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To what extent is EMDR therapy effective in treatment of dissociative identity disorder ?

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Treatment of dissociative identity disorder

To what extent is EMDR therapy effective in treatment of dissociative identity disorder ?

Complete the learning and study strategies inventory (LASSI). Write a brief reflection of the results : were you surprised ? Why or why not ? How might you use an assessment such this with students ?

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Coursework

1. Write five questions that will help you better understand student experiences and asses their well-being .

2. Which self -regulatory behavior is your biggest challenge why ?

3. Provide an example of a strategy you have or may use to promote your meta cognitive awareness.

4. Complete the learning and study strategies inventory (LASSI). Write a brief reflection of the results : were you surprised ? Why or why not ? How might you use an assessment such this with students ?

Explain the creative advocacy solutions the person’s life gave rise to create more inclusive and socially just communities nationally and/or inter-nationally. Explain the turning point(s) that lead to the press for change or activism.

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Personality Profile for a disabled person

Select a disabled person for whom you will prepare a personality profile. Keep your focus on what you have learnt about the individual’s life, and provide examples to illustrate key turning points and your analysis of the importance of their contribution(s). You can creatively present the profile as journal entry, blog, vlog, audio or video recorded role play dramatization, animation or other creative presentation. The vlog, audio or video recorded role play dramatization, animation or other any other creative presentation will require that you prepare a written transcript of the information being conveyed.

The following will assist you as frame the Profile:

● Select a disabled person to profile from:

o A) disabled persons referenced in the course such as David Lepofsky, Jordan

River Anderson, Haben Girma, Judith Heumann, Yetnebersh Nigussie, Leroy F

Moore, Tom Shakespeare, Alice Wong, Stella Young, Sarah Jama, Rosemarie

Garland-Thomson, Floyd Morris, Junius Wilson

o B) disabled persons not referenced in the course such as Javed Abidi, Thomas Gallaudet, and Aoi Shiba no kai – you must ensure the availability of information to prepare the profile adequately and cogently cite the references:

● Get specific self-identification information on the person being profiled – name, age, type of impairment, race, gender, ethnicity, indigenous identity, family characteristics, country(ies) of origin and/or residence and any other relevant information.

● Assess how the disability is located for the individual (in an individual’s body? In structural barriers? In an individual’s mind, IQ or behaviour? In lack of services? Some combination of these or some other location?).

● Clarify the barriers they faced and how their political, social and economic context may have exacerbated these barriers – these could include inter alia, attitudes, educational, professional/workforce related, leadership at the community, national or international levels, communication, physical environment or other accessibility matters,

● Explain the creative advocacy solutions the person’s life gave rise (individually or along with others) to create more inclusive and socially just communities nationally and/or inter-nationally. Explain the turning point(s) that lead to the press for change or activism.

● Discuss how this person’s life contributed to your understanding of disability, that is, any new insights gained or existing views solidified. Remember, this is not a piece about inspiration. It requires that you skillfully acknowledge and assess the contribution this person’s life has made to the field of disability studies

 

In your group, create a consent from. A template of a consent form which you can adapt for your research is available on Blackboard. Individually, identify one person to interview. You can recruit participants from the student body if you wish

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COVID-19 and related restrictions

PSYC2013 ASSIGNMENT 3 (QUALITATIVE REPORT)

Your third practical report for this module is a qualitative study. You will write up your research report according to the format set out in the ‘Reporting Style Guidelines for Practical Reports and Projects’ handbook, and this must be submitted no later than 12 noon on Monday 31st January 2022. You must submit your work electronically
via Turnitin. Arrangements for submission are explained in the Module Guide, and further information will be provided via email/Blackboard announcements. Note that in common with other assignments on the module, this assignment is exempt from anonymous marking.

The report excluding the Title, Abstract, Reference List, Appendices and Reflection on Feedback table, but including data extracts, should be approximately 2500 words in length.

NOTE: Failure to submit the assignment by the deadline without an authorised extension will be taken as non-submission of the work, and penalties will be applied in line with University regulations on the late submission of coursework as set out in the Academic Regulations.

