Category: Psychology

must follow the instructions of the assignment must be in apa 7 format running head 1 inch margins citations Must be correct apa 7 format will give the instructions review the textbook by Watson and Flamez Counseling assessment and evaluation fundamentals of applied practice Sage 2015 and other reputable sources

Assignment Instructions (Please remember to follow all instructions) Read the case about Phoebe below. You can also find further details in the Durand Textbook in Chapter 8 on page 275. After reading the case history about Phoebe, develop a treatment plan using one of the following theoretical perspectives to guide your treatment plan (cognitive-behavioral, family systems, interpersonal therapy, psychodynamic, purely cognitive, etc.), which have been introduced currently throughout the course. Make sure to identify which perspective you use and why you have chosen that particular perspective to guide your treatment plan for Phoebe. Next, provide a list of primary target behaviors you plan to address in your treatment plan. Then explain why Phoebe may have developed her difficulties and which factor might have contributed to her developing Bulimia Nervosa. Finally, plan a treatment based on your chosen theoretical perspective to guide your treatment. The assignment is to be anywhere from 350 to 500 words. Please include the sources used, such as the text, and provide proper APA formatting for the citations and the references. The Case of Phoebe Phoebe… Apparently Perfect Phoebe was a classic all-American girl: popular, attractive, intelligent, and talented. By the time she was a senior in high school, she had accomplished a great deal. She was a class officer throughout high school, homecoming princess her sophomore year, and junior prom queen. She dated the captain of the football team. Phoebe had many talents, including a beautiful singing voice and marked ability in ballet. Each year at Christmastime, her ballet company performed the Nutcracker Suite, and Phoebe attracted much attention with her poised performance in a lead role. She played on several school athletic teams. Phoebe maintained an A-minus average, was considered a model student and was headed for a top-ranked university. However, Phoebe had a secret: She was haunted by her belief that she was fat and ugly. Every single bite of food that she put in her mouth was, in her mind, another step down the inexorable path that led to the end of her success and popularity. Phoebe had been concerned about her weight since she was 11. Ever the perfectionist, she began regulating her eating in junior high school. She would skip breakfast (over her mother’s protestations), eat a small bowl of pretzels at noon, and allow herself half of whatever she was served for dinner. This behavior continued into high school, but as Phoebe struggled to restrict her eating, she occasionally binged on junk food. Sometimes she stuck her fingers down her throat after a binge (she even tried a toothbrush once), but this tactic was unsuccessful. During her sophomore year in high school, Phoebe reached her full adult height of 5 feet 2 inches and weighed 110 pounds; she continued to fluctuate between 105 and 110 pounds throughout high school. By the time she was a senior, Phoebe was obsessed with what she would eat and when. She used every bit of her willpower attempting to restrict her eating, but occasionally she failed. One day during the fall of her senior year, she came home after school and ate two big boxes of candy alone in front of the television. Depressed, guilty, and desperate, she went to the bathroom and stuck her fingers farther down her throat than she had dared. She vomited. Moreover, she kept vomiting. Although so physically exhausted that she had to lie down for half an hour, Phoebe never had in her life felt such an overwhelming sense of relief from the anxiety, guilt, and tension that always accompanied her binges. She realized she had gotten to eat all that candy, and now her stomach was empty. It was the perfect solution to her problems. Phoebe quickly learned what foods she could easily vomit. Moreover, she always drank lots of water. She began to restrict her eating even more, and her bingeing increased. This routine continued for about six months, until April of her senior year in high school. By this time, Phoebe had lost much of her energy, and her schoolwork was deteriorating. Her teachers noticed this and saw that she looked bad. She was continually tired, her skin was broken out, and her face puffed up, particularly around her mouth. Her teachers and mother suspected that she might have an eating problem. When they confronted her, she was relieved her problem was finally out in the open and stopped binging for a while, but mortally afraid of gaining weight and losing her popularity, Phoebe resumed her pattern, but she was now much better at hiding it. For six months, Phoebe binged and purged approximately 15 times a week. When Phoebe went away to college that fall, things became more difficult. Now she had a roommate to contend with, and she was more determined than ever to keep her problem a secret. Although the student health service offered workshops and seminars on eating disorders for freshman women, Phoebe knew that she could not break her cycle without the risk of gaining weight. To avoid the communal bathroom, she went to a deserted place behind a nearby building to vomit. She kept her secret until the beginning of her sophomore year when her world fell apart. One night, after drinking beer and eating fried chicken at a party, she attempted to cope with her guilt, anxiety, and tension in the usual manner, but when she tried to vomit, her gag reflex seemed to be gone. Breaking into hysterics, she called her boyfriend and told him she was ready to kill herself. Her loud sobbing and crying attracted the attention of her friends in her dormitory, who attempted to comfort her. She confessed her problem to them. She also called her parents. At this point, Phoebe realized her life was out of control and needed professional help.

