Discussion of how a therapist working from an ACT perspective would assess and view the issues and goals your client is struggling with and how the therapist would approach therapy within this framework.

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  • An explanation of Acceptance and Commitment Therapy (ACT) that presents the major beliefs and assumptions as well as core principles and components of this approach. Include how this perspective explains human psychological development and key interventions/approaches used by therapists employing this approach. (Approximately ¾-page)
  • Discussion of how a therapist working from an ACT perspective would assess and view the issues and goals your client is struggling with and how the therapist would approach therapy within this framework. (Approximately 1-page)
  • A sample dialogue from an ACT session between you as the therapist and your client. Introduce this section of your essay by explaining what stage of treatment the client is in at this point and whether this is the beginning, middle, or end of this particular session. (Approximately ¾-page)
  • A concluding paragraph that summarizes your critical assessment of ACT as a theory of human psychological development and basis for treatment. Discuss what you feel is relevant and helpful, what you see as it’s limitations or risks, and how you would rate this approach in relation to strengths-based and culturally sensitive and trauma-informed practice.

Describe a turning point in Marsha Linehan’s session with her suicidal client where you feel the client began to consider other choices or new perspectives on his situation.

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  • You are nearing the end of a long week in your community mental health outpatient counseling practice when your supervisor asks you to squeeze in an intake with an unexpected new client who walked in without an appointment. You go to the waiting room and greet a young man, Jasce, who is clearly anxious and distressed. Upon closing the door to your office, Jasce looks down at the floor and quickly blurts out that he was diagnosed yesterday by his psychiatric medical provider as having Borderline Personality Disorder (BPD). He tells you he was up all night searching the internet for information on BPD and now he feels worse than he did before he received this diagnosis. He said he tried counseling when he was a teenager immediately following a brief hospitalization for an overdose attempt, and he tried counseling again last year when he turned 21 and suicidal thoughts began returning. He mumbles that he only went to a couple of sessions both times because the counselors didn’t “get him.” He raises his head and looks you directly in the eyes with what looks like something between desperation and hopelessness and asks you quietly, “Can you help me?” What do you do and say in response? Use your own words as if you are speaking directly to Jasce. In addition to sharing what you would say in your initial response, please also continue this brief “live” script of how you would explain DBT to this vulnerable individual.
  • Describe a turning point in Marsha Linehan’s session with her suicidal client where you feel the client began to consider other choices or new perspectives on his situation. Describe what Marsha said or did to elicit this shift and how the client responded. Name and briefly explain which aspect of DBT Marsha was using at this moment.
  • Now return to your clinical practice client, and share with us how DBT could be used to provide treatment for your client’s primary identified issue and goals. Be specific in describing which aspect of DBT you feel would be most helpful and why. Please include a sample dialogue from a DBT interaction/session with your client as part of your response to this question.
  • Close your post with a brief critical assessment of DBT. Discuss what you feel is relevant and helpful, what you see as it’s limitations or risks, and how you would rate this approach in relation to strengths-based and culturally sensitive and trauma-informed practice.

how much Social Darwinism and Eugenics shaped the immigrant experience in America; and why Fundamentalist Christians opposed Darwinism. 

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Write a 500-word essay that discusses the role of Darwinism in America. Include your essay explanation of how Darwinism was used to classify some people as inferior and justify actions against them; how much Social Darwinism and Eugenics shaped the immigrant experience in America; and why Fundamentalist Christians opposed Darwinism.

Use a minimum of three of the sources provide to support your assignment and be sure to vote the sources.

There is belief that the United states is a “Christian Nation.” Based on the founding documents and and the prevalent Enlightenment ideals of the 18th century, how could this assignment be supported or opposed?

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There is belief that the United states is a “Christian Nation.” Based on the founding documents and and the prevalent Enlightenment ideals of the 18th century, how could this assignment be supported or opposed?

: Analyze the computation, application, strengths, and limitations of various statistical tests.

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You will review the theory, logic, and application of t tests. The t test is a basic inferential statistic often reported in psychological research. You will discover that t tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
    • Develop a conclusion that includes strengths and limitations of an independent-samples t test.
  • Competency 2: Analyze the decision-making process of data analysis.
    • Analyze the assumptions of the independent-samples t test.
  • Competency 3: Apply knowledge of hypothesis testing.
    • Develop a research question, null hypothesis, alternative hypothesis, and alpha level.
  • Competency 4: Interpret the results of statistical analyses.
    • Interpret the output of the independent-samples t test.
  • Competency 5: Apply a statistical program’s procedure to data.
    • Apply the appropriate SPSS procedures to check assumptions and calculate the independent-samples t test to generate relevant output.
  • Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
    • Develop a context for the data set, including a definition of required variables and scales of measurement.
  • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
    • Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

     

Read Assessment 3 Context [DOC] for important information on the following topics:

How did the challenging of religious authority lead to the challenging of political authority?

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How did the Great Awakening challenge the authority of the established churches? What role did this play in planting the seeds for the Revolution? How did the challenging of religious authority lead to the challenging of political authority?

, identify and explain any limitations of this theory when applied to a non-Western culture

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Discussion: Cross-Cultural Application of Theory

All humans share some common genetics and have the same basic needs (food, water, shelter), but beyond these basic commonalities, there arise many differences. A great deal of differences in behaviors and beliefs comes from the socialization process that humans undergo, which is heavily influenced by culture. Everything from conceptions of love and friendship to whether members of a cultural group tend to use formal logic when reasoning may all be shaped by social interactions in a culture. What are the implications of these differences, if any, on cognitive development?

