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Discuss a specific epidemiological study which measured the association between pregnant women’s exposure to the teratogen and adverse effects on the offspring (don’t forget to cite the study).

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Assignment on Teratogens

Teratogens are exogenous agents, such as certain chemicals, drugs, or viruses, that disrupt the normal processes of development.  For this assignment you will choose a teratogen, which is known to cross the placental barrier, and cause damage or long-lasting adverse effects to the developing embryo or fetus.  You will do some research on the teratogen and then answer questions below.

Here are some examples of teratogens which cross the placental barrier:

Class of Teratogen Some Potential Choices*
Recreational Drugs Alcohol, Cocaine, Methamphetamine, Nicotine
Infectious Agents Toxoplasma Gondii, Rubella, Cytomegalovirus, Varicella Zoster Virus (chicken pox), Treponema pallidum (Syphilis), Herpes Simplex viruses, Zika virus, others
Prescription Drugs Retinoic Acid (Accutane), Anti-convulsants, Others
Environmental contaminants Mercury, Lead, Others

 

*Before you get too attached to a specific teratogen, be sure that there is sufficient literature on the effects of the teratogen.  To answer question 1, there have to be epidemiological studies that demonstrate an association between exposure of pregnant women to the teratogen and adverse outcomes in their children.  To answer question 2 on the underlying biological mechanisms, there should also be animal studies on the effects of the teratogen.  For example, I do not recommend choosing thalidomide since this was a drug mostly prescribed in Europe (Germany) in the 1940s, thus there would be few epidemiological studies and they would be fairly old and mostly in German.

You must do some research on your teratogen choice in order to answer the following questions.  Here are the parameters for the types of resources you are required to use.  You must actually cite these resources in your answers to the questions below using in-text citations and include them in your reference list at the end. citations should follow APA format:

  • At least 1 review article from published peer-reviewed literature. For example, the following is a review article published in the Journal Nature Reviews Neuroscience on the effects of prenatal exposure to drugs:

Thompson, B. L., Levitt, P., & Stanwood, G. D. (2009). Prenatal exposure to drugs: effects on brain development and implications for policy and education. Nature Reviews Neuroscience, 10(4), 303.  doi: 10.1038/nrn2598

  • At least 1 primary research article from published peer-reviewed literature: For example, you could find an article that is an epidemiological cohort study which measured the relative risk of infants being born with birth defects or having a developmental delay when the mother was using a specific prescription drug during her pregnancy. You could also find an experimental study that looks at the biological mechanisms for the effects of the teratogen using animals.  The references at the end of your review article (or on some websites) are a good starting point for finding primary research articles.
  • At least 1 Reputable Website (such as government websites (.gov), The Teratology Society, hospital websites, charitable organizations, etc.)
  • Charitable organizations that support Child and Maternal Health, such as the March of Dimes.

https://www.marchofdimes.org/complications/pregnancy-complications.aspx

 

  • You may also cite chapters in books if you wish. For example, the Teratology Primer (https://birthdefectsresearch.org/primer/) has chapters on teratogens such as Alcohol, Prescription drugs like Anti-depressant medications, Environmental Toxins, and Infectious Diseases.

 

You MUST answer the following questions in your own words.  Do NOT quote directly from your sources.  You must paraphrase instead.

  • If you copy from sources, you have committed plagiarism. Turn-it-in software will be used to detect plagiarism.
  • You must cite every new idea you discuss that is not your own (e.g. that came from other sources or is not general knowledge) using in-text citations and include a list of references at the end (in APA format).
  • You must submit a Word document (not pdf) with a title page and your answers to the questions to the LEARN Dropbox for Assignment 2
  • Do not include the actual questions in your Word document, just the question number and subpart (i.e. 1b, 2a, etc).
  • Use a title page for your Assignment with the following:
    • HLTH/KIN/GERON310 Assignment 2 – Winter 2020
    • Title that includes name of Teratogen
    • Your name and Student ID number
  • Use 1.0 spacing and 10 pt Times New Roman Font.

Questions to Answer

1) Epidemiology of the teratogen and risks to development. Vulnerable populations.

1-a) Discuss a specific epidemiological study which measured the association between pregnant women’s exposure to the teratogen and adverse effects on the offspring (don’t forget to cite the study). What type of study was it, how was the study carried out (e.g. describe study design and methods), and what were the main results of the study?  Report on specific statistics to help indicate the risk, such as the odds ratio or relative risk, or prevalence of adverse outcomes in the offspring that were exposed in utero.  You may have to give different statistics for different types of deficits associated with the same teratogen. (18-20 sentences)

Rubric: (5 points)              

Excellent and thorough description of an epidemiological study that measured association between teratogen exposure and adverse effects in the offspring. Your description clearly included the following:

–  thoroughly described study design and methods, including: the type of epidemiological study design; characteristics of the recruited participants, inclusion and exclusion criteria; description of what was measured and at what time points

– Thoroughly described the main results of the study.

– You included statistics to indicate the risk of deficits with exposure to the teratogen. (at least two different statistics to be Excellent)

– You cited the study and/or other relevant sources throughout in your description.

1-b. Which particular populations of pregnant women or regions of the world are most vulnerable or have higher prevalence of exposure to this teratogen?  Explain and cite your sources. (9-10 sentences)

Rubric: (2 points)

– Excellent description of particular populations or regions of the world with higher prevalence of exposure to the teratogen.  Must describe at least 2 vulnerable populations or regions to be excellent.

-You cited relevant sources.

2 Biological aspects of the teratogen effects:

2-a Describe the congenital defects, disorders, or neurobehavioral deficits associated with prenatal exposure to the teratogen.  What organs or tissues are mostly affected?  What are the most sensitive periods of prenatal development for the types of defects described above? (9-10 sentences)

Rubric: (3 points)

Excellent description that includes:

  1. a) Thorough description of the congenital defects, disorders, and/or neurobehavioral deficits.
  2. b) organs and organ systems most affected
  3. c) the most sensitive periods of prenatal development for exposure to the teratogen (note that the sensitive periods may differ for different defects/outcomes)

– You also cited relevant sources.

2-b. For one of the defects described above, describe a potential underlying biological mechanism for the teratogenic effects during development (usually these data come from animal studies).  Be specific in your description of the biological mechanism (e.g. death of cells in a certain part of the brain leading to severe mental retardation, decrease in nutrient transport across the placenta leading to very low birth weight).  (5-6 sentences)

Rubric: (2 points)

Excellent description of a potential underlying biological mechanism for one of the defects/disorders/deficits that is specific and cites a relevant source (such as an animal study).

3) Take on the role of a public health educator.  You need to get the word out to the public on the potential harmful effects of this teratogen.  Come up with a strategy to disseminate the information (public service announcement on TV? infographic signs in certain places?).  In your strategy, discuss how you will target those who are more likely to be exposed to the teratogen or the most vulnerable segments of society (i.e. from part 1b).  What are the most salient points to make about the harmful effects of the teratogen, based on your answers to the above questions?  Keep in mind that you can’t be too technical in your wording or you will confuse or lose the interest of your audience.  Be creative and describe your strategy in at least 13 sentences (but no longer than 15 sentences).

