Major Schools of Thought in Psychology

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Contemporary psychology has become highly diversified. Many perspectives have been adopted for the study of psychology.

Each of these perspectives sees behavior and experience in a unique way that frequently contradicts other highly regarded perspectives.

For this assignment, first complete the chart by comparing and contrasting the five major perspectives covered in your text.

· Identify the distinguishing features of each of these perspectives.

· Identify conflicting viewpoints.

· Identify shared viewpoints.

· Identify and describe key controversies or debates associated with each perspective

Next, below the chart, in 2-3 paragraphs, explain which school of thought you most subscribe to at this time in your life and why. You may wish to subscribe to a mix, but be clear on which aspects from each school of thought you want to identify with.

Be specific with examples and connections you can make to your life experiences.

Five Major Schools of Thought in Psychology

Key Features

Conflicting Viewpoints

Shared Viewpoints

Key Controversies

Humanistic

Behavioral

Cognitive

Psychoanalytic

Neuroscience

Use APA style to format your paper and to cite any sources you use, including your text. Include a title and reference page. Review the rubric for more information on how your assignment will be graded.

  • For this assignment, first complete the chart by comparing and contrasting the five major perspectives covered in your text.
  • Identify the distinguishing features of each of these perspectives.
  • Identify conflicting viewpoints.
  • Identify shared viewpoints.
  • Identify and describe key controversies or debates associated with each perspective.

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prevalence of factors involved in the treatment of eating disorders, but also the societal, medical, and cultural influences that help individuals develop and sustain the unhealthy behaviors related to an eating disorder.

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Through this week’s Learning Resources, you become aware not only of the prevalence of factors involved in the treatment of eating disorders, but also the societal, medical, and cultural influences that help individuals develop and sustain the unhealthy behaviors related to an eating disorder. These behaviors have drastic impacts on health. In clinical practice, social workers need to know about the resources available to clients living with an eating disorder and be comfortable developing interdisciplinary, individualized treatment plans for recovery that incorporate medical and other specialists.

For this Discussion, you focus on guiding clients through treatment and recovery.

To prepare:

  • Review the Learning Resources on experiences of living with an eating disorder, as well as social and cultural influences on the disorder.
  • Read the case provided by your instructor for this week’s Discussion.

Post a 300- to 500-word response in which you address the following:

  1. Provide the full DSM-5 diagnosis for the client. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention).Keep in mind a diagnosis covers the most recent 12 months.
  2. Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
  3. Explain why it is important to use an interprofessional approach in treatment. Identity specific professionals you would recommend for the team, and describe how you might best utilize or focus their services.
  4. Explain how you would use the client’s family to support recovery. Include specific behavioral examples.
  5. Select and explain an evidence-based, focused treatment approach that you might use in your part of the overall treatment plan.
  6. Explain how culture and diversity influence these disorders. Consider how gender, age, socioeconomic status, sexual orientation, and/or ethnicity/race affect the experience of living with an eating disorder.

Note: You do not need to include an APA reference to the DSM-5 in your response. However, your response should clearly be informed by the DSM-5, demonstrating an understanding of the risks and benefits of treatment to the client. You do need to include an APA reference for the treatment approach and any other resources you use to support your response.Required Readings

American Psychiatric Association. (2013h). Feeding and eating disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm10Khalsa, S. S., Portnoff, L. C., McCurdy-McKinnon, D., & Feusner, J. D. (2017). What happens after treatment? A systematic review of relapse, remission, and recovery in anorexia nervosa. Journal of Eating Disorders, 5(20), 1–12. doi:10.1186/s40337-017-0145-3Lewis, B., & Nicholls, D. (2016). Behavioural eating disorders. Paediatrics and Child Health, 26(12), 519–526. doi:10.1016/j.paed.2016.08.005American Psychiatric Association. (2013q). Somatic symptom and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm09Brown, P., Lyson, M., & Jenkins, T. (2011). From diagnosis to social diagnosis.Social Science & Medicine,73(6), 939–943. doi:10.1016/j.socscimed.2011.05.031Kaltura Media Uploader (HTML)

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literature for studies related to an evidence-based intervention used to treat those suffering from trauma and stressor-related issues.

