Choosing Your Focus

Prior to beginning this assignment, please review all the required  readings from the first three weeks as well as the articles you used in  your Week 2 Discipline-Based Literature Review. During this course, you  have been developing your knowledge in the area of learning and  cognition. In the Week 2 assignment, there was special focus on six  topics that influence a wide variety of disciplines in psychology and  other fields. In the final week of this course, you will develop a  Learning and Cognition Handbook based on these topics.

This week, you will write an extensive review and annotated bibliography on one of the six main course topics below:

Traditional learning theories: Operant and classical conditioning Traditional learning theories: Behaviorism and social learning theory Attention and memory Decision-Making Language acquisition Organizational and lifelong learning

The topic you choose should be based on the area in which you would  most like to develop your knowledge. Your choice should also consider  your current interests in psychology and support your future career  goals.

As you prepare this assignment, keep in mind that it is designed to  assist you with beginning the process of drafting your Learning and  Cognition Handbook, which is due in Week 6. It is recommended that your  paper be checked in Grammarly (Links to an external site.)Links to an external site. and through Turnitin (Links to an external site.)Links to an external site. prior to submission.

Include the following components in your review:

Introduction: Explain your motivation focusing on your chosen topic and describe how this topic aligns with your future career goals.

Research: Research five Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. in the Ashford University Library focusing on your chosen topic, and provide an annotated bibliography (Links to an external site.)Links to an external site..  These articles must provide sufficient information so that they will  support your work in the Learning and Cognition Handbook. (See the  instructions in Week 6 for further clarification.) Provide a complete  reference for each of the five articles. Beneath each reference, provide  an annotation that explains the theoretical perspectives, historical  trends, and/or empirical research within the article that describe and  define your chosen construct.

Conclusion: Provide a concluding paragraph that  synthesizes the cognitive learning principles and theories found within  the articles as they relate to your chosen construct.

The Choosing Your Focus paper

Must be three to five double-spaced pages in length and formatted according to APA style (Links to an external site.)Links to an external site. as outlined in the Ashford Writing Center. Must include a title page with the following:   Title of paper Student’s name Course name and number Instructor’s name Date submitted Must begin with an introductory paragraph that clearly states the chosen construct. Must clearly discuss and explain the chosen construct with critical thought. Must include a Research section comprised of the Annotated Bibliography (Links to an external site.)Links to an external site..   The Formatting Your References List (Links to an external site.)Links to an external site. guide offers additional guidance on correctly formatting references for the annotated bibliography. Must end with a conclusion that synthesizes the cognitive learning  principles and theories found within the articles as they relate to the  chosen construct. Must use at least five peer-reviewed sources (one per topic).   The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site.  table offers additional guidance on appropriate source types. If you  have questions about whether a specific source is appropriate for this  assignment, please contact your instructor. Your instructor has the  final say about the appropriateness of a specific source for a  particular assignment.

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****EACH DISCUSSION NEEDS TO BE 1 PAGE OR MORE***  

Discussion 1:
Informed Consent

Informed consent means that a social worker or another professional will not intervene in a client’s life or release confidential information about him unless that client has freely consented

— Dolgoff, Harrington, & Loewenberg, 2012, p. 160

Social workers are bound by the NASW Code of Ethics (2008) to provide informed consent with every client. A signed informed consent form protects the client and the social worker. It exemplifies the profession’s respect for its clients, allows for self-determination, and is the cornerstone of good social work practice. Sometimes, though, reporting of confidential information is mandated by law.

· Post a description of the importance of confidentiality when working with your client. How does the principle of confidentiality impact the therapeutic relationship? 

· Then, explain your understanding of mandated reporting and how it empowers vulnerable populations.

