Psychology

I need a responsezero plagiarism3 references not more than 5 yearsThe client we will be discussing this week is William Thomas, a 38-year-old African American male. During William’s introduction video he seemed to be nervous or anxious while on camera. He also seemed to be nonchalant or possibly irritated about his diagnosis of Posttraumatic Stress Disorder (PTSD), irritability is a common behavior associated with clients who are diagnosed with PTSD. According to the DSM-5 (American Psychiatric Association, 2013, pp. 271–276), PTSD can develop in individuals that are exposed to severe psychological trauma such as a threat to their life or others’ lives, or of severe bodily harm to others or their selves, or rape. William is a retired Captain in the armed forces and Iraq war veteran, which fits the first criterion for PTSD. His file also states that he is now homeless and his current job as a lawyer is in jeopardy due to his issue with alcohol abuse and his symptoms of PTSD, these behaviors are self-destructive and reckless which are also common in this disorder (American Psychiatric Association, 2013, pp. 271–276). Studies have shown that alcohol abuse has been found to be highly prevalent in veterans who are diagnosed with PTSD (Black & et al., 2018).Psychotherapy is typically the first and most common intervention that is attempted when treating clients with PTSD. “Of the wide variety of psychotherapies available, cognitive behavioral therapy (CBT) is considered to have the strongest evidence for reducing the symptoms of PTSD in veterans and has been shown to be more effective than any other nondrug treatment” (Reisman, 2016, pp. 623-634). I would use CBT with Mr. Thomas; it can also help to treat his alcohol abuse. It might also be beneficial to prescribe Mr. Thomas an antidepressant, he may be drinking more to mask the depression that he is probably dealing with due to his current living situation. When initiating a psychopharmacologic intervention, antidepressant medication is usually the first medication prescribed (Reisman, 2016). The expected outcomes for Mr. Thomas based on the treatment plan would be to improve his adaptive functioning, treat the alcohol abuse, reduce the severity of the symptoms that he is experiencing, teach coping mechanisms, and then prevent relapse (Wheeler, 2014).ReferencesAmerican Psychiatric Association. (2013).Diagnostic and statistical manual of mental disorders(5th edition). Amer Psychiatric Pub Incorporated.Black, A. C., Cooney, N. L., Sartor, C. E., Arias, A. J., & Rosen, M. I. (2018). Impulsivity interacts with momentary PTSD symptom worsening to predict alcohol use in male veterans.American Journal of Drug & Alcohol Abuse,44(5), 524–531. https://doi-org.ezp.waldenulibrary.org/10.1080/00952990.2018.1454935Knopf, A. (2017). Koob: Even in medication age, prevent relapse with CBT.Alcoholism & Drug Abuse Weekly,29(28), 4–6. https://doi-org.ezp.waldenulibrary.org/10.1002/adaw.31018Reisman M. (2016). PTSD Treatment for Veterans: What’s Working, What’s New, and What’s Next.P & T : a peer-reviewed journal for formulary management,41(10), 623–634.Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

For this discussion, create and post a response that addresses each of the questions below. Your response should be two to three paragraphs in length. Identifying skillsWhat academic skills do you feel are already strengths for you?As you take the next step in your education and commit to a deeper study of subject material, what academic skills do you anticipate spending additional time developing?Using the resources which Capella resources can you utilize to support that development?Knowing that the resources will be valuable to you throughout your program, how will you make time outside of your coursework to revisit and use them?Growth mindsetHow might your mindset play a role in your learning and growth?(here are the links for the resources question 2)https://media.capella.edu/CourseMedia/UOS1500/CourseroomTour2017/transcript.html