(Answer the following question below) Stigma often surrounds individuals with mental health issues, especially when those issues are linked to physical disorders. For this discussion, select a chronic illness and reflect on the societal perceptions of mental and physical health intertwining. What challenges do they encounter in seeking help, and how does this stigma affect their relationships and day-to-day life of co-occuring disorders? Additionally, I encourage you to suggest strategies for reducing this stigma within your scenario. What could be used to educate others about the importance of understanding these conditions without prejudice.

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Analyzing your learning is a crucial component of being active. Short reaction papers that use the material you are reading and discussions in class are a great way to accomplish that. You can integrate the readings with (a) class discussions, (b) something you read in the news, (c) something you are learning in another course, or (d) something that actually happened to you in the reaction papers. Each paper should have at least 3 journal sources. An empirical study can be created to test a hypothesis. You may look up Alabama laws and report on what you find. You can present two arguments on different sides of an issue. Critical thinking must be clearly through your presentation of the dilemma and your argument. Each reaction paper should be between 750-1000 words, double-spaced, and typed in a 12-point Times New Roman font using APA formatting. Choose one of the topics below: A. Ethical Considerations in Psychological Research: Discuss the importance of ethical guidelines in conducting psychological research, highlighting cases where unethical practices have led to negative consequences. Explore the balance between the benefits of research and the potential harm to participants. B. Professional Competence and Continuous Learning: Explore the ethical obligation of psychologists to maintain and enhance their professional competence through ongoing education and training. Discuss the potential consequences of inadequate training on client well-being. Grading Guide Content: Topic Background (10 points): __________ Topic background and connection to course content (lecture notes, text) are covered thoroughly, clearly, and accurately 3 peer-reviewed journal articles pertaining to reaction paper used Content: Opinions & points of view (10 points): __________ At least three key points addressed thoroughly, clearly, and accurately Content: New info learned (10 points): __________ At least three new pieces of information were described Personal opinion/reactions to journal articles or the question, along with reasons for your opinion Writing (10 points): __________ Grammar, punctuation, and spelling are correct Logical progression of sentence structure and paragraph structure Format (10 points): __________ APA Formatting & Style (Paper is typed, 12-point font, 1-inch margins, etc.) Paper is at least 2 pages (excluding title, name, etc.) Total (50 points): __________