Rubric: (4 points)

Uses excellent strategy to disseminate information to the public that is thorough, clear, and logical.

Strategy efficiently targets the people most likely to be exposed or most vulnerable populations/regions (eg focus on 1 of the regions or populations discussed in Q1b).

Emphasizes the most salient points on the harmful effects of the teratogen

Presents information in an engaging and simplified manner to hold the attention of the public.

Research, references, and citations (be sure to use proper APA format).

Rubric: (3 points)

Excellent use of sources, citations, and proper formatting of references.

Used the three required types of sources (Review article, primary research article, and reputable website).

Cited sources extensively where appropriate in the answers to the questions.

Provided a complete list of references at the end with proper APA formatting.

What is the unstandardized beta coefficient for the education variable as shown on the SPSS printout? Explain what this unstandardized beta coefficient means?

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Data analysis in criminal justice:
Input the data from the textbook (page 16) into SPSS.

Run descriptive statistics. What is the mean for the education variable? What is the mean for the income variable?

Run a regression analysis.

What is the coefficient for the intercept as shown on the SPSS printout? What does the coefficient for the intercept mean?

What is the unstandardized beta coefficient for the education variable as shown on the SPSS printout? Explain what this unstandardized beta coefficient means?

Turn in the SPSS printout and your answers to the questions. Keep in mind that your results and answers should mirror what is reported in the textbook.

Code the following variables into SPSS. The first variable is the individual’s sex [M = Male F = Female (Female is the reference category)] and the second variable is the individual’s religion [C = Catholic, P = Protestant, J = Jewish, and M = Muslim (Muslim is the reference category)].

1. M, C 2. M, P 3. M, J 4. M, M 5. M, C 6. F, P 7. F, J 8. F, M 9. F, C 10. F, P 11. M, J 12. M, M 13. M, C 14. M, P 15. M, J 16. F, M 17. F, C 18. F, P 19. F, J 20. F, M 21. M, C 22. M, P 23. M, J 24. M, M 25. M, C 26. F, P 27. F, J 28. F, M 29. F, C 30. F, P 31. M, J 32. M, M

Once the new variables are coded into SPSS, you need to run a regression analysis with the following independent variables: education, sex and religion. The dependent variable is income.
Interpret the unstandardized betas for all the independent variables and the intercept.

Interpret the R2 for the overall model.

What is the adjusted R2 for the model?

What variable has the greatest relative impact among the independent variables (the largest standardized beta coefficient)?

Run a regression equation with education as the independent variable. Then add the sex variable to the equation and check the change in R2. Why are there two changes in R2 reported in the SPSS output? What does the first reported change in R2 mean? What does the second reported change in R2 mean?

Run a regression equation with education as the independent variable. Then add the religion variables to the equation and check the change in R2. Why are there two changes in R2 reported in the SPSS output? What does the first reported change in R2 mean? What does the second reported change in R2 mean?

the whole paper should be consisting of 5 calculations + 1 page ( academic paper writing )

Discuss how the novel—and its characters—demonstrates elements of both humour and pathos.

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English 12

Pale Fire: Analysis Guidelines and Essay Topics

Pale Fire is a very challenging novel. Listed below are some things to focus on/highlight/note as your read. You do not have to keep track of every reference to every item, but it will help you in your comprehension if you are able to keep track of at least a few of the more commonly occurring items. Be sure to provide direct quotations and page numbers as often as possible, as many of your observations early on may be useful for your eventual essay.

 

Literary and Historical Allusions

William Shakespeare (especially the passage from Timon of Athens, from which the poem gets its name)

Alexander Pope T.S. Eliot (“Four Quartets” and “The Waste Land) Alice in Wonderland (Lewis Carroll) Robert Browning John Keats Edgar Allan Poe King Charles II (England) fairy tales Nature  birds butterflies trees (and their symbolism) death and ghosts

Other  contrapuntal theme (i.e. poem versus Foreword, Commentary and Index) numbers (especially 3) colours alphabet mirrors (literal mirrors, as well as anything that “reflects”) jewels/crystals play(s) on names suicide insanity dates/birthdays

Essay Topics – write a clear and thoughtful analytical research essay of 750-1000 words on one of the following topics. Be sure to include direct quotations (correctly integrated, with page numbers) from the book to support your ideas, and include citations from at least two outside sources. Please have an original title, and print your essay on the computer with 1.5 or double-spacing, with standard font and margin settings. (A separate handout on research essay guidelines will be provided later.)

1.) Select any topic from the list above, and discuss how that one item plays a significant role in Pale Fire. Your focus can be either narrow or more broad in scope. (For example, you could choose to focus on animal imagery and symbolism in general, or focus on the use/depiction of only one animal.)

2.) The poet Gregory Orr asserts that

[w]e often experience the world as confusing and chaotic…This confusion can be outside us…or it can be inside us, in the swiftly shifting world of emotions, thoughts and memories. Even as we recognize the power of disorder in our experience, we are likely to become aware of a strong need we have to feel there is some order in the world… [yet] in certain existential crises, disorder threatens to overwhelm us entirely…We are creatures whose volatile inner lives are both mysterious to us and beyond our control. How to respond to the strangeness and unpredictability of our own emotional being? One important answer to this question is [poetry]…dramatizing inner and outer experience. [Poetry is] a means of helping individuals survive existential crises represented by extremities of subjectivity and also by such outer circumstances as…suffering, pain, illness, violence, or loss of a loved one.” (Poetry as Survival, p.3-4)

Discuss how Orr’s claim applies to both John Shade and Charles Kinbote.

3.) Discuss how Pale Fire can be read as a satire of academic life at the college/university level.

4.) Discuss how the novel—and its characters—demonstrates elements of both humour and pathos.

5.) Post-modernists (namely Roland Barthes) speak of “the death of the author” – specifically, the intentions of an author are irrelevant, as it is the reader who finds (creates?) meaning as he/she reads a text. Discuss how this notion applies to Pale Fire, both in terms of the Shade-Kinbote relationship and the Nabokov-reader relationship.

Important note: As you are aware, other English 12 classes are studying this novel. Even though the book is the same, different teachers may have different approaches in both what and how they choose to teach Pale Fire. By all means, discuss the book with students from other classes and share your thoughts with them, if you feel that this will help you in your understanding and interpretation(s) of the novel. However, ALL work–discussions and essays–are expected to be your own thoughts, not those of another student or teacher. If necessary, you may be called upon to explain your insights, if it appears they may have come from a source other than your own head. Any copying of ideas and/or analyses will constitute plagiarism, and will result in a score of zero on the assignment in question. If you are unsure about anything, please ask.

How have your managerial responsibilities changed and progressed throughout your career?