This assignment relates to the following Course Learning Requirements: 1. Explain, demonstrate and evaluate various techniques for individual and group mediator training. 2. Communicate effectively with families, clinical teams and other service providers about principles and strategies of ABA/IBI and their application to individuals with ASD 3. Explain and model teaching and behaviour change strategies. Objective of this Assignment: The student will videotape a mock training scenario demonstrating the use of the Behavioural Skills Training (BST) model to train a mediator on how to teach a particular skill to a learner. Instructions: Choose one of the following scenarios and submit your choice to your instructor via email by the required date (as outlined in the Course Timeline). 1. Billy has mastered gross motor imitation in his IBI program and there is a need to generalize these skills to the home setting and under a parent’s direction. 2. Danny has recently started to attend an Adult Day Program on weekends. The staff at the program have requested to be trained on his current programming at home, starting with manding for missing items using signs (may use PECS in lieu of signs). 3. Joey is a 3-year-old whose parents are trying to implement a ‘put on shoes’ program and have asked you to train them on how to implement this program at home. 4. Sam is transitioning out of an IBI program into school. He uses PECS to communicate and is currently on Phase 1 Step 4. His primary EA has requested to be trained on this program. 5. Julia is an 11-year-old whose parents are trying to implement a ‘put on deodorant’ program. They have asked you to train them for this life skill area. 6. Connor has learned how to drink from a cup in his IBI sessions. He must generalize this skill to his daycare under a daycare teacher’s direction. 7. A staff in a residential group home with an adult with a developmental disability has a concern over her frequent swearing; the function of the behaviour is hypothesized to be attention. 8. Nursing staff in a long-term care facility have concerns of a patient wandering off the unit; the function of behaviour is hypothesized to be access to tangible (to get access to Tim Hortons). Part 1: Written Training Outline (10%) • Rationale: o Discuss the social significance of the skill being taught and provide an explanation as to why you are training the selected mediator how to implement the program in the specified context. o For scenario 1-6, describe the benefits of teaching this skill (more immediate and long term). o For scenario 7-8, describe the current impact/risk that this behaviour has on the learner and the benefit of teaching a specified replacement behaviour. • Overview: Provide relevant information on the training program o State who the mediator is. o Setting/Location: where and when the training session will take place. o All training materials needed. o Any prior training conducted or other pertinent information necessary to conduct the training session. For example, o The Mediator has been trained to proficiency (100%) on other components in the training plan, specifically how to deliver behaviour specific praise and collect data. o During the initial training session with this Trainer, the Mediator scored 60% on the manding for missing items program with the Trainer. Feedback was provided and the decision was made to conduct an additional training session as the Mediator did not meet the pre-determined criterion (90%). • Training objective(s): o State the training learning objective(s) for the Mediator. o The learning objectives should be written in a measurable way and include all four components as outlined in Module 8. 7.2. For example, “The Mediator will perform at least 90% of the skills as outlined in the performance checklist without any prompts or reminders from the Trainer across two practice training sessions”. • Facilitator Instructions (to self): o Detailed instructions for the Trainer (yourself) to use as a prompt during the training session. This includes a detailed list of steps to be completed: o Prior to session to prepare (prepare for the session/set-up). o During the session (BST outline). o At the end of the session (follow-up training required) • Training Agenda: o A list of the items that you will be discussing/accomplishing during your mediator training session in the form of a handout (to be reviewed with the mediator at the start of your training session). o Should include details such as: date, location, names of attendees, estimated time per agenda item. • Mediator Performance Checklist: o Develop a mediator performance checklist for the Trainer to score the mediator during the mock training session (while the mediator is role playing the program) and to be able to provide the mediator with feedback on their performance (treatment integrity). o The checklist should include at least 4 steps and should be written in clear/objective terms leaving no room for interpretation. For example, “The mediator provides immediate behaviour specific praise (within 3-5 seconds) for correct responding by saying “Great job telling me you want the ___”. o The checklist must include a measurement system to calculate a performance score (percentage correct). Note: remember that instruction writing is an art; try to ensure a balance between too much detail and too few details. Part 2: Mediator Training Video Demonstration (20%): You will be required to provide a video demonstration (no more than 15 minutes in length) of you training a mediator on how to teach particular skill to a learner. In preparation for your taped session, you will need to ensure that the training is set-up to include the following: 1. You will need a partner to complete the demonstration who will play the role of the Mediator. Your Mediator can be a family member, roommate or colleague. If for any reason you are not able to find a person to act as your Mediator (in person), you can adapt your training session to video conferencing (using a platform such as Google Hangouts, Zoom or any other platform that supports this). No matter the format (in person or video), the Mediator MUST have an opportunity to role play. Keep this in mind when selecting the skill steps (prompt level). 2. You will want to set up the camera directed towards a table with 2 chairs where you will meet with your Mediator to complete the performance-based training. 3. Make sure any props or teaching materials are present. 4. Prior to starting your BST training session, you will: a. Introduce yourself & share your role; use ‘soft skills’ to put the Mediator at ease b. Discuss the purpose of the training/rationale c. Review the agenda (item by item) d. State the Mediator training objective 5. You will run a BST session (instructions, model, role play/rehearsal, feedback) a. You will start with the instructions. This should be a brief description (< 2 minutes) of the skills steps as outlined in the performance checklist using mediator friendly language. b. You will model (step by step) the program to the Mediator using the materials. You will be the Trainer and the Mediator will play the role as the child. c. You will review the performance checklist and explain the purpose of using this during your training session (treatment integrity). d. You will provide the Mediator with an opportunity to role play implementing the program. The Mediator will now be the Trainer and you will play the role of the child. e. You will give the Mediator feedback using the performance checklist and will refer back to the training objective. If the Mediator does not meet the criteria as outlined in the checklist (e.g., 90%), you may have them role play again until mastery is achieved (demonstrating proficiency) or you will discuss and specify a plan for further training. 6. You will end the session with identifying the next steps/future training objectives (e.g., observe the parent implementing the program directly with the child in the home across two observations with 90% accuracy). Secure a date/time and agree to this. 7. You will respond to at least 1 question asked by the Mediator and will assess the Mediator during the training on their understanding of the content and skills being trained by asking them questions (e.g., “Okay, so when Bobby gives you the corresponding PEC, what will you say to him? How many seconds after he hands you the PEC will you provide verbal praise?”). 8. You will find opportunities to incorporate your ‘soft skills’ and other interpersonal skills/non-verbal behaviours including but not limited to: acknowledging the Mediator for their participation/questions (e.g., “Great question, I am glad you asked that…”;“Sometimes role plays can feel awkward – I completely understand”; “I really appreciate your participation during this session!”), checking clarity throughout (e.g., “Does this make sense to you?” “Do you have any other questions before we move on?”), smiling, nodding your head etc.