Learning Objectives: * illustrate a thorough understanding of the information about and experiences of a non-dominant or minority group in Canada; * determine which culturally competent counselling practices to bring into counselling work with clients; and * analyze how their own personal factors may influence their counselling work with these clients. Purpose: The purpose of this assignment is to assist students in exploring and understanding information about a non-dominant or minority group in Canada and how they may bring this knowledge to their counselling work clients who may be in this group. * Instructions 1. Write a paper about counselling a specific cultural group that is clearly identified in the literature as a cultural group and that is in Canada. Your paper needs to be eight (8) double-spaced pages long (or 2000 words, +/- 100 words), excluding the cover page and the reference list. Do not exceed the upper word limit for the paper. The minimum requirement for recent (last 7 years, 20182025), peer-reviewed sources is eight (8), in addition to any peer-reviewed required course readings that you may cite. There is no upper limit for the number of recent, peer-reviewed sources although about 16 is recommended. Remember that the course textbooks, other textbooks, and books, are not peer-reviewed sources. If you cite from course texts, edited books, or books, make sure that you correctly cite the original source and not the editor(s) of the book. Avoid citing original sources from secondary sources unless the source is not in the YU library or is unavailable online and the information is either foundational or critical to a particular point in your paper. Remember that you must include a live hyperlink for all DOIs and URLs for each reference entry that must go to the correct source. 2. Title the report “Counselling X,” where X is the specific cultural group being reported on and focus on cultural groups in Canada. You must include Canada or Canadian in the title. Examples of appropriate titles are * Counselling Turkish-Canadian Clients, * Counselling Greek-Canadian Clients, * Counselling Eastern-European Canadian Clients * Counselling Indigenous Youth in Canada 3. Papers on counselling a specific Indigenous group of bands (such as the Inuit, prairie dwellers, youth, women, urban dwellers, adolescents living on reserves, etc.) are encouraged, as are reports on an Indo-Canadian or Chinese-Canadian subculture, such as children, adolescents, or women. Make sure to clearly define the group and delineate the age range for groups such as youth, children, or adolescents. 4. Reports on other specific groups or subcultures are also welcome. Examples include * Counselling Muslim Immigrant Clients in Canada, * Counselling Syrian Refugees in Canada, * Counselling Bicultural Adolescents in Canada, * Counselling Interethnic Couples in Canada, and * Counselling Deaf Clients in Canada. 5. Do not write on a topic that is too general such as Counselling Asian, Latino, African, European, Indigenous, Refugee, or Immigrant Clients in Canada. 6. Include a brief introduction (support your thesis statement) as well as a brief conclusion with a maximum of about 100 words for each. Do not include an abstract. Complete these four sections. A. Socio-cultural and demographic background (20%) In this section, include descriptive information about the specific cultural group that you have researched, such as demographics, history, social and cultural customs, traditions, belief systems and values, as well as epidemiological data on the prevalence of certain conditions, if such data exist. Make sure to be as specific as possible in your description. For example, if you write about youth in a particular group, make sure to define what age range you mean and what researchers have noted. The minimum requirement for this section is two (2) recent (last seven (7) years, 20182025), peer-reviewed sources. Exceeding the minimum will help illustrate wider reading and ability to integrate multiple sources and increase the strength of themes and main points. Remember that the course texts are not peer-reviewed although you may find many of the original peer-reviewed sources cited in the course texts in the library. Write about 450 words for this section. B. Counselling strategies (30%) In this section, include information about how you would conceptualize a presenting concern or concerns brought into counselling by someone in the cultural group. For illustrative purposes, you may develop a hypothetical client. The focus in this section is on considerations of therapeutic alliance and experiences that a client in this group may have had such as intergenerational trauma, personal trauma such as adverse childhood experiences, or experiences that may have contributed to them becoming migrants who are now refugees or immigrants in Canada, experiences of oppression and/or marginalization or anything that you believe may have contributed to them seeking counselling. You may make references to the theoretical material covered in the course, such as influences of individualism and collectivism, models of cultural identity formation, acculturation, or any other topic area that you think is relevant to the cultural group. The minimum requirement for this section is three (3) recent (last seven (7) years, 20182025), peer-reviewed sources. Exceeding the minimum will help illustrate wider reading and ability to integrate multiple sources and increase the strength of themes and main points. Remember that the course texts are not peer-reviewed although you may find many of the original peer-reviewed sources cited in the course texts in the library. Look for sources that are about the particular cultural group in Canada. If you cite sources that are about the cultural group in other countries than Canada, explain how you think the information fits the cultural group in Canada. Remember to include your voice in what you are writing and note what you think about the research that you have read about the cultural group. Write about 700 words for this section. C. Counselling interventions (20%) In this section, address specific practical techniques that you believe would be appropriate and effective in working with clients in the cultural group. The minimum requirement for this section is two (2) recent (last seven (7) years, 20182025), peer-reviewed sources. Exceeding the minimum will help illustrate wider reading and ability to integrate multiple sources and increase the strength of themes and main points. Remember that the course texts are not peer-reviewed although you may find many of the original peer-reviewed sources cited in the course texts in the library. Describe which interventions you may already utilize or would most likely utilize when you work with clients in the cultural group and why you think that they would be effective. Write about 450 words for this section D. Directions for future research (10%) In this section, identify existing gaps in the current research on and knowledge of diversity and cross-cultural counselling theory and practice related to the cultural group and/or areas of research that need to be expanded or improved and provide an agenda for future research. Make sure to describe what area or areas that you think are most important for researchers to focus on and how this may be useful to counselling work with clients from the cultural group. The minimum requirement for this section is one (1) recent (last seven (7) years, 20182025), peer-reviewed source. Exceeding the minimum will help illustrate wider reading and ability to integrate multiple sources and increase the strength of themes and main points. Remember that the course texts are not peer-reviewed although you may find many of the original peer-reviewed sources cited in the course texts in the library. Write about 200 words for this section. The minimum requirement for recent (last 7 years, 20182025), peer-reviewed sources is eight (8), in addition to any peer-reviewed required course readings that you may cite. Although there is no upper limit for the number of recent, peer-reviewed sources, the recommended maximum is about 16. Students who plan to counsel/practice in a country other than Canada after graduation are welcome to contact the instructor for help to identify a relevant topic. If you are unsure that the cultural group in Canada that you want to discuss meets the criteria, discuss it with your instructor so that they can approve your choice. Structure * Required components: Title page and reference page(s) * Length of Assignment: The text body of paper (i.e., not including references and title page; do NOT include an abstract) should consist of approximately 2000 (+/- 100) words, (Times New Roman font size: 12) * Format: Please, format your assignment in Word (files with extension .doc or .docx) * References: A minimum total of eight (8) recent (last 7 years, currently 2018-2025), peer-reviewed sources and no maximum with a recommended upper limit of 16 recent, peer-reviewed sources. Resources Any sources used to support your Written Narrative should, of course, be cited using the correct APA format. Although it can be a useful starting place to gather very general information, to later verify it with more substantial sources, no Wikipedia references will be accepted as scholarly citations. Here’s just one reason why:

the book is included for the pages

Niles, S. G., Goodman, J., & Pope, M. (2001). The career counseling casebook: A resource for students, practitioners, and counselor educators (pp. 231235). Broken Arrow, OK: National Career Development Association.

Essential of Life-Span Development 7th edition by John W. Santrock-

Respond to at least two of your colleagues posts and continue the Discussion through Day 7 by providing an example or personal experience that illustrates one of the points made by your colleague. Refer back to the Purpose, Audience, and Evidence media program to review the personal experience illustration to guide you. Further explain to your colleague this example from a personal experience perspective. first colleague post For this discussion, I choose to review the article Valsiner, J. (2019). Culture & psychology: 25 constructive yearsLinks to an external site.. Culture & Psychology, 25(4), 429469. Links to an external site. All writing serves a purpose, most commonly to inform, persuade, or entertain. Within scholarly articles, the purpose most often is to inform, and at times, persuade the reader that the author’s conclusion is correct. The purpose of the article I chose was to inform the reader of topics covered by the journal Culture & Psychology. The audience informs the style of writing and how you present your information. Scholarly articles are written for other scholars and individuals in the field with similar backgrounds. In this situation, the audience is readers and writers of the journal. The presence of bias is important in informing the reader of the lense the article is written. Most scholarly articles will state if there is any bias for the reader to be aware of. “The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.” (Valsiner 2019) was the declared bias for my target article. Readers assume that the quality of evidence of scholarly writing is present and documented. The quality of evidence lends to the credibly of your claim, and without it your writing is meaningless. Most of the evidence in the article was from the journal itself, with very few outside sources. These concepts are important to writing and communication in the field of psychology. Having a clear sense of purpose and audience guides your writing style. Writings without these can lose focus and can be hard to read as they attempt to cater to different audiences. In today’s news climate, the ability to read an article for evidence and bias is crucial in using critical thinking and making informed decisions. While more informal writing can have lower quality and may have more bias, it is an expectation in the world of academia to write without bias, to a scholarly audience, with high-quality evidence. 2 discussion post Good Evening! The articles I selected collected research on the effectiveness of two models of applied behavior analysis (ABA) used with children diagnosed with autism spectrum disorder (ASD). The purpose of the article is clearly defined as comparing two outcomes between two ABA service delivery models in a real world setting such as a community based setting. Establishing a clear purpose is important in scholarly writing because it helps to guide the reader’s with understanding of what research aims to accomplish and why the findings matter to the field of psychology. The intended audience for this article includes behavior analysts, student analyst, researchers, and other professional working with children on the spectrum. The authors use professional terminology and assume the reader has foundational knowledge of ABA principles. Understanding the audience is important because it influences how information is presented including the level of details, the tone, and language. In Psychology, writing for the right audience ensures the research is communicated effectively and care be useful as those may apply the results to their current practices. The authors address bias by using objective measurements tools and data based comparisons rather than personal opinions. Although no research can be completely free from any bias, the use of standardized assessments and clear variables help strengthen the objectivity of the findings. The quality of evidence in the article is strong because it is based on empirical data collected in real world settings. Measurable outcomes like skill aquisition and behavior reduction allow for consistent comparisons between the two ABA models, enabling readers to evaluate effectiveness based on data rather than assumptions. Together, purpose, audience, bias, and evidence support ethical communication and evidence based practices.

Write according to the requirements and earn a high score.