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Please respond to the following four questions in your essay:
Why do you want to apply to the MBA program?
How have your managerial responsibilities changed and progressed throughout your career?
In the positions you have held, what three experiences have had the most impact on the development of your managerial skills and abilities?
What do you expect the program to offer you in terms of personal development, career development and learning?

How can the sources of biases be reduced in observational studies for managing diabetes and obesity?

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1) Proposed Research Title:

Reducing Bias in Observational (non-interventional) Studies for Obesity and Diabetes Management.

2) Introduction:

While in experimental trials a direct intervention can be made, observational studies only allow passive observation of the occurring events, making them susceptible to a high degree of bias. The high risk of bias associated with observational studies makes it difficult to establish a causal inference and may lead to inaccurate interpretation of results.

There is a need to reduce associated bias in observational studies being undertaken.

The reduction of bias should first identify the possible sources and types of bias that may be associated with a particular context [1].

The three main types of biases in observational studies include selection bias, confounding bias and information bias. A selection bias leads to the lack of inclusion of some participants into the study, therefore reducing the representativeness of the research. Confounding bias results when the statistical analysis does not consider all the relevant effects. Information bias arises from factors such as misclassification and false reporting of the findings [2].

 

3) Research Questions and Objectives: 

This research aims to identify ways that can be used to reduce the level of bias in observational studies, on the effectiveness of the lifestyle changes, in particular exercise, for the management of obesity in patients with type 2 diabetes.

  • How is the quality of research achieved in observational studies?
  • What are some sources of biases in observational studies relating to the management of diabetes and obesity?
  • How can the sources of biases be reduced in observational studies for managing diabetes and obesity?

The objectives that are pursued in the research questions include:

  • To determine ways for ensuring quality in observational studies.
  • To explore the sources of biases in observational studies relating to the management of diabetes and obesity.
  • To recommend measures that can be used in the reduction of the identified biases of the selected studies.

 

Justification and Rationale:

Regardless of the existence of numerous observational studies on the management and prevention of obesity and diabetes, the data presented may be biased due to the subjective nature of observational studies [3]. For instance, selection bias can occur when the researcher fails to include some participants in the research, therefore reducing the representativeness of the process.

Since obesity and diabetes are significantly affected by environmental and social factors, the biases from an observational study may lead to unreliable conclusions regarding the management measures adopted. This study is therefore justified in the identification of the errors in such studies. The findings of this study will contribute towards the improvement of the methodological processes in obesity and diabetes studies.

 

4) Short Literature Review:

According to the WHO the prevalence of obesity and diabetes has increased dramatically in the past three decades in all countries regardless of their income levels. The number of individuals with diabetes increased from 108 million in 1980 to 422 million in 2014. Similarly, the prevalence of diabetes in adults rose from 4.7% in 1980 to 8.5% in 2014. The prevalence of obesity has also increased in the past 50 years to pandemic levels globally [4]. Obesity presents a major health challenge leading to a substantial increase in the risk of diseases like type 2 diabetes, obstructive sleep apnoea, myocardial infarction and stroke.

Accordingly, the management of the two conditions is of the utmost importance in the global health sector. The reduction of obesity and diabetes burden is based on the combination of individual interventions and changes in the environment and society [5].

Therefore, an understanding of the influence of the personal behaviours on the management of the two conditions is critical in establishing the relative effectiveness of the appropriate strategies. Some of the lifestyle strategies that are used in the prevention and treatment for both diabetes and obesity include the maintenance of a healthy diet, regular physical activities, and avoiding tobacco and alcohol use.

5) Data Collection& Analysis by Systematic Review:

The proposed study involves a comparison of observational studies against randomised control trial (RCTs) regarding the measures of managing obesity via exercise and type 2 diabetes. Following a systematic review all relevant observational studies will be compared against  RCTs.

The inclusion and exclusion criteria will be based on factors such as year of publication (to be published within the last 5 years) and relevance to the topic of discussion.  Therefore the studies excluded will be those published more than five years ago and do not address the management of obesity and diabetes through changes in lifestyle.

Additionally, studies that focus on the changes in lifestyle habits towards the management of other diseases other than obesity and diabetes are excluded.

The study population is represented by adults over 35 years. The data collection is quantitative and qualitative, including questionnaires and statistical diagrams to represent the results of the study.

The main databases that will used for the search are Clintrials.gov, MEDLINE and PubMed with the search restricted to studies published in the last five years. The search strategy retrieves the studies that are then assessed for eligibility and inclusion.

The search terms used in the study include ‘observational studies’, ‘non-interventional studies’, ‘random clinical trials’, ‘interventional studies’, ‘diabetes’, ‘obesity’, ‘management’, ‘exercise’ and ‘lifestyle changes’.

6) Project Management Timetable:

Month Activity Completion
Mar 2020 Database Search, Systematic Review and Final Selection of Studies for Analyses
Mar 2020 Analyse Studies
Mar 2020 Draft Dissertation
Apr 2020 Finalise Dissertation
May 2020 Submit Final Draft for comment
Jun 2020 Revise and Submit Dissertation Project

 

7) Management of Risks to Project:

The main risk to this systematic review project is the risk of bias assessment of the validity of the included studies. The risk of bias entails the overestimation and underestimation of the effect of the intervention in the included studies.

The risk of bias will be ensured by enhancing the validity of the included studies through the adoption of the inclusion and exclusion criteria to enhance the quality of the evidence.

 

8) Ethical considerations:

No ethics submission is needed

The main ethical factors in the project relate to the considerations undertaken in the selected studies as the randomised control trials involve human subjects. Consequently, the included studies are those with ethical approvals.

9) Financial costs: NONE

10) Key References:

  1. Roglic G. WHO Global report on diabetes: A summary. International Journal of Non communicable Diseases. 2016 Apr 1; 1(1):3.
  2. Sharma M, Nazareth I, Petersen I. Observational studies of treatment effectiveness: worthwhile or worthless?. Clinical epidemiology. 2019; 11:35.
  3. Mokdad AH, Ford ES, Bowman BA, Dietz WH, Vinicor F, Bales VS, Marks JS. Prevalence of obesity, diabetes, and obesity-related health risk factors, 2001. Jama. 2003 Jan 1; 289(1):76-9.
  4. Dietz WH, Baur LA, Hall K, Puhl RM, Taveras EM, Uauy R, Kopelman P. Management of obesity: improvement of health-care training and systems for prevention and care. The Lancet. 2015 Jun 20; 385(9986):2521-33.
  5. Naimi TS, Stockwell T, Zhao J, Xuan Z, Dangardt F, Saitz R, Liang W, Chikritzhs T. Selection biases in observational studies affect associations between ‘moderate’ alcohol consumption and mortality. Addiction. 2017 Feb; 112(2):207-14.

Comments received from reviewer: –

I think this is a very reasonable project. This sort of thing has been done before though (John Ioannidis had a paper in JAMA a few years ago comparing trials vs observational studies – I recommend the student look at that)

http://www.ncbi.nlm.nih.gov/pubmed/11497536

My main criticism is that the method for selection of the trials and observational studies is too vague. Why 5 trials? That is completely arbitrary. It would be better to select a defined (sub)area of the subject and then select all observational and all trials in that area.