The Problem of Many Hands: The difficulty of assigning responsibility for wrongdoing in organizations in which many people contribute to decisions and policies. Who should we blame for failures of government? Where is the agency within the agency? Is anyone effectively held accountable for large failures?Hierarchical Responsibility?Where an agency head takes the blame?“The buck stops here” The problem is that a leader “taking responsibility” can be merely ritualistic. ?Makes the leader appear courageous. ?May even benefit that leader if executed well. ?Gains gratitude from subordinates. ?Formal punishment quells future debate Only Organizational Responsibility? Blame and punish the organization. ?But individuals still suffer many of the consequences. ?And the people who have less agency may suffer more consequences. Ultimately, fails to ensure that organizations won’t repeat the mistakes. ?What was called a “bad actor” was really a bad design Individual Responsibility? 1. Actions or omissions are a cause of the outcomes. ?E.g., failure to take usual safety precautions in drilling an oil well ?E.g., failure to follow standard procedures 2. Actions or omissions are not done under compulsion or ignorance. But are the consequences disproportionate to the actions or omissions? ?Fail to appreciate the enormity of the outcome Individual Responsibility? 1. Actions or omissions are a cause of the outcomes ?E.g., failure to take usual safety precautions in drilling an oil well ?E.g., failure to follow standard procedures 2. Actions or omissions are not done under compulsion or ignorance But are the consequences disproportionate to the actions or omissions??Fail to appreciate the enormity of the outcome Responsibility for Design Fault the structure of the organization and its relationships. But this transfers to another problem of many hands Solution: Separate the structural defects from the individual errors?Then, we are able to monitor the individual errors looking forward ?Offices and institutions to oversee the correction in structural deficiencies Failing to Learn Criticisms: 1. Inadequate guide for individual decision makers in the future ?Sends the wrong message to future officials ?Fails to distinguish individual from systematic failures 2. Impersonality weakened the recommendation for institutional reform ?Retreats to passive voice and failure of universal virtue ?Which roles or offices should be redesigned? 3. Political commission is the wrong forum ?Recommendations ignored ?Experts and citizens, not political partisans Takeaways Individual moral responsibility is the best foundation to reform government ?Understand individual role ?Redesign institutions to ensure roles are executed correctly ?Hold future officials accountable Institutions should be redesigned to: ?Ensure that there are incentives for individuals to prevent harms ?Hold responsible officials who cause harms and act voluntarily