References (use 2 or more)

National Association of Social Workers. (2008). Code of ethics. Retrieved from http://www.socialworkers.org/pubs/code/default.asp

Reamer, F. G. (2011, November 30). When bad things happen to good social workers: The perils of ethics mistakes. Social Work Today. Retrieved from http://www.socialworktoday.com/news/eoe_113011.shtml

Gutiérrez, L. M. (1995). Understanding the empowerment process: Does consciousness make a difference? Social Work Research, 19(4), 229–237.  Discussion 2:
Dual-Role Relationships

Consider this scenario:

You receive a hotline call at your mental health agency from a client requesting a same-day appointment. You are the only social worker available to work with clients at the time, as your coworker is out of town on vacation for 10 days. A 15-year-old boy struggling with depression (no suicidal ideation) and addiction calls asking for help. While you are gathering information over the phone, you realize that he happens to be the son of a friend. Do you continue the process, planning on providing him with services, or do you refer him to another mental health clinic that is over 30 miles away? Do you make him wait until your coworker returns? Do you contact his parents and tell them he called?

In certain geographical areas there may be limited resources and in turn a lack of opportunities for clients to obtain assistance. In some rural or otherwise isolated areas there might be situations that make it difficult to maintain ideal boundaries due to dual-role relationships. Dual-role relationships exist when a professional fills multiple roles at the same time, a situation that may be unavoidable in certain circumstances.

Understanding the significant impact of a dual-role relationship with a client is important in order to avoid harming the client. Further, recognizing the impact on the client and the relationship will assist in the creation of strong professional boundaries. In these situations, a social worker might feel his or her ability to maintain these boundaries is compromised or may even experience a value dilemma due to the existence of dual-role relationships.

Consider the importance of boundaries in a therapeutic relationship. Think about ways a social worker might violate the NASW Code of Ethics as it pertains to dual-role relationships. Is there ever a situation in which dual-role relationships are acceptable, or even preferable?

· Post an explanation of how you might respond to the situation with the 15-year-old boy on the hotline. Include ways your decision may impact the client. 

· Support your position with references to this week’s resources, professional experience, and additional research. How will you address a possible dual-role relationship?

References (use 3 or more)

 Daley, M., R., & Hickman, S. (2011). Dual relations and beyond: Understanding and addressing ethical challenges for rural social work. Journal of Social Work Values and Ethics, 8(1). Retrieved from http://www.socialworker.com/jswve/spr11/spr11daleyhickman.pdf

National Association of Social Workers. (2008). Code of ethics. Retrieved from http://www.socialworkers.org/pubs/code/default.asp

Reamer, F. G. (2011, November 30). When bad things happen to good social workers: The perils of ethics mistakes. Social Work Today. Retrieved from http://www.socialworktoday.com/news/eoe_113011.shtml

Gutiérrez, L. M. (1995). Understanding the empowerment process: Does consciousness make a difference? Social Work Research, 19(4), 229–237. 

Reamer, F. G. (2003). Boundary issues in social work: Managing dual relationships, Faculty Publications. Paper 162. Retrieved from https://www.bu.edu/ssw/files/2015/09/Reamer-F.-Boundary-Issues-in-Social-Work-Managing-dual-relationships.pdf

Zur, O., & Lazarus, A. A. (n.d.). Six arguments against dual relationships and their rebuttals. Retrieved from http://www.zurinstitute.com/dualarguments.html

decisions, but testing can also lead to negative consequences, including incorrect selection, overemphasis of tested characteristics, and an undesirable level of employee uniformity.

Many of the unintended consequences of testing occur because tests are less than perfect instruments. Test use can produce both false positives and false negatives. For instance, test results might lead to selection of an unqualified applicant or rejection of someone who would perform well at a job.

Tests also can have biases, with at least part of the score attributable to factors that have little to do with the prediction of job performance. Some people may be good at figuring out the “right” answers on a test, but their skill at test taking may not translate into superior job performance. Cultural differences, language differences, and disabilities may negatively affect test scores without representing actual job-related deficits.

Even if it were possible to find a test that selects individuals perfectly, overuse of a test for personnel selection could lead to homogeneity in the workforce and reduce the diversity and balance that potentially generates creativity and enhances the organizational culture.

Finally, there is a possibility for tests to take on a life of their own, with favorable test performance becoming a more important goal than work performance. This overemphasis on testing can lead to cheating, faking, and a focus on factors measured by tests to the exclusion of other more relevant job goals.

Taking these considerations into account, think about how you would evaluate the outcomes of test use in organizations.

With these thoughts in mind:

Post by Day 4  how the unintended consequences might be evaluated. Think test bias, its consequences, and how it can be examined.