Then the most logical thing to do is to determine how the outcomes (trials vs Obs) compared as per the Ioannidis paper using methods like meta-analysis.

Analyse and reflect on observations of fieldwork placement/s in relation to the allocation of clients, case work and group work Submission.

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a) Illustrate the value and purpose of professional supervision within the placement context.
c) Demonstrate ability to work collaboratively in the field and to use judgement and initiative.
d) Evaluate learning experiences within the placement.
e) Analyse and reflect on observations of fieldwork placement/s in relation to the allocation of clients, case work and group work Submission.

Context:
As students progress through their placement experience, they will develop their counselling skills as well as their understanding of professional practice in the counselling environment. Work placement is both a new and very different experience within the course framework. It can be exciting, challenging and confronting when students experience fieldwork, workplace expectations, fitting in to a new group and extending their professional capabilities.
Students are required to keep a ‘reflective journal’ that describes and mirrors their placement experience.
Instructions:
Students are to complete a journal throughout their placement that considers their experiences and documents their learning, especially in relation to any applicable Learning Goals that were identified in the Learning Contract (Assessment 1).
Entries are to be both academic and personal and will include references/citations. There are three elements of placement that need specific focus:
1) Skills development;
2) Supervision; and
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3) The workplace/organisation and the student’s place in it
Students are to identify counselling skills used, define the skills according to the literature, and pair these with brief examples from the student’s fieldwork.
You are also expected to discuss the supervision process and speak about what was learnt and how you were able to use this to develop as a practitioner. Provide a brief description of supervision, including the number and duration of meetings. Highlight issues that emerged and improvements made. Discuss the supervisor-student relationship and comment on the impact this had on your development and how you were able to use supervision effectively to enhance your skills.
Students should also provide a brief description of the work environment and your place in it.
Describe your use of assertive communication skills and capacity to deal skilfully with workplace interactions and client encounters. Include specific examples of how you have engaged collaboratively with colleagues and what positive contributions you have made in the workplace. Reflect on what you learnt about yourself in these situations and on your emerging professional identity.
The journal should provide personal reflections of your experience. Recognising that all learning involves ups and downs, you should include times where your own effort or experience has not resulted in desired outcomes as well as when there was a positive outcome. The journal will be assessed not on the difficulties or successes themselves but rather the student’s ability to reflect on and evaluate the personal experiences in counselling work.
In summary, the Reflective Journal must include the following:
 Appropriate reflection and commentary on any applicable ‘Learning Goals’ identified in Assessment 1 to whatever extent fulfils the validation requirement
 Reflection on counselling skills used throughout the fieldwork, defining the skills according to the literature, and pairing them with brief examples from the student’s fieldwork. Include information on what changes you noticed in your skills. This can include personal responses to the experience of improving your technique.
 A brief description of supervision, including the number and duration of meetings. Highlight issues that emerged and improvements made. Discuss the supervisor-student relationship and comment on the impact this had on your development and how you were able to use supervision effectively to enhance your skills.
 A description of the work environment and your place in it, including examples of how your contribution positively impacted the workplace. Reflect on what you learnt about yourself in that situation.
 Describe the use of assertive communication skills in the workplace, the capacity to deal skilfully with workplace interactions and client encounters, and on operating in a professional manner.
 Reflection on any difficulties that may have arisen and conceptualise how these may be addressed
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IMPORTANT: Students must ensure that any references to clients are de-identified. Clients should only be mentioned to the degree that their issue or presentation in session is related to the learning being described.
Referencing:
In-text citations as well as your reference list should follow the latest APA referencing style. The APA referencing guide can be located in the Academic Writing Guide at http://library.think.edu.au/ld.php?content_id=1882254. Direct quotes and references do not contribute to the word count.
Submission Instructions:
 Prior to submission, the journal can take any form (ie handwritten notes, typed notes, voice recordings, etc). However, the final submission must be a single word processed document that contains edited and collated information from the entries that meets the length requirement and addresses the points above.
 Submit your reflective journal on Blackboard via the ‘Assessment’ link in the main navigation menu in PFP107: Professional Practice.
The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades
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Learning Rubric: Assessment 2
Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Grade Description (Grading Scheme) Fail grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the subject or has failed to complete required assessment points in accordance with the subject’s required assessment points. Pass is awarded for work showing a satisfactory achievement of all learning outcomes and an adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Credit is awarded for work showing a more than satisfactory achievement of all learning outcomes and a more than adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Distinction is awarded for work of superior quality in achieving all learning outcomes and a superior integration and understanding of theory and application of skills. Evidence of in-depth research, reading, analysis and evaluation is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged. High Distinction is awarded for work of outstanding quality in achieving all learning outcomes together with outstanding integration and understanding of theory and application of skills. Evidence of in‐depth research, reading, analysis, original and creative thought is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged.
Maps to SLO d) & e)
Reflecting on professional working experience to enhance and develop clinical practices and professional identity
Does not reflect / or complete the journal throughout their placement.
Limited identification of how experience has enhanced their practice and minimal or absent reflection on professional Reflects on experiences and documents their learning, especially in relation to any applicable Learning Goals Uses adequate reflection for own learning. Able to nominate specific areas of growth and deepened understanding of Reflects on experiences clearly using both academic and personal commentary. Refers to applicable Learning Goals Considers burgeoning professional identity and Reflects on experiences clearly using both academic and personal commentary. Refers to applicable Learning Goals Uses the journaling process effectively to document and Critically reflects and analyses own professional development in relation to organisation influences and ethos. Considers how this impacts on professional practice and professional responsibility with a
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50% for this criterion
identity. Provides little or no rationale about what did or did not work.
Is unreliable and/or untimely in carrying out reflective tasks.
Blames others for inefficiencies and inaction.
theory based on practical exposure. Takes responsibility for own actions and completes reflective tasks independently on time.
ways to enhance it. Able to reflect on overall experience and what has been gained in terms of understanding the field, developing therapeutic capacity and the student’s own future direction. Work is backed up by definitions, concepts and appropriate referencing.
expand their understanding of the experience. Able to connect the experiences to theory and practice. Reflects on challenges and success and relates this to theory. Demonstrates behavioural changes incorporating the learning Able to comment on client presentations and conceptualise these according to theory, demonstrating clinical learning. Shows thoughtful consideration of professional identity with suggested areas of development. Work is backed up by a number of definitions, concepts and appropriate referencing
willingness to adapt and grow. Reflects on challenges and success and relates this to theory. Demonstrates behavioural changes incorporating the learning. Applies critical reflective practice for own learning. Takes responsibility for own actions and completes reflective tasks such as posting reflective journal entries independently on time.
Demonstrates effective resilience strategies by balancing competing priorities, managing time effectively and overcoming obstacles.
Sensitive to diverse and complex contexts.
Work is backed up by a number of relevant definitions, concepts and extensive referencing
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Maps to SLO a),
Identification of the purpose of supervision in counselling, and application of supervision in placement
20% for this criterion
Limited understanding of supervision concepts and rationale
Does not demonstrate an ability to apply supervision to the placement context
Key components of the assignment are not addressed.
Able to show a knowledge of supervision concepts
Is able to show the impact of supervision within the placement context
Often confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Clearly shows a thorough understanding of the supervision process
Makes clear connections with supervision processes and concepts and counselling work
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant supervision concepts within the counselling setting.
Highly developed understanding of supervision theory and its application.
Makes strong connections between the supervision process and the student’s own skill development
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts to supervision.
A sophisticated understanding and application of supervision theory and practise.
Able to make succinct and pertinent connections between supervision process and their own development and conceptualisation of client issues.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Mastery of supervision concepts and application to new situations/further
learning.
Laureate_ISP102_Assessment 2 Brief_Video Skills Demonstration_T2 2017 Page 7 of 7
Maps to SLO c)
Provides examples of collaboration and positive contributions to the workplace
20% for this criterion
Reflection suggests inadequate collaborative practices and limited contribution to workplace processes
Reflection demonstrates some collaborative practices with colleagues, supervisors and clients Provides basic examples of positive contributions to workplace processes or tasks.
Reflection demonstrates effective collaborative practices with colleagues, supervisors and clients Provides relevant examples of positive contributions to workplace process or tasks that incorporate feedback from the supervisor or colleagues
Reflection demonstrates skillful interactions utilising assertive collaborative practices with colleagues, supervisors and clients Provides varied and regular positive contributions that address problems in workplace processes or tasks Reflection demonstrates skilful interactions at a professional level, utilising assertive collaborative practices with colleagues, supervisors and clients
Consistently provides insightful contributions that resolve problems in workplace processes or tasks
Correct citation of key resources and evidence
10% for this criterion
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
Demonstrates use of high quality, credible and relevant resources to support and develop ideas.
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence
Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence

Demonstrate understanding of key manifestations of mental illness and the different causes including physical, social and environmental.

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a) Demonstrate understanding of key manifestations of mental illness and the different causes including physical, social and environmental.
b) Critically examine various social perspectives and attitudes on mental health in their historical and contemporary contexts Submission.

This assessment asks you to practice reflective thinking by considering your personal experiences relating to mental health. You can choose an experience within your life span, a friend or family member whose mental health has suffered.
You are required to demonstrate an understanding of the content in Modules 1 and 2 by applying this to your personal perceptions and observations of mental health and how it effects your ideas and possible practice in the future.
Instructions:
Write a 1000-word essay on your personal experience with mental health.
Review your life span from Topic 1.1, as well as events you may have experienced in your work or with friends and relatives that have had an effect on mental health. For example: anxiety, depression, trauma, loss, bullying, etc.
By coming up with your own examples rather than those from books or articles you demonstrate a deeper level of understanding, however, as it is an academic presentation you should cite at least five references.
MHC108_Assessment 1 Brief_Reflection_T3 2017 Page 2 of 8
Overview:
• Introduce the topic and the points you plan to make about your firsthand experience and learning of mental health.
• Develop these points and illustrate your understanding of mental health and its effects on the community.
• Make conclusions by describing the meaning you derive from your reflection
An example framework for the critique:
Description of your perceptions: describe the mental health concern and potential causes. You may consider any impacts on the lifespan.
Revisit the experience: describe your ideas, observations, experiences, and how these relate to the material in modules one – two.
Explore assumptions, attitudes and beliefs: discuss what you found to be confusing, inspiring, difficult, interesting, and why. You might discuss any stigma or discrimination, or consider any ethical issues that arose.
Provide justifications: describe how you solved a problem, reached a conclusion, found an answer or reached a point of understanding. You might discuss how you changed, or found deeper meaning.
Format
You will be assessed on both the material and the way you present it. The lecturer will be looking for skills in communicating clearly, engaging the audience as well as your writing and research skills and the ability to organise information to present a cogent explanation of a concept and ensuring that all third-party material is appropriately referenced using APA.
The work must be fully referenced with in-text citations and a reference list at the end. We recommend you work with your Academic Writing Guide to ensure that you reference correctly. You will find a link to this document on the main page of every unit, under the ‘Assessments’ section. Correct academic writing and referencing are essential tasks that you need to learn. We recommend a minimum of five references.
Referencing: References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals etc. Essential and optional readings can be used as a reference, but not the Study Guide and lecture notes. We want to see evidence that you can conduct your own research. Also, to help markers, determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in the original.
MHC108_Assessment 1 Brief_Reflection_T3 2017 Page 3 of 8
Researching: You can search for peer-reviewed journal articles, which you can find in the online journal databases and which can be accessed from the library homepage. Reputable news sites such as The Conversation (https://theconversation.com/au/health), online dictionaries and online encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government departments, research institutes such as the National Health and Medical Research Council (NHMRC), international organisations such as the World Health Organisation (WHO) and local not for profit organisations such as the Cancer Council are also useful resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other formats may not be readable by markers.
Submission Instructions:
➢ Submit the reflection essay via the Assessment link in the main navigation menu in MHC108: Mental Health in the Community.
The Lecturer will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task out of 100 will incur a 10mark penalty per day.
Please note you must attempt all tasks in a subject to be eligible to pass the subject.
MHC108_Assessment 1 Brief_Reflection_T3 2017 Page 4 of 8
Learning Rubric: Assessment 1: Reflection on Mental Health Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Grade Description (Grading Scheme) Fail grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the subject or has failed to complete required assessment points in accordance with the subject’s required assessment points. Pass is awarded for work showing a satisfactory achievement of all learning outcomes and an adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Credit is awarded for work showing a more than satisfactory achievement of all learning outcomes and a more than adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Distinction is awarded for work of superior quality in achieving all learning outcomes and a superior integration and understanding of theory and application of skills. Evidence of in-depth research, reading, analysis and evaluation is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged. High Distinction is awarded for work of outstanding quality in achieving all learning outcomes together with outstanding integration and understanding of theory and application of skills. Evidence of in‐depth research, reading, analysis, original and creative thought is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged.
Knowledge and understanding of mental illness, definitions and causes from a range of perspectives
Limited understanding of required assessment and mental health concepts.
Key components of the assignment are not addressed
Minimal applied knowledge or understanding of mental health, causes and social perspectives.
Information is somewhat substantiated by evidence from the research/course materials.
Thorough knowledge or understanding of mental health, causes and social perspectives.
Supports opinion and information substantiated by evidence from the research/course materials.
Highly developed understanding mental illness, causes, social perspectives and attitudes.
A sophisticated understanding of mental
MHC108_Assessment 1 Brief_Reflection_T3 2017 Page 5 of 8
Percentage for this criterion:
25%
.
Reflects on information and evaluates information gathered.
Substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply mental health concepts to personal experience.
illness, it’s causes, social perspectives and attitudes.
Mastery of concepts and application of all mental health concepts.
Systematically and critically reflects on information and evaluates information gathered.
Justifies the chosen theoretical approach with robust evidence from the research/course materials and extended reading.
Content, audience, purpose
Percentage for this criterion:
15 %
Demonstrates no awareness of context and/or purpose of the assignment.
Demonstrates limited awareness of context and/or purpose of the assignment
Confuses assertion of opinion with theory
Demonstrates consistent awareness of context and/or purpose of the assignment.
Demonstrates a capacity to explain mental issue presented, causes.
Links their experiences with course content.
Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment.
.
Consistently demonstrates a systematic and critical understanding of information gathering in context of assessment.
Excellent reflection and insight on practise based of analysis/synthesis of mental health concepts.
MHC108_Assessment 1 Brief_Reflection_T3 2017 Page 6 of 8
Highly sophisticated and creative analysis, synthesis of new with existing knowledge Excellent insight from self- reflection and application of knowledge to new/other cases.
Analysis, and application with synthesis of new knowledge: critical reflection
Percentage for this criterion:
25%
Limited reflection.
Limited synthesis and analysis.
Limited application of mental health and attitudes
Demonstrated reflection.
Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature on mental health.
Shows the ability to reflect on knowledge and application
Well-developed critical reflection skills.
Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.
Shows the ability to reflect and improve knowledge and skills. Shows some insight.
Thoroughly developed critical reflection skills.
Thoroughly developed and creative analysis and synthesis with application of mental health concepts and the effects. Justified critical reflection and recommendations linked to analysis/synthesis.
Demonstrates insight and justifications.
Highly sophisticated critical reflection skills.
Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of reviewing mental health, assumptions and justifications.
Recommendations are clearly justified based on the analysis/synthesis of information gathered. Applying knowledge to new situations/other cases.
Evaluation of information selected to support critical reflection
Limited
understanding of key concepts required to support the reflection.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of opinion with information substantiated
Supports opinion and information substantiated by evidence from the research/course materials.
Discriminates between assertion of opinion and information substantiated by robust evidence from the research/course
Systematically and critically discriminates between assertion of opinion and information substantiated by robust evidence from the research/course
MHC108_Assessment 1 Brief_Reflection_T3 2017 Page 7 of 8
Percentage for this criterion:
25 %
Confuses logic and emotion. Information taken from reliable sources but without a coherent analysis or synthesis.
Viewpoints of experts are taken as fact with little questioning.
by evidence from the research/course materials.
Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability.
Demonstrates a capacity to explain apply relevant concepts.
Identify logical flaws.
Questions viewpoints of experts.
materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts.
Viewpoint of experts are subject to questioning.
Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability.
materials and extended reading.
Information is taken from sources with an elevated level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis.
Identifies gaps in knowledge.
Exhibits intellectual independence, rigor, good judgement and adaptability.
MHC108_Assessment 1 Brief_Reflection_T3 2017 Page 8 of 8
Citation of key resources and evidence
Percentage for this criterion:
10%
Demonstrates inconsistent use of excellent quality, credible and relevant resources to support and develop ideas.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Demonstrates use of high quality, credible and relevant resources to support and develop ideas
Demonstrates use of excellent quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence
Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence

Describe this person from the viewpoint of two of the theories we’ve covered. Analyze the person’s behavior, feelings, personality from the viewpoint of the theorist.

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The paper is designed to facilitate assessment and synthesis of theories and constructs, the purpose of these analyses is to demonstrate your ability to apply knowledge gained during the course to real world individual cases.

For this case assignment, you are to choose a person (fictional or nonfictional) from a book, movie, headlines, television, etc. Choose someone your instructor is likely to know. Describe this person from the viewpoint of two of the theories we’ve covered. Analyze the person’s behavior, feelings, personality from the viewpoint of the theorist. Be consistent and thorough. Consider why this person acts as he or she does, conceptualize problems in terms of the theory, describe what kind of childhood such a person must have had. Let your imagination go as you hypothesize about what your theorist might say about this person.

Prepare a valuation of a large financial and banking institution. This should involve: (1) Dividend Discount Model valuation; (2) Valuation by Comparables (use multiples – Price to Earnings Ratio, Price to Book Value Ratio, etc.; Morningstar.com has several ratios under “Valuation”); and, Damodaran’s Excess Returns Model (Excel model provided).

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FINC 440 Instructions & Recommendations for Preparing the Course Assignment

This project is closely aligned with the Course Outcomes and Finance Program Objectives.  Completion of this project can be used as part of a portfolio to show potential employers the student is skilled at performing company valuations and financial statement analysis and can be included on the student’s resume.

Due at the end of Week 7 – Valuation of Financial Institution:

The purpose of this note is to carefully explain the general expectations and requirements for the Valuation of Financial Institution and Technical Analysis Assignment that is to be prepared for FINC 440.  The information and materials presented here are intended to make sure that you clearly understand the general expectations and that there are no misunderstandings about what is to be done and what is expected.

 

Review this material so that you are familiar with the specific requirements that are be followed in the preparation and submission of the Assignment.

 

This Assignment comprises 15% of the final course grade.  It will take some time and effort to produce high quality analysis.

  1. Prepare a valuation of a large financial and banking institution. This should involve: (1) Dividend Discount Model valuation; (2) Valuation by Comparables (use multiples – Price to Earnings Ratio, Price to Book Value Ratio, etc.; Morningstar.com has several ratios under “Valuation”); and, Damodaran’s Excess Returns Model (Excel model provided).
  2. Explain the principal assumptions used in the DDM valuation?
  3. Are the valuations consistent – why or why not?
  4. What special challenges or issues did you encounter with the valuations?

Submission:  Submit to Gradebook and Post a Copy in the Discussion Section of the Online Classroom.

Required Outline & Other Information about the Assignments –

  1. Work Hard to Avoid Personal Pronouns – The excessive use of personal pronouns is discouraged in business and analytical writing. It is recommended that personal pronouns are avoided altogether, if possible.  Please make sure that personal pronouns (e.g., I, we, my, our, etc.) are avoided in paper.  It will take some work, but it can be done easily by rearranging the wording of sentences.
  2. Companies Are Not “They,” “Their,” or “Them” – This is a reminder that a company is not a “they,” “their,” or “them.” A company is very much an “it.” So, to reference a company, use “it,” the name of the company, or “the company,” or “the organization,” or “the firm,” etc.
  3. Outline for Paper –Students must use the required outline for this assignment. The closer that the paper conforms to the required outline, the better! The outline is presented in the next section.
  4. Evaluation Rubric – An evaluation rubric is available for the Assignments. It will be used to evaluate the Assignments. The rubric shows the important components that must be included in the papers.  It is a good idea to take a look at the rubric and make sure that each Assignment addresses the requirements.  A copy is posted with each Assignment in the online classroom.
  5. Subheadings – Each section of the paper must begin with a sub-heading. Please use the sub-headings included in the required outline (presented in the next section).