In order to complete the assignment successfully, you are required to:
• Create a semi-structured interview schedule on a topic of your choice, agreed by your workshop tutor
• Create an appropriate participant information sheet
• Create a consent form
• Conduct an online audio-recorded interview with an individual participant of around 30 minutes duration
• Retain a copy of the sound-file of your interview securely until 21st March 2022
• Transcribe the data obtained in full and submit the transcript via Turnitin using the appropriate “Record of Interviewing & Transcription Form” which can be found in the Assessments > Assignment 3 folder on Blackboard
• Analyse the data from your interview and those of other students using Thematic Analysis
• Produce a written report

How to produce this report

1. In small groups of 4 to 6 members, discuss your chosen topic and agree which particular areas of this topic you wish to develop and explore. When you have reached a consensus on an idea, you must have this approved by your
workshop tutor before proceeding. Think about the practicalities of who is available for you to interview. You will all need to be able to carry out an interview with a relevant individual who fits your inclusion criteria.

2. In your group, create a participant information sheet (PIS). An example of a draft PIS which you can adapt for your research is available on Blackboard.

3. In your group, create a consent from. A template of a consent form which you can adapt for your research is available on Blackboard.

4. In your group draw up a semi-structured interview schedule for an interview lasting around 30 minutes. Your schedule should comprise around 10-12 core questions with some additional prompts and probes. The schedule, the
PIS and consent form must all be approved by your workshop tutor before you conduct your interview. You will be provided with an example of an interview schedule and given practice around interviewing in one of the workshops
associated with this assignment.

5. Individually, identify one person to interview. You can recruit participants from the student body if you wish (although not from your own PSYC2013 workshop group), but you are not limited only to students. It is essential that you establish and agree clear and appropriate inclusion criteria for your participants. Remember, the person you approach initially may prefer not to take part so you should always be able to identify other eligible participants who genuinely meet the inclusion criteria.

6. Once your interview schedule, PIS and consent form have been approved by your workshop tutor, you can arrange to carry out and audio-record your interviews.

7. Conduct your interview online (e.g. via skype) in accordance with the British Psychological Society’s (BPS) ethical principles in a safe and secure place. Participants should be sent a copy of the PIS in advance of their participation
to keep. You should also ask your participant to send you a signed copy of the consent form before you proceed with the interview. If the length of your interview is less than 15 minutes in duration, then you will be expected to collect additional data to ensure that you make a full and adequate contribution to the group data set. You should let your
workshop tutor know if this occurs. All group-members are expected to contribute at least twenty minutes’ worth of data to the group’s data set. You are to conduct your interview online. You may use video or just audio, but you should only record audio. Once you have the recording, you must transfer the file to a more secure password protected device immediately after completing your interview.

8. You may be asked for a copy of your sound file, so store securely until your work has been fully assessed by the PSYC2013 team. You should destroy all copies of the file after 21st March 2022. Use the sound file to transcribe the
data (See the Assessments > Assignment 3 folder on Blackboard for an example). When the transcript has been typed up in full, you need to submit it to Turnitin on the appropriate link on the PSYC2013 site. Your file must be uploaded by 12 noon on 12th January 2022.

9.Also share copies of your transcribed interview with the other students from your group and your workshop tutor by e-mail no later than 14th January 2022. You need to include the data from a minimum of four students in your group for your analysis. This must include your own set of data.

10. Analyse the data using Thematic Analysis. Thematic Analysis explores attitudes and opinions, experiences and understandings about a topic. Dr Goodman will recommend texts that describe how to carry out a thematic analysis in the lecture series, and you can search for articles that have used thematic analysis. You will also be guided through the steps of performing thematic analysis in lectures and accompanying workshop sessions.

11. Write up your report according to the format set out in the ‘Reporting Style Guidelines for Practical Reports and Projects’ handbook.

Identify the mathematical concept chosen, and briefly describe its real-life application. Research your topic and include as much information as you reasonably can about your topic. Begin by summarizing what we have learned in this course about the topic, and then explain how it applies to the area that you have chosen to examine.

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Culminating Activity: Characteristics of Functions(Trigonometric Functions)

Each of these topics has a wide variety of real-life applications. For your culminating activity, your task is to choose a topic from this course, and examine one of its applications in the real world. The topic you choose is up to you, and the application you examine is also up to you. Some possible examples are
listed at the bottom of this page. Your completed project should include the following elements:
1) Title Page

2) Clear statement of topic that is being examined
• Identify the mathematical concept chosen, and briefly describe its real-life application.

