences
• What’s Important Worksheet

Session Description
1. Staff and client introductions and check-in (two-tiered check-in) (15 to 45 minutes). The two- tiered check-in is designed to allow each person in the group to speak and offer input prior to
opening up the floor to larger issues that may need to be processed (such as high-risk situations, goals, successes, and so on).
The facilitator begins the session by asking all group members to answer the first tier of questions. Once all members have answered the first tier of questions, the facilitator encourages
members to address the second tier. This latter tier may or may not involve the participation of the entire group.

Initial Check-In:
• First Tier:
• Name, sobriety date, and something clients did mindfully outside of group
• Second Tier:
• “Any risky situations? How did you cope?”
• “Any successes or goals met?”

2. Introduction to mindfulness (10 to 15 minutes). The facilitator should refer to appendix A for the script and instructions.
• Brief mindfulness experience
• Open discussion of experiences
• Questions and comments

3. Brief review of MBS model (5 to 10 minutes). The facilitator provides a brief review of comprehensive sobriety planning by referring to the MBS model. For an overview of the MBS model,
the facilitator should refer to appendix B. Experienced group members may assist in this review process.

4. Topic introduction: “Important person” exercise (10 to 15 minutes). This exercise is designed to help group members to make contact with their personal values through recalling people who are or have been important or influential in their lives. The facilitator should begin the exercise by instructing group members to think of someone who is important to them (dead, alive, friend, relative, stranger, and so on). Then she should ask group members to think about what they would want that person to say about them on being asked, “What type of person is (name of group member)?”