Here is the Required Outline (It must be used for each Assignment) –

The five class Assignments are intended to be constructive learning experiences.  They are designed to show students how to prepare analytical reports in finance using critical thinking, research, and writing skills.  The following outline is to be used for each Assignment; these titles are the required subheadings for the sections of the written report:

 

  1. Cover Page – Include a cover page containing the title of the Assignment, the student’s name, the professor’s name, the course title, and the date.

 

  1. Introduction – The Introduction must include:

(a) A review of the Assignment purpose, research methods and the principal information sources, and other information related to the completion of the analysis.

(b) The introduction should also include an overview of the sections of the paper that follow. (1/2 to 1 page)

  1. Analysis Section – The body of the report is to address the assigned topics and questions. It is essential that students include appropriate in-text reference citations in APA format:
  2. Summary / Conclusion – The summary or conclusion should review the major observations, conclusions and recommendations developed in the analysis. No new material should be introduced in this section. (1/2 to 1 page)
  3. References – Provide list of references in APA format.

 

What is the goal of Rational Emotive Behavior Therapy (REBT), and describe the therapeutic techniques used to achieve it.

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Respond to my classmate using the instructions listed below:

Forums are scholarly dialogs, so while sharing what you think and not just what published authors wrote, only stating opinion isn’t acceptable. Quoting of authors is not allowed in forum posts. This because your professor needs to see what you know,  not what somebody else said. You will need to, paraphrase (summarize in your own words) what you read. No popular media such as Psychology Today or .com websites,   unless   the   latter  is   required   by  your   professor  for   a  particular   forum;  Wikipedia  or  other encyclopedia sites such as Encarte; dictionaries, article abstracts or About.com type websites that do summary work for you may be used for writing forum posts

Your responses to the postings to my classmate should be relevant and substantive. Reply posts containing just a few sentences or statements of agreement or disagreement only or that stray away from the topic or repeat what another classmate has already said in his or her posts cannot  be assigned points.    You  have to  write the response like I am  speaking directly to them.

This  is   the   original   discussion   board   question:   (DO  NOT ANSWER   THIS   QUESTION)   **READING   PURPOSES

ONLY 

Forum Assignment for the Week: Explain how people acquire their belief systems. How can you identify your irrational beliefs? What is the goal of Rational Emotive Behavior Therapy (REBT), and describe the therapeutic techniques used to achieve it.

MY THREE CLASSMATE’S RESPONSE (RESPOND TO #1,2,3, PLEASE SEE  OTHER ATTACHMENT FOR AN  EXAMPLE):

Classmate One (Frances): Good Morning and happy week 3!. This week we are discussing Albert Ellis’s Rational Emotive Behavior Therapy and our belief system. How we come into our beliefs is rather simple really. Our beliefs are really just a collection of thoughts that come from an external source as we learn and begin to think on our own. Usually from our parents, caretakers, and our societal surroundings that continue to send out information regarding the understanding of life and all it has. These beliefs continue to grow and become more independent of the original learnings as we get into school and began to develop our own beliefs. Irrational thoughts happen when we find ourselves trying to live up to the thoughts and expectations of others. We sometimes think that a situation and how it is supposed to have played out in our minds and when it doesn’t it creates a negative emotion. These thoughts and emotions create an uncomfortable feeling and impost conditions on your happiness. These thoughts about ourselves and other that doesn’t really match with reality can cause us to be very unhappy and second guess every thought and every move we make. Ellis list twelve common irrational beliefs, a few are the constant need for approval, guilt and condemnation, feeling that suffering is normal and that its caused by others, avoidance, fear of incompetence, and thinking one much have perfect control over situation. This just names a few but we see the trend of irrational thinking. Rational Emotive Behavioral Therapy or REBT was created by Ellis in the 50’s after more than twenty years in practice and seeing little progress in his patients he questioned psychoanalysis. Ellis felt that people have the prospective to be self-constructive and self-defeating. REBT see this and looks at thoughts and feelings together. According to our readings this week we know that REBT people get stress relief from distraction that reduces stress because it also allows one to not see others acceptance as all that important, Engagement is activates one enjoys such as arts, sports, or other social events can help engage ones attention even if only for a while. Therapy will use methods that will satisfy the person need for acceptance, REBT looks at the irrational beliefs and its goal is to help the client learn to differentiate between must do and desires. The job of the therapist is to confront those irrational beliefs and thoughts by using methods that change the cognition by prolonging a situation to learn to deal with the irrational thoughts. REBT is a somewhat aggressive technique compared to other cognitive therapy treatments and do not spend much time going over the history of the client but instead facing the issues head on.

Resources:

Arreola, G. (2019, April 30). Identifying Your Irrational Beliefs Can Improve Your Well-Being. Retrieved from https://exploringyourmind.com/identifying-your-irrational-beliefs-can-improve-your-well-being/

Ellis, A., & Ellis, D.J. (2014). Rational emotive behavioral therapy. In D. Wedding & R.J. Corsini (Eds.), Current psychotherapies, 10th ed. (pp. 55-94). Belmont, CA: Cengage.

 

Classmate Two (Jessica):  Hello class,

According to Rational Emotive Behavior Therapy, as it was developed by Albert Ellis, one way in which people develop their belief systems is through the influence of family and community; especially at a young age.  In fact, it is believed that people, by nature, are easily influenced by their family and other social pressures during their childhood, and that these influences persist throughout the lifespan. For instance, if I child grows up in an environment that condemns him for imperfections, such as not receiving an A in every subject, he may begin to develop the irrational belief that everything he does must be perfect, and if it is not perfect he is worthless.  This would lead to emotional distress when he receives a lower grade, not because of the grade itself, but because of his irrational belief that he should be perfect.

Identifying irrational beliefs can be done by challenging them.  For instance, if an individual finds herself feeling like she is utterly unlikeable and no one would ever want to date her, she (or a therapist) can question the truthfulness of that statement.  Likely, this is due to believing that she should be more popular than she is, or that she should be liked by particular people. This, of course, is not true. Therefore, she could ask if it is true that no one could ever like her.  Of course not, she has had friends. She could also ask herself if it is true that she should be liked by everyone. Again, the answer is no; nobody is liked by everyone. By challenging these ideas and being forced to defend them, she will likely see that they are irrational and be able to work toward adjusting her beliefs and accepting what is instead of what she believes should or should not be.

The goal of Rational Emotive Behavior Therapy is to help clients develop a more realistic and tolerant perception of the world.  The way this is done, is by changing the irrational beliefs of the clients and teaching them to accept what is instead of becoming distressed by what they believe should be.  This is done through a variety of methods, including challenging those beliefs as I mentioned above, role-playing, and working to minimize demanding. Rational Emotive Behavior Therapists may also use distraction or techniques to fulfill the demands of the clients while they work toward resolving these beliefs.

Very Respectfully,

Jessica

Classmate Three (Derek): Howdy class and Professor.

Hard to believe we are already in week three.

