Category: Psychology

Discussion Forum 2

Pavlovs studies showed how a neutral stimulus could be conditioned to elicit a conditioned response by pairing it with an unconditioned stimulus that already elicited an unconditioned response. This process is called classical (or respondent or Pavlovian) conditioning.

For example, the sight of a dog (an originally neutral stimulus) may elicit a fear response (a conditioned response) in a person because of a past pairing of seeing a dog with that dogs bite (an unconditioned stimulus) that elicited pain and fear (unconditioned responses). Now, seeing a dog is a conditioned stimulus that produces a conditioned response of fear.

Please provide your own real-life example of classical conditioning. For a complete answer, you should do the following:

1. Specify the unconditioned stimulus (US), the unconditioned response (UR), the originally neutral stimulus (NS) that becomes the conditioned stimulus (CS), and the conditioned response (CR).

1. Describe how the conditioning process occurred.

Hint: Be sure to review pages 30-32 in Cooper et al. (2020). Table 2.2 on page 30 provides many examples of unconditioned stimuli (USs) and unconditioned responses (URs) in humans. You can pick any type of neutral stimulus (e.g., a location, a piece of clothing, a picture, a word, a person, a toy, a color, etc.) to be paired with one of these USs and then describe how the neutral stimulus (NS) can become a conditioned stimulus (CS) through Pavlovian Conditioning.

Discussion Forum 2

Pavlovs studies showed how a neutral stimulus could be conditioned to elicit a conditioned response by pairing it with an unconditioned stimulus that already elicited an unconditioned response. This process is called classical (or respondent or Pavlovian) conditioning.

For example, the sight of a dog (an originally neutral stimulus) may elicit a fear response (a conditioned response) in a person because of a past pairing of seeing a dog with that dogs bite (an unconditioned stimulus) that elicited pain and fear (unconditioned responses). Now, seeing a dog is a conditioned stimulus that produces a conditioned response of fear.

Please provide your own real-life example of classical conditioning. For a complete answer, you should do the following:

1. Specify the unconditioned stimulus (US), the unconditioned response (UR), the originally neutral stimulus (NS) that becomes the conditioned stimulus (CS), and the conditioned response (CR).

1. Describe how the conditioning process occurred.

Hint: Be sure to review pages 30-32 in Cooper et al. (2020). Table 2.2 on page 30 provides many examples of unconditioned stimuli (USs) and unconditioned responses (URs) in humans. You can pick any type of neutral stimulus (e.g., a location, a piece of clothing, a picture, a word, a person, a toy, a color, etc.) to be paired with one of these USs and then describe how the neutral stimulus (NS) can become a conditioned stimulus (CS) through Pavlovian Conditioning.

Directions:

1. Download the Field Journal Report.
2. Word Process (type) the form by filling out the required information in detail.
3. Submit the completed form here in canvas on the due date.

Instructions

Read the 4 case examples and for each one choose the DSM-5-TR diagnosis from the four options provided that best describes what you see the client suffering from. Information is far more limited than you would have in a real life clinical scenario when making a diagnosis. After choosing one of the four options for a diagnosis, then identify at least two diagnostic criteria and descriptors to support each diagnosis you have chosen.

[WordDoc]

(Gray, 2016)

Example of how to present the answer:

• Diagnosis: D) Intellectual Disability (Intellectual Developmental Disorder), mild
• B. Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, across multiple environments, such as home, school, work, and community.
• C. Onset of intellectual and adaptive deficits during the developmental period.

Note: Examples of diagnostic criteria and descriptors should correspond to the DSM-5-TR’s numbers/letters as per the diagnostic criteria and descriptors in the DSM-5-TR*. Use the exact language of the DSM-5-TR; do not abbreviate or reword the diagnostic criteria and descriptors.

• “B” and “C” are exactly as they are labeled in the DSM-5-TR, see p. 37. This is all you need for each answer.

Remember, you use the diagnosis that is not in parentheses. The diagnosis in parentheses is the ICD-10 diagnosis, not the DSM-5 diagnosis. For example, the DSM-5 reads:

Intellectual Disability
(Intellectual Developmental Disorder)

Intellectual Disability (DSM-5)
(Intellectual Developmental Disorder)-ICD-10

Note: For purposes of this class, you want the first diagnosis for your answer “Intellectual Disability” as it is the DSM-5-TR diagnosis.

Discussion Forum 1

Consider the following scenario: You are working as an Applied Behavior Analyst at a local elementary school. A teacher asks you to help figure out why one of his students rips up her paper every time she is given a math worksheet to complete during math class. She does not do this when she is assigned a worksheet in language arts.

How should you approach this scenario given the seven underlying assumptions of behavioral science that are discussed in the lesson (selectionism, determinism, empiricism, experimentation, replication, parsimony, and philosophical doubt)?

To answer the question, select 2 of the assumptions listed above OTHER than selectionism (because of the example below). Then for each assumption,

(1) Define the term, and

(2) Describe specifically how the assumption applies to the scenario.

ex:

Attached Files (PDF/DOCX): milestone 5 revised.docx, milestone 4-2.docx, Final_Assessment_Guide_PSY370.pdf

Note: Content extraction from these files is restricted, please review them manually.

Section A)

Briefly describe the organization and the leaders role. Post an analysis of the different challenges involved in leading and managing in such an organization. Describe at least two components studied in this course and what you learned from your interviewee about those facets of her or his work. What is your preferred setting? Critically evaluate your own strengths and weaknesses and how they compare to the type of setting you might work in.

Section B)

Compose a paper that expands on the strategic plan initiated in Week 5 to address areas for growth, as the Center is going to establish a unit to address the behavioral health needs of an aging adult population or adolescents with substance use disorder. Decide which area of expansion you wish to pursue (aging adult population or adolescents with substance use disorder) and indicate the impact this initiative will have in each of the key functional areas of the Center-HR, IT, Fiscal, Regulatory, Clinical & Community Services. Be sure to utilize information from your previous weekly Assignments to inform your thinking and writing. Finally, make recommendations on how to execute the updated strategic plan.

Week 5 Attached

Resouces:

• Burns, L. R., Bradley, E. H., & Weiner, B. J. (2020). Shortell and Kaluzny’s health care management: Organization design and behavior (7th ed.). Cengage.
  • Chapter 10, Strategy and Achieving Mission Advantage (pp. 241276)

• Aburmishan, J. N., & Baum, N. (2022). Physician Leadership Journal, 9(4), 4043.
• Mautone, J. A., Wolk, C. B., Cidav, Z., Davis, M. F., & Young, J. F. (2021). Implementation Research and Practice, 2. Burns, L. R., Bradley, E. H., & Weiner, B. J. (2020). Shortell and Kaluzny’s health care management: Organization design and behavior (7th ed.). Cengage.
  Chapter 10, Strategy and Achieving Mission Advantage (pp. 241276)
  Aburmishan, J. N., & Baum, N. (2022). Strategic planning for healthcare organizations.Links to an external site. Physician Leadership Journal, 9(4), 4043.
  Mautone, J. A., Wolk, C. B., Cidav, Z., Davis, M. F., & Young, J. F. (2021). Strategic implementation planning for integrated behavioral health services in pediatric primary care.Links to an external site. Implementation Research and Practice, 2.

Attached Files (PDF/DOCX): Dissecting Academic Articles.pdf, Article.pdf

Note: Content extraction from these files is restricted, please review them manually.