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individuals can experience trauma from public events at the national level or extremely private ones at the interpersonal level. In this Discussion, you analyze these two types of trauma, describing potential interventions and their effectiveness.

To prepare: Read the DSM-5 section on trauma and stressor-related disorders and review the Learning Resources on PTSD, disaster response, and trauma.

Then search the literature for studies related to an evidence-based intervention used to treat those suffering from trauma and stressor-related issues. Specifically, locate the following:

  1. One study on treating symptoms resulting from a national traumatic event (e.g., natural disaster, mass shooting)
  2. One study on treating symptoms resulting from an interpersonal trauma (e.g., rape, childhood sexual molestation, domestic violence)

Post a response in which you address the following:

  1. Post the APA references for the two studies you located.
  2. Provide a brief description of the traumatic events, including a summary of how they affected the individuals involved.
  3. Describe the interventions discussed in the articles and explain how they addressed the psychosocial issues and needs of the individuals affected by the trauma.
  4. Explain the effectiveness of the interventions, as stated in the articles.
  5. Analyze and discuss the similarities and differences in the individuals’ needs depending on whether the issues occurred due to a national traumatic event or an interpersonal trauma.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

Required Readings

American Psychiatric Association. (2013s). Trauma- and stressor-related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm07American Psychiatric Association. (2013g). Dissociative disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm08Powers, A., Fani, N., Cross, D., Ressler, K. J., & Bradley, B. (2016). Childhood trauma, PTSD, and psychosis: Findings from a highly traumatized, minority sample. Child Abuse & Neglect, 58, 111–118.Schnyder, U., Ehlers, A., Elbert, T., Foa, E. B., Gersons, B. P. R., Resick, P. A., … Cloitre, M. (2015). Psychotherapies for PTSD: What do they have in common? European Journal of Psychotraumatology, 6(1), 281–286. doi:10.3402/ejpt.v6.28186Smith, J. C., Hyman, S. M., Andres-Hyman, R. C., Ruiz, J. J., & Davidson, L. (2016). Applying recovery principles to the treatment of trauma. Professional Psychology: Research and Practice, 47(5), 347–355. doi:10.1037/pro0000105

Required Media

U.S. Department of Veterans Affairs. (2017). PE—Prolonged exposure: A safe place. Retrieved from https://www.ptsd.va.gov/apps/AboutFace/therapies/pe.htmlNote: On this page, watch the following videos about veteran Frederick M. Gantt’s experience with prolonged exposure therapy for PTSD.”I had to make a decision””What am I running from?””I could see it in color””The Middle Eastern restaurant””I’m in a safe place”

Cognition and Intelligence Across CulturesConsider the notion of time.