PART ONE – BELIEF SYSTEMS

Seitz, Paloutzian, and Angel (2017) define belief as a brain function of humans that works to result in representations that have attributes of personal meaning and value that guides behavior. For me, this means beliefs are rules we follow based on how we view society and situations. We build beliefs through interaction with others, particularly as young people from those in authority. For example, I believe sex to be an activity that should only be perpetuated between husband and wife; I have built this belief by being raised by religious parents and going to church every Sunday. With this belief comes the activity of abstinence. Other beliefs come as reactions to activity. One can be the subject of gun violence and believe guns should be outlawed in the nation. 

PART TWO – IDENTIFICATION

The act of reason is absolute but not infallible (Corsini & Wedding, 2014).  An important step in identifying irrational beliefs is to understand that we as people have limitations and we must live in a way that we come to terms with this truth. When we stop living with a sense of the need for perfection, we can then utilize efforts to recognize our faulty views and correct them. This often takes psychoeducational approaches such as workshops and learning material to point out irrational positions about life. In REBT, the goal of REBT is to help patients identify their fallacies and overcome them. For patients, it is about understanding why the way they think and addressing the views that just do not make sense; it is about the promotion of a sense of peace and recognizing what is absurd.

PART THREE

The goal of this therapy is to address irrational thoughts and behaviors in an attempt to correct behaviors that will then decrease distress (American Public University, n.d.).  This is done by going through several steps, something the lesson dubs “The ABCD Model.” Here, the therapist seeks to find situations where the patient had a strong emotional response following an activity; they then establish a cause and effect model. Beliefs create emotional responses, and these responses lead to stress; the issue the therapist tries to identify. They then employ a “rapid-fire-directive-persuasive-philosophical” methodology to directly challenge the beliefs that have fueled the distress (Corsini & Wedding, 2014). By addressing these beliefs, they can promote a sense of peace for the patient, helping them understand they have limitations and changing the perfectionist views can lead to overcoming disorders, especially depression and anxiety. 

Derek

American Public University. (n.d.). Week Three Lesson. Retrieved February 17, 2020, from https://edge.apus.edu/portal/site/423560/tool/0d70ae4e-7809-465d-966e-1ddf896a77b6/ShowPage?returnView=&studentItemId=0&backPath=&errorMessage=&clearAttr=&source=&title=&sendingPage=3718555&newTopLevel=false&postedComment=false&addBefore=&itemId=15670141&path=push&addTool=-1&recheck=&id=

Corsini, R. J., & Wedding, D. (2014). Current Psychotherapies (10th ed.). Retrieved from https://bookshelf.vitalsource.com/#/books/9781285687490/cfi/0!/4/2@100:0.00

Seitz, R. J., Paloutzian, R. F., & Angel, H. F. (2016). Processes of believing: Where do they come from? What are they good for?. F1000Research, 5, 2573. https://doi.org/10.12688/f1000research.9773.2

In order TO NOT contradict in my responses to my classmates,   please   read   my   original   post   to   this discussion   board.     (DO   NOT   RESPOND   TO   THIS, THIS   IS   MY   ORGINAL   POST)   **READING PURPOSES ONLY

Human beings tend to develop structures of norms that usually define their perceptions of reality. The structures of norms that help individuals to define their sense of what reality is can be termed as belief systems (Uso-Domenech & Nescolarde-Selva, 2016). They are essential as they can enable individuals to make sense of or understand the world around them. Indeed, belief systems are usually acquired by human beings in several ways as discussed below. One of the ways people acquire their belief systems is through narratives and rituals (Seitz, Paloutzian, & Angel, 2017). Narratives and rituals are generally shaped by the history of the society or community and they can be passed to people from one generation to another. When human beings are repeatedly or continuously exposed to narrative that defines a specific community or society, they end up internalizing and integrating it to their belief systems.

Another way in which belief systems can be acquired is through the personal or individual experiences of people (Seitz et al., 2017). The personal experiences of individuals can play an essential role in the development of the same. When people repeatedly interact with information or environmental object, they become more familiar and confident leading to the acquisition of knowledge that forms an integral part of their belief system (Seitz et al., 2017). Oftentimes, the individual experiences help to create emotional loading that creates their belief systems depending on frequency at they which they interact with objects.

Irrational beliefs are usually linked to negative or positive dysfunctional emotions that cannot be based on logic, pragmatic,or empirical foundations (Mogoase, Stefan, & David, 2013). As such, they could be regarded as illogical beliefs that tend to unrealistic. An individual can identify irrational beliefs through the Rational Emotive Behavior Therapy (REBT) framework (Mogoase et al., 2013). REBT helps individuals to identify their irrational beliefs based on demandingness, awfulizing, low frustration tolerance, and global evaluation of oneself (Mogoase et al., 2013). For instance, an individual who possesses irrational beliefs can utilize demandingness to realize that they possess absolutistic demands or requirements which can be exhibited in the form of “musts” or “oughts” (Mogoase et al., 2013). As such, individuals could possess irrational beliefs by asserting that something ought, must or should occur and if it does not, then they fail to accept the outcome.

REBT aims at helping human beings to change and replace their irrational or dysfunctional beliefs that tend to inform their illogical reasoning with rational or positive beliefs that enhance self-actualization in their lives (Najafi & Lea-Baranovich, 2014). Albert Ellis who developed REBT recognized adverse role of dysfunctional beliefs that tend to shape perceptions of people about life events hence preventing them from self-actualization. They are usually based on absolute requirements or imperatives that include shoulds, musts, and oughts which create maladaptive behaviors in people.

Three main therapeutic techniques can be used to achieve REBT. One, cognitive techniques can be employed to help the clients change their irrational beliefs through asking them questions that help to raise their cognition or consciousness to debunk and enable them think in a more rational manner (Najafi & Lea-Baranovich, 2014). Second, the clients could also use emotional techniques that assist their patients to imagine or reflect themselves in different circumstances. Emotional techniques can help the clients to stop feeling guilty, accept healthy disappointments, and embrace other people unconditionally as worthwhile.

Finally, the REBT could also be achieved through behavioral techniques (Najafi & Lea-Baranovich, 2014). In this technique, the clients could be requested to perform activities that they avoid to reinforce pleasurable behaviors. Additionally, they could undertake unpleasant activities that could result in penalties if they failed to change their resistance.

References

Mogoase, C., Stefan, S., & David, D. (2013). How do we measure rational and irrational beliefs? The development of rational and irrational beliefs scale (RAIBS)-A new theory-driven measure. Journal of Evidence-Based Psychotherapies, 13(2A), 529-546.

Najafi, T., & Lea-Baranovich, D. (2014). Theoretical background, therapeutic process, therapeutic relationship, and therapeutic techniques of REBT and CT; and some parallels and dissimilarities between the two approaches. International Journal of Education and Research, 2(2), 1-12.

Uso-Domenech, L., & Nescolarde-Selva, J. (2016). What are belief systems? Foundations of Science, 21, 147-152.

Seitz, R. J., Paloutzian, R. F., & Angel, H. F. (2017). Processes of believing: Where do they come from? What are they good for? F1000Research, 5.