3) Background Research/Prior Knowledge
• Research your topic and include as much information as you reasonably can about your topic. Begin by summarizing what we have learned in this course about the topic, and then explain how it applies to the area that you have chosen to examine. You will need to cite your sources accurately here (i.e., page #s of textbook), and be sure that you choose reliable sources of information.

4) Sample Problem and Solution
• Create a sample word problem (including an equation) from the area that you have chosen to examine, and include a full, detailed solution of the problem. Your problem and solution should be of a complexity level appropriate to the level of this course and be solved using a method taught in class. Refer to the appropriate Chapter in your textbook or class notes for ideas on application type questions.

5) Conclusion
• Summarize what you have learned about the application you have chosen. Discuss any things which you are still not sure about, or what you would like to learn next about this topic.

6) References
• A complete list of all sources that you have consulted in completing this project. You may use textbooks, websites, and other reliable sources of information. Your list of references should be in APA format.

Examples of Topics:
• Polynomial Functions and Architecture
• Rates of Change and Kinematics
• Trigonometric Functions and Electromagnetic Waves
• Logarithmic Functions and Seismic Activity (i.e., the Richter Scale)
• Exponential Functions and Population Growth
• Any number of others…choose something that is of interest to you!

Discuss the concept of identity, drawing on the course literature. Analyze also the identity communication illustrated in each of the three video presentations in this module.

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Self-identity

Schultze and Badzinski defined self-identity as the way we perceive ourselves and social identity as how others view us. Identity encompasses different roles and expectations regarding how to act in different social contexts. Discuss the concept of identity, drawing on the course literature. Analyze also the identity communication illustrated in each of the three video presentations in this module.

Figure out did she stop doing any of the activities? Did she stop doing meditation, breathing exercises, yoga journaling? And then we have to find out what the new stressor is.

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Case 3: Susanna

Susanna is a 24-year-old Caucasian female. She’s coming to see you because she reports having anxiety attacks that do not allow her to eat, a lack of sleep, consistently crying at work as well as home. She is one of three children. She is the eldest of the three 24, 22, and has a 16-year-old brother. She is from a large Jewish family, and she has been dating the same boyfriend, Anthony, since freshman year in high school. Because of that boyfriend, she came home every weekend during college, as did he. She never joined a sorority. She never participated in any activities on campus because she always just wanted to get back and spend time with her boyfriend. So although she lived away for four years, she really never left home. In fact, while you’re talking to her, she is still living in her parent’s house. Her sister has moved out, but her brother is still at home.

Susanna is a grade school teacher. She teaches third grade. She did her student teaching at the same school she went to elementary school, and they offered her a job. So now the teachers that are around her, are the teachers she had when she was in grade school and that comforts her. Her grade school was only two miles from her house. She and her boyfriend have recently become engaged, and there’s a huge wedding planned where there will be over 500 guests at a very formal black-tie event. Susanna’s been waiting for this marriage all of her life. She has dreamed about having a huge wedding, but now as it comes closer and closer she’s having a lot more panic attacks and a lot more anxiety about the wedding.

She has lost so much weight that they’ve had to do two different significant alterations on her dress. She’s yelling at her boyfriend because he’s not helping with the wedding as much as she thought he should. Helping stuff envelopes for the invitations, actively choosing food cake and DJ. and so they have fights about this. She and her fiance Anthony, have bought a condo. The condo is half a mile from her work and four miles from her mother’s house. She will not go there to sleep until she and Anthony have moved in there together. That’s going to happen about two weeks before the wedding. Again, she reports some fears about being alone. The fears are keeping her up at night because she’s anxious that when she gets married it’s going to be worse because her fiancé has a traveling job where he’s gone two nights of the week to cover his territory for sales.

When you talk to Susanna for the first time, you find her to be very easygoing but very, very difficult to talk to because she’s speaking at hyper speed. She said that this becomes problematic with her when she’s in her classroom teaching the third graders. She can tell that she loses the third graders interests and she’s afraid that she’s going to loose her job when they start new teacher observations, she’s afraid that even though they know her well and they invited her to come work there, that they’re going to find her not to be worthy.