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Week 2: Cognition and Intelligence Across CulturesConsider the notion of time. Do you think everyone grasps the concept of time in the same way? If you do, you are not alone. Most of the world shares a common 24-hour clock and calendar. There are time zones and each day dawns at different times around the globe, but “meet me at noon” or “be there in two hours” means the same thing everywhere, correct?Or does it? As you will discover this week, that depends. Perceptions of time may vary widely by culture, including the concept of a “time commitment.” Awareness and understanding of these differences—as one example of cognition across cultures—is a key focus of the week.Another focus of Week 2 is intelligence. Perception of intelligence can also vary by culture. Those differences have all kinds of implications, particularly in devising IQ tests for a broad audience.As you look ahead to the week, keep in mind the course-wide goals that were set in Week 1—i.e., to develop your critical thinking and scholarly writing skills. Another general theme this week is supporting your viewpoints with clear reasoning and evidence from the Learning Resources. This is an element of both critical thinking and scholarly writing—and a skill that will support your success in this course and far beyond.Note:Watch for “Just in Time” links for the Learning Resources, Discussion, and/or Assignment this week. When you see a “Just in Time” link, hover to get helpful tips or other guidance for completing your best coursework.Learning ObjectivesStudents will: Analyze effect of culture on perceptions of time Analyze concept of intelligence from a cross-cultural perspective Analyze measures of intelligence for cultural bias Apply concepts of cross-cultural psychology Demonstrate understanding of cognition and intelligence from a cross-cultural perspectiveLearning ResourcesRequired ReadingsShiraev, E. B., & Levy, D. A. (2017). Cross-cultural psychology: Critical thinking and contemporary applications (6th ed.). New York, NY: Routledge/Taylor & Francis.Chapter 4, “Cognition: Sensation, Perception, and States of Consciousness” (pp. 104–131)Chapter 5, “Intelligence” (pp. 135–163) These chapters of the text explore topics that include cultural influences on perception of depth, color, time, beauty, and music; altered states of consciousness; and cultural and ethnic differences in conceptualizing intelligence. Note that both chapters are the focus of the Week 2 Test for Understanding.Bolton, A. (2008). The construction of intelligence in terms of cultural differences between East and West. The Fountain, (61). Retrieved from https://fountainmagazine.com/2008/issue-61-january-february-2008/the-construction-of-intelligence-in-terms-of-cultural-differences-between-east-and-west This article discusses the concept of intelligence from different cultural perspectives and can support your Assignment for Week 2.Dove, A. (1971). The Chitling intelligence test. Retrieved fromhttp://wpsc10psych.weebly.com/uploads/2/1/0/1/21014898/intelligence_tests.pdf Developed in 1971 by Adrian Dove, an African American sociologist, the Dove Counterbalance General Intelligence Test, also known as “The Chitling Test,” is designed as an educational and instructional tool to illustrate cultural bias in intelligence testing. Use this resource to prepare your Assignment this week.Exactly What Is Time? (2016). Time in different cultures. Retrieved from http://www.exactlywhatistime.com/time-in-different-cultures/ This article explores cultural perceptions of time and can support your Discussion post this week.The original Australian test of intelligence (2003). Retrieved fromhttp://wpsc10psych.weebly.com/uploads/2/1/0/1/21014898/intelligence_tests.pdf This test is based on the culture of the Edward River Australian Aboriginal community in North Queensland. Use this resource to prepare your Assignment for this weekWalden University Writing Center. (2016b). Scholarly writing: Overview. Retrieved from http://academicguides.waldenu.edu/writingcenter/scholarlyContinue to use these guidelines for scholarly writing to support your written work this week.Required MediaLaureate Education (Producer). (2013b). Alien diary 2: Cognition and intelligence across cultures [Video file]. Baltimore, MD: Author. This media piece of an “alien visitor to Earth” introduces the weekly topics. Note: The approximate length of this media piece is 1 minute. Document: Alien diary 2: Cognition and intelligence across cultures Transcript (PDF)Laureate Education (Producer). (2013). Ellis Island immigration [Video file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 2 minutes. This media montage is of historical footage of immigration at Ellis Island. Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptTEDx. (2012, May 15). TEDxBMS – Guillaume Gevrey – What time is it? [Video file]. Retrieved from https://youtu.be/IovSk4cLCd0 Note: The approximate length of this media piece is 12 minutes. The speaker describes his experience in understanding different cultural perceptions of time and how time is used and to whom it is given. View the video to support your Discussion post this week.Optional ResourcesBenson, E. (2003). Intelligence across cultures. Monitor, 34(2). Retrieved from http://www.apa.org/monitor/feb03/intelligence.aspx Discussion: Cultural Perceptions of TimeBeing highly time conscious can work in your favor when interacting with other people who see time the same way. You can probably think of instances when you were late or someone else kept you waiting, and most likely there was some frustration or anger. But what would happen if you were in another cultural setting? Does everyone around the world get frustrated or offended when people are late? Our Learning Resources this week that address the differences in cultural perceptions of time, including what it means to be “on time” and sensitivities around deciding with whom and where time should be spent. Even if you have never offended others, or been offended, by a different idea of time, chances are you have experienced more subtle cultural differences in perceptions of time. For example, consider friends who are chronically early or late, when you are the opposite. How might culture explain those differences in perceptions of time?For our Discussion this week, you will explore the role culture plays in how we perceive, think about, and feel about time, and your personal experiences with these concepts. The goal is for you to have a chance to gain new understanding of past experiences and perhaps even adjust your thinking about time!Reminder – we are trying out a new discussion format in this class. To prepare: Review the Week 2 Learning Resources that focus on time. In particular, pay attention to Chapter 4 and the section on “Perception of Time” in the course text. Reflect on your experiences with different perceptions of time. Use the information and examples in the Learning Resources to help you recall relevant situations. Think deeply to consider experiences you may not have connected to perception of “time,” such as visiting a place where people walk and talk at a different pace than you do, and how you viewed that difference. Remember last week we studied the Naturalistic Fallacy? We always tend to assume our way is the “right” way, so if I was taught to be very punctual, I will have trouble understanding people who do not consider punctuality important. However, we cannot assume that “different” is the same as “wrong” when talking about time! Reflect on your perception of time before this week and how your work in Week 2 has influenced your thinking about time. Are there people or situations that make more sense now? How will this knowledge help you in your current and future work?Just like last week, our goal is to generate conversation. There are many aspects of time consciousness and it impacts virtually every part of our lives, so enjoy exploring this topic. Contribute one question to the discussion (don’t forget to provide background) and respond to at least two questions (or a response) posed by your peers.By Day 3Postyour one question with background to the discussion board.Put your question in the subject line of your post and put your supporting text in the message area of the post.Discussion Tips: Questions published earlier in the week get more responses. Support your question withat least onereference (textbook or other scholarly, empirical resources) in the message body.By Day 5Respondto at least two peers’ main questions (or their response). Colleague replies do not need to be supported by a reference.Submission and Grading InformationGrading CriteriaTo access your rubric:Week 2 Discussion RubricPost by Day 3 and Respond by Day 5To participate in this Discussion:Week 2 Discussion