Week 6 Forum Topic Instructions Peggy Mcintosk’s concept of white privilege can be extended to privileges of all kinds. Men are privileged over women, heterosexuals are privileged over gay and lesbian individuals, and able-bodied individuals are advantaged over individuals with disabilities. In fact, a white, able-bodied, heterosexual male is referred to as a hegemonic person, a person who has authoritative status. What kind of social privilege do you have? This may include wealth, and youth, as well as the main social categories of race, sex, sexual orientation and able-body because we also discriminate against old people and poor people. How far up on the social hierarchy are you if you figure in all of the six categories? Do you think that the higher up you are on the social ladder the more social responsibility you should have toward the general good of all people? How can you use your social privilege for social good?

Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:Describe the contemporary issue and explain what external stressors are associated with this issue.Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

DescriptionThe critical analysis questions are designed to stimulate thought, clarify concepts, explore course materials in detail, and to examine the course concepts from a new or different perspective.Responses should be 500-800 words in total. As in all assignments, cite your sources in your work and provide references for the citations in APA format.Questions Compare and contrast John Locke and John Rawls’s respective theorizations of (in)equality. How does Locke’s discussion of the acceptability of economic inequality as long as there is equality of opportunity compare to, and differ from Rawls’ discussion of equality and inequality? In Political Liberalism, John Rawls argues that differences in “comprehensive doctrines” constitute a significant source of conflict in modern societies. Briefly explain what Rawls means by “comprehensive doctrine” and provide one specific example of this concept. (It can be your example or his.)

NIMBY is essentially “not in my backyard” and is a mentality that a civic need for a rehab facility or jail built in a neighborhood will drive up crime and cause property values to dip.*How can NIMBY affect the economy, jobs, and growth?In theory, big projects like a jail or even the explosion of job growth in silicon valley should mean an influx in jobs and the economy. This isn’t always the case unfortunately. NIMBYism is bad for the nation as a whole. Even though labor productivity has grown the most over the last few decades in three specific U.S. cities: New York, San Francisco, and San Jose: that local growth hasn’t translated to greater national growth at all, thanks to a lack of housing.* How can NIMBY affect the advancement of the Smart Grid? To advance the smart grid there needs to be land occupied to increase the advancement. Many residents don’t want that kind of eyesore in there neighborhood even if they could be dealing with unsatisfactory consistent power delivery. Their needs to be a compromise to meet energy needs but having the NIMBY attitude will halt progress.* Has NIMBY affected any energy-related projects in your area? Has it been resolved?I cant find any energy related projects that were halted due to NIMBY, however their have been many housing projects that have been met with much resistance. A particular district in downtown that is more dedicated to the arts and musicians and has a very homegrown artsy feel. Over time this area has been slowly developed and the property values are very high and the demand for living space has gone up. There was a apartment complex scheduled to be built but many protested this decision. Ultimately the project is now moving forward but compromises were made on how high this complex can be to maintain the aesthetic the community desired.ResourceCapps, K. (June 5, 2015). NIMBYism Is a Huge Drag on America’s Economic Growth. Retrieved from: https://www.bloomberg.com/news/articles/2015-06-05/nimbyism-is-a-huge-drag-on-america-s-economic-growth(Links to an external site.)

For this assignment, you will answer the following questions based on the required unit resources and unit lesson. Explain the five basic punishment philosophies and how they are different from each other. How does the media impact the use of punishment philosophies? Give at least one example of the impact. How does the media shape the overall view of the correctional system? How does the media change your personal views? The essay must be at least two pages in length, including a cover page and reference page, which does not count toward the minimum page requirement listed. Ensure that you include an introduction. You must include one other source besides the textbook from an academic source. The Waldorf Online Library provides many academic source options. Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.

In 2015 the Hon. Ronald Thwaites, urged Parents to “instill positivevalues and attitudes in their children from the earliest age, so thatthey will be less disruptive in schools and become productivecitizens”.To what extent do you agree with this statement and itsrelevance to the parents of the children in your classroom andcommunity in Grenada West Indies?