So as we go along there was much confusion about what’s going on with Susanna. She continues to go out with her fiancé. She continues to socialize with her family. She and her mother are planning the wedding. There have been several bridal showers for her. There’s been a bachelorette party planned with her and her girlfriends, and she goes to all these events, but she can’t relax. She can’t get comfortable, and she can’t eat. As we talk further and further, we find that what’s really going on for her is that she is struggling with being the center of attention with 500 people at the wedding. So we started doing some deep breathing exercises, some meditation, some journaling, and even some yoga. This seems to be calming her down a lot, but she’s apprehensive about the day of the wedding. You have agreed to will attend the wedding in case there’s a panic attack.

So this is a boundary issue here that we need to talk about, and that’s why I’m putting this case up for discussion. We shouldn’t have dual relationships with our clients. So attending a wedding where there are family and friends and that you don’t know anybody else, is awkward. You’re really there for the benefit of the client, and there is purpose to it, but it feels very uncomfortable to you. In your supervision, you talk it over with your supervisor, and she agrees that it is odd, but she also says it’s probably vital to the client to have you thereon a just in case basis. So you reluctantly agree to go to the wedding. You sit through the service, and you watch her walk down the aisle after she walks down the service is over. You wait until she comes back out to join the reception. You see, her mother and her mother say that she’s doing fine and so you’re able to leave. You see Susanna for a few more sessions after the wedding, and she seems to have calmed down immensely. She reports having a great time at her wedding and reports how helpful she found the journaling, meditation and yoga.

Chapter one of Susanna. Chapter two of Susana becomes more interesting. She and her husband got transferred to a larger territory, and she had to leave the state. She left the state. She lived for three years someplace else and then her husband was transferred back to this area to take an administrative job, vice president of sales. They were in a much larger house. Her brother had died from an overdose ofherion, and she couldn’t get the same job back, so she was doing some tutoring on the side to keep her busy, and she now also had two children.

The anxiety attacks were returning, and she didn’t understand why because she was home with her mother. She had her kids, she had her own house, she had a very nice schedule with her tutoring, but things were getting uncomfortable for her again. She returns, finds you still in practice, and we agreed to come for sessions. Here we have to figure out did she stop doing any of the activities? Did she stop doing meditation, breathing exercises, yoga journaling? And then we have to find out what the new stressor is. So your goal is to figure out what questions you’re going to ask to find out where the unique stressors are if she’s back in her old neighborhood has her children to care for, has a new house, and her husband is available (not traveling as much). So what kind of questions will you explore, and what areas do you think that this new stressor has become an issue?

Using the evaluation, assess your current performance on each component of the evaluation. What evidence is there to demonstrate your competence in these areas?

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TOPIC 2 DQ1 STUDENT RESPONSE

Response to students post from  Topic 2 DQ1   WITH 150 WODS   These are separate assignments and should have there own reference page.  Response to student by using the student name . Included the topic in the title so I can identify the topic.   (Clinical Practice Evaluation 4)  ATTACHED .

Topic 2 DQ 1 QUESTION :

Review the summative student teaching evaluation (Clinical Practice Evaluation 4) located on the Student Success Center. Using the evaluation, assess your current performance on each component of the evaluation (Professional Dispositions, In TASC standards, and Specialized Professional Association (SPA) standards). Reflect on your areas of strength. What evidence is there to demonstrate your competence in these areas? Share how you plan to strengthen the areas of opportunity.

Identify one additional product or service that you purchase for which you believe reference group appeal or influence in general would be minimal. Explain your answer.

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Week 2 Discussion Questions

Select only one of the two discussion questions below and provide a thoughtful 250+ word response to all of the questions (250 words total, not for each section). Separate your answers by the parts of the question. It makes it easier to see your specific response to each part.

NOTE: This is a POST FIRST discussion board. That means you can see responses by your classmates ONLY after you post your response. Your first post counts, so if it’s blank – that’s what you will be graded on. You cannot go back and edit your posts after you submit it.

 

OPTION #1 – REFERENCE GROUPS

Explain two of your personal reference groups.

Now, thinking of reference groups in general, identify two products or services that you purchase for which you believe reference group appeal or influence would be very strong. Explain your answers thoughtfully.

Identify one additional product or service that you purchase for which you believe reference group appeal or influence in general would be minimal. Explain your answer.

How can you see reference groups influencing business to business (or B2B) buying? In other words, how are the products that a business purchases influenced by their reference groups? Discuss this in terms of members of the buying center or any other groups that could impact B2B buying decisions.