Mental Health, nursing management and available Community Resources

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erm Paper Topic: Mental Health, nursing management and available Community Resources.

Requirements:

  • Typed
  • 1” margins
  • 1.5 spacing
  • 12 point Times Roman font.
  • Reference list – minimum of three references must be utilized.
  • American Psychological Association (APA) format
  • Three and five pages in length (not including cover page, abstract, references, exhibits, etc.)
  • Submitted through Canvas in order for the paper to be uploaded to Urkand®

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Select an assessment and discuss how you would incorporate the assessment when determining a diagnosis.

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Review the online assessment measures listed at http://www.psychiatry.org/practice/dsm/dsm5/online-assessment-measures. Select an assessment and discuss how you would incorporate the assessment when determining a diagnosis. How has your vision changed since the beginning of your practicum? Has your vision for your future career changed regarding the populations you would like to work with? Explain.Each question needs to be answered with 150-200 words and have a cite in them. So should look like thisQuestionAnswerQuestionAnswer

difference between the mentalist’s and the radical behaviorist’s perspectives regarding feelings, states of mind, and unobservable mental events.

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In your post answer the following: Discuss the difference between the mentalist’s and the radical behaviorist’s perspectives regarding feelings, states of mind, and unobservable mental events. Is there a special thing called the mind? Provide a recent example of a situation where you were exposed to, or considered, a mentalistic explanation for your own or someone else’s behavior. How could you shift your thinking to a behavior analytic perspective?Attributes of an Exemplary Discussion Contribution or Response: The discussion contribution or response clearly addresses the content issue(s) presented by the question. The discussion contribution or response includes the appropriate level(s) of critical analysis. The discussion contribution or response includes pertinent course and disciplinary concepts, theories, or materials, and applies them correctly. The discussion contribution or response provides validation and support by including relevant examples and supporting evidence, as appropriate. The discussion contribution or response stimulates fellow learners to clarify, extend, and strengthen their dialogue. The discussion contribution or response is concise, clearly organized, and well structured. The discussion contribution or response uses grammar, usage, and mechanics expected of graduate level composition and expression. All citations and references adhere to APA 6th edition style. The discussion contribution or response fosters collaboration with fellow learners and communicates in a manner that respects the dignity and integrity of fellow learners and the instructor. The discussion response meaningfully supplements and extends consideration of the topic by including one of more of the following: new information, questions, constructive or corrective feedback, or alternative viewpoints.

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associated features, development, and course of the illnesses in the schizophrenia spectrum. Also focus on descriptions of the disorder and the way it develops for different individuals.