Traditionally, theories of cognitive development assumed that this development was universal for humans; after all, all humans have the same “hardware” (i.e., central nervous system). In recent decades, many theorists have called into question this universality, positing that, like other facets of thought and behavior, cognitive development may be influenced by culture. For example, a 2012 study found that children in the United States and Japan differed in the way they related to objects to complete a visual task. The U.S. children were more object focused, while the Japanese children contextualized objects relationally (Kuwabara & Smith, 2012). It is important to note that cross-cultural studies are not suggesting superiority of one preference over the other, only pointing out that they are, in fact, different paths of development.

For this Discussion, you will select one theory of cognitive development and consider its applicability cross-culturally. You will need to complete your own research in the library to locate resources to support your argument.

To prepare:

· Search the Internet or Walden Library and select a resource related to any cognitive theory and identify any limitations of this theory when applied to a non-Western culture.

With these thoughts in mind:

By Day 4

Post a brief summary of the resource you found. From the resource, identify and explain any limitations of this theory when applied to a non-Western culture. Use proper APA format and citations.

Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.

· Evaluate the research questions and hypotheses using the Research Questions and Hypotheses Checklist as a guide

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Research Questions and Hypotheses Checklist

Use the following criteria to evaluate an author’s research questions and/or hypotheses.

Look for indications of the following:

• Is the research question(s) a logical extension of the purpose of the study?

• Does the research question(s) reflect the best question to address the problem?

• Does the research question(s) align with the design of the study?

• Does the research question(s) align with the method identified for collecting data?

If the study is qualitative, does the research question(s) do as follows?

• Relate the central question to the qualitative approach

• Begin with What or How (not Why)

• Focus on a single phenomenon

• Use exploratory verbs

• Use nondirectional language

• Use an open-ended format

• Specify the participants and research site If the study is quantitative:

• Do the descriptive questions seek to describe responses to major variables?

• Do the inferential questions seek to compare groups or relate variables?

• Do the inferential questions follow from a theory?

• Are the variables positioned consistently from independent/predictor to dependent/outcome in the inferential questions?

• Is a null and/or alternative hypothesis provided as a predictive statement?

• Is the hypothesis consistent with its respective research question?

• Does the question(s) and/or hypothesis specify the participants and research site? If the study is mixed methods, do the research questions and/or hypotheses do the following?

• Include the characteristics of a good qualitative research question (as listed above)

• Include the characteristics of a good quantitative research and/or hypothesis (as listed above)

• Indicate how the researcher will mix or integrate the two approaches of the study

• Specify the participants and research site

• Convey the overall intent of the study that calls for a mixed methods approach

Discussion: Evaluating Research Questions, Hypotheses, and Quantitative Research Designs

With a clear purpose in place, quantitative researchers have a roadmap for crafting their research questions and hypotheses that will further focus the approach they will take to investigate their topic (i.e., their study’s research design).

The selection of a research design is guided by the study’s purpose and research questions and hypotheses, and the design then links the research questions and hypotheses to the data that will be collected. You should keep in mind, however, that the research process is interactive, not necessarily proceeding in a linear fashion from one component to the next. Rather, the writing of research questions could, for example, necessitate adjustments to the study’s purpose statement. Nevertheless, when presented together, the various components of a research study should align. As you learned last week, alignment means that a research study possesses clear and logical connections among all of its various components.

In addition to considering alignment, when researchers select a research design, they must also consider the ethical implications of their choice, including, for example, what their design selection means for participant recruitment, procedures, and privacy.

For this Discussion, you will evaluate quantitative research questions and hypotheses in assigned journal articles in your discipline and consider the alignment of theory, problem, purpose, research questions and hypotheses, and design. You will also identify the type of quantitative research design the authors used and explain how it was implemented. You will also complete online training in the protection of human research participants.

With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. If your last name starts with A through I, use Article A. If your last name starts with J through R, use Article B. If your last name starts with S through Z, use Article C.

By Day 4

Post a critique of the research study in which you:

· Evaluate the research questions and hypotheses using the Research Questions and Hypotheses Checklist as a guide

· Identify the type of quantitative research design used and explain how the researchers implemented the design

· Analyze alignment among the theory, problem, purpose, research questions and hypotheses, and design

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

This article is part of discussion please read and apply to answer

Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480–487. doi:10.1037/a0039826

How do patterns of mental illness differ according to population?

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How do patterns of mental illness differ according to population? Name examples where one psychological symptom could be interpreted in two different ways based on age/gender/identified problem.

This discussion question meets the following CACREP Standards:

2.F.5.h. Developmentally relevant counseling treatment or intervention plans.

5.C.3.a. Intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management.

This discussion question meets the following NASAC Standards:

25) Gather data systematically from the client and other available collateral sources, using screening instruments and other methods that are sensitive to age, culture and gender. At a minimum, data should include: current and historic substance use; health, mental health, and substance-related treatment history; mental status; and current social, environmental, and/or economic constraints on the client’s ability to follow-through successfully with an action plan.

33) Select and use comprehensive assessment instruments that are sensitive to age, gender and culture, and which address: (a) History of alcohol and other drug use (b) Health, mental health, and substance-related treatment history (c) History of sexual abuse or other physical, emotional, and verbal abuse, and/or other significant trauma (d) Family issues (e) Work history and career issues (f) Psychological, emotional, and world-view concerns (g) Physical and mental health status (h) Acculturation, assimilation, and cultural identification(s) (i) Education and basic life skills (j) Socio-economic characteristics, lifestyle, and current legal status (k) Use of community resources (l) Behavioral indicators of problems in the domains listed above.

34) Analyze and interpret the data to determine treatment recommendations.