OPTION #2 – GEODEMOGRAPHIC SEGMENTATION

Go to ESRI to access their Tapestry Segmentation webpage

Read through the information in the “Explore Your Community’s Characteristics” area.
Click on START EXPLORING and then you will be prompted to enter a ZIP Code.
Input a zip code with which you are familiar and click submit.

YOUR WRITTEN ASSIGNMENT:

Share the ZIP CODE that you chose including the city & state.
List the most common Tapestry Segments for the ZIP code – the top 3 or 4 should be listed under the TAPESTRY heading

Read through each of the segments (click on the segment and review the information that appears in the square to the right of the segment name. Choose the Tapestry Segment that you think best describes this area, click on the CLICK FOR MORE DETAILS link at the bottom of the description, and explain the information. Be sure to summarize key descriptors in your own words.

Does the description match what you know about the ZIP Code? Why or why not?

How could marketers use this research/information when developing a target market OR developing a promotion strategy?

Draw an Edgeworth exchange box for food on the horizontal axis and clothing on the vertical axis for Indigo and Jamal. On your diagram, illustrate Indigo’s and Jamal’s preferences for food and clothing using an indifference curve map for each consumer, showing at least two indifference curves for each.

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Learning Outcomes

Part A (40% of the marks)

Consider an economy with two consumers, Indigo and Jamal, who each have two tradable goods: food and clothing.

1. State the first and second theorems of welfare economics. Explain the implications of these theorems for the use of competitive markets to distribute goods between Indigo and Jamal and for the use of competitive markets more generally. (8 marks)

2. Draw an Edgeworth exchange box for food on the horizontal axis and clothing on the vertical axis for Indigo and Jamal. On your diagram, illustrate Indigo’s and Jamal’s preferences for food and clothing using an indifference curve map for each consumer, showing at least two indifference curves for each. With the aid of these indifference maps, show also a contract curve and explain its economic significance. Make sure you label all the elements of your diagram. (8 marks)

3. Assume an initial endowment in which Indigo has most of the food and Jamal has most of the clothing. Reproduce your diagram for Question 2, and show this initial endowment and the core of this two-person exchange economy. Fully label your diagram, including the initial endowment and the core. Explain the economic significance of the core. (8 marks)

4. Now reproduce two versions of your diagram from Question 3. Use one diagram to show a disequilibrium price (budget constraint) and excess demand for food, and use the second to show a different set of relative prices for food and clothing in which supply is equal to demand. Explain in full what your diagrams show. (8 marks)

5. Write an equation that summarises the relations between the marginal rate of substitution, relative prices and the marginal rate of transformation in equilibrium for an economy with exchange and production of food (F) and clothing (C). Explain in full these relations and illustrate your answer with a fully labelled and explained production possibility frontier (PPF) diagram with food on the horizontal axis and clothing on the vertical axis. (8 marks)

Part B (60% of the marks)

Government has three primary functions. It should provide for military defense of the nation. It should enforce contracts between individuals. It should protect citizens from crimes against themselves or their property. When government – in pursuit of good intentions – tries to rearrange the economy, legislate morality, or help special interests, the cost comes in inefficiency, lack of motivation, and loss of freedom. Government should be a referee, not an active player.

Using economic theories discussed in Block 3, and providing examples, critically discuss Friedman’s claim that inefficiency results from active Government intervention.

Part A

Always use clearly and fully labelled diagrams in your answers to all questions. This means that if you draw a line or a point it should be explained somewhere, preferably on the diagram itself or in a key below if space does not permit.

Part A of this TMA aims to help you to consolidate and demonstrate your understanding of key aspects of general equilibrium analysis, drawing on your study of Chapter 8. You may also find it helpful to look back at the explanation of indifference maps in Chapter 2, Section 2. Question 1 is about the first and second theorems of welfare economics and relates to material in Chapter 8, Section 6. Questions 2 and 3 are about exchange, the core and Pareto efficiency, which are discussed in Chapter 8, particularly Section 3. Question 4 is about the importance of price adjustment for the achievement of market equilibrium, particularly in exchange, and relates to the material in Chapter 8, Section 4. Question 5 is about relations between price consumption and production in a perfectly competitive equilibrium, and is discussed in Chapter 8, Section 5.