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Experiences of schizophrenia are not homogeneous; there is wide variety in onset, course of illness, and combinations of symptoms. Social workers need to be able to understand the different manifestations and pathways of the illness to plan interventions. Social work services play a key role in stabilizing crises, supporting family coping, and influencing overall quality of life and outcomes of individuals with schizophrenia. In this Assignment, you practice applying this necessary individualization.

To prepare: In the Learning Resources, focus on the associated features, development, and course of the illnesses in the schizophrenia spectrum. Also focus on descriptions of the disorder and the way it develops for different individuals.

Choose two articles from the list in the Learning Resources that apply to treatment support and interventions for the schizophrenia spectrum and other psychotic disorders chapter in the DSM 5. Choose either Saks or McGough to focus on for this assignment.

Submita 3- to 4-page paper, supported by at least4 scholarly resources (See below) (not including DSM-5), in which you address the following:

  • Describe Saks’s or McGough’s experiences with schizophrenia. Identifyonset, associated features (specifically referencing the positive and negative symptoms), development, and course.
  • Explain how you would use the Clinician Rated Dimensions of Psychosis Symptom Severity measure and the WHODAS to help confirm your diagnosis.
  • Explain how you would plan treatment and individualize it for Saks or McGough. Support your response with references to scholarly resources. In your explanation, consider the following questions:
    • What are the long-term challenges for someone living with the illness?
    • What social, family, vocational, and medical supports are needed for long-term stabilization?
  • Briefly explain how race/ethnicity, gender, sexual orientation, socioeconomic status, religion, or other identity characteristics may influence an individual’s experience with schizophrenia.

Resources to use: see attachments as well

https://doaj.org/article/79447faaaf064306bb8d200bf7897dda

Social Change Portfolio: Part 5: Advocacy

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Discussion – Week 7

Social Change Portfolio: Part 5: Advocacy

You have explored a community problem from the perspective of prevention. Now, you will consider this problem through the lens of advocacy. Are there public policies that could change? Are there resources that could be enlisted? As you address the community problem you have chosen to explore for your social change portfolio, consider how advocacy might, for example, raise awareness or resolve issues.

For this Discussion, you will explore advocacy actions as they relate to the targeted community problem you chose.

To Prepare:

  • Review the Learning Resources for this week and consider advocacy as it relates to your targeted community problem.
  • Create a section in your Social Change Portfolio called “Part 5: “Advocacy” and include the following:
    • According to the last domain of the MSJCC guidelines (i.e., IV. Counseling and Advocacy Interventions), identify barriers to addressing the target problem at the institutional, community, and public policy levels.
    • According to the last domain of the MSJCC guidelines (i.e., IV. Counseling and Advocacy Interventions), identify one advocacy action to take to address the target problem at each of the following levels: institutional, community, and public policy levels and further explain why each of these actions might be effective.

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

Pirog, M. A., & Good, E. M. (2013). Public policy and mental health: Avenues for prevention. In R. K. Conyne & A. M. Horne (Eds.). Prevention practice kit: Action guides for mental health professionals (pp. 1-79). Thousand Oaks, CA: SAGE.

Multicultural and Social Justice Counseling Competencies. (2015). Retrieved October 27, 2015, from http://www.counseling.org/docs/default-source/competencies/multicultural-and-social-justice-counseling-competencies.pdf?sfvrsn=20

Document: Faculty Spotlight: Dr. Christie Jenkins (Word document)

Optional Resources

Substance Abuse and Mental Health Services Administration (SAMHSA): Prevention of Substance Abuse and Mental Illness. Retrieved from https://www.samhsa.gov/prevention

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Files: Week7Articlemulticultural-and-social-justice-counseling-competencies.pdf, Week7FacultySpotlight.docx, Week7SocialChangeProject.docx

the creation of an experimental research study.

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write a one-page paper discussing the creation of an experimental research study. Provide a hypothesis, design (independent variable, dependent variable, experimental group, control group), data collection method, and data analysis. Do not go into a great deal of detail on any step, but give a rough idea of how your study would be described.

It has to be one full page, and there’s no need for a reference page.