Describe predictive-based assessment and criterion-based assessment.

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PLEASE! NO PLAGIARIZED WORK.

Please see the Rubric that must be followed for this assignment-ATTACHED

Benchmark – Work-Based Assessment

Work-based assessment is a central topic in industrial and organizational psychology. Work-based assessments are often criticized for lack of quantitative rigor and lack of predictive nature for work performance. However, companies and organizations that have clear methods to describe the work, attributes needed to perform the work, and systematic performance management systems tend to be more successful. Work-based assessment includes both predictive-based (e.g., ability test, work sample test) and a criterion based assessment (e.g., work output). In this assignment you will evaluate and find empirical support for the theoretical approach that best describes predictive and criterion work-based assessment. What strategies would increase rigor of work-based assessment? Identify the unique role an industrial organizational psychologist has in an organization for work-based assessment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

· You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Write an essay (1,750-2,000 words) in which you examine a work-based assessment. In your essay address the following:

1. Describe predictive-based assessment and criterion-based assessment.

2. Evaluate and find empirical support for the theoretical approach that best describes predictive and criterion work-based assessment.

3. Propose strategies to improve work-based assessment.

4. Identify the industrial organizational psychologist role in work-based assessment.

RESOURCES

Parry-Smith, W., Mahmud, A., Landau, A., & Hayes, K. (2014). Workplace-based assessment: A new approach to existing tools. Obstetrician & Gynaecologist, 16(4), 281-285. doi:10.1111/tog.12133

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103906414&site=eds-live&scope=site

Goodstein, L. D., & Lanyon, R. I. (1999). Applications of personality assessment to the workplace: A review. Journal of Business and Psychology, 13(3), 291.

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25092641&site=eds-live&scope=site
Lefroy, J., Hawarden, A., Gay, S. P., McKinley, R. K., & Cleland, J. (2015). Grades
in formative workplace-based assessment: A study of what works for whom and
why. Medical Education, 49(3), 307-320. doi:10.1111/medu.12659

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-07840-012&site=ehost-live&scope=site

Rojon, C., McDowall, A., & Saunders, M. K. (2015). The relationships between traditional selection assessments and workplace performance criteria specificity: A comparative meta-analysis. Human Performance, 28(1), 1-25. doi:10.1080/08959285.2014.974757

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-01595-001&site=ehost-live&scope=site

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
PSY-838 PSY-838-O500 Benchmark – Work-Based Assessment 242.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned
Content 70.0%
Describe predictive based and criterion based assessment 20.0% Discussion of predictive based and criterion based assessment is either missing or is not evident to the reader. Discussion of predictive based and criterion based assessment is present, but is incomplete. Discussion of predictive based and criterion based assessment is present, but the discussion is cursory and lacking in depth. Discussion of predictive based and criterion based assessment is present. Discussion is detailed and includes most of the necessary elements. Discussion of predictive based and criterion based assessment is present. Discussion is thorough with rich detail and includes all necessary elements. Synthesis of sources is present.
Evaluate empirical support for the theoretical approach that best describes predictive and criterion work-based assessment 20.0% Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is either missing or not evident to the reader. Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is present, but is incomplete. Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is present, but the description of task details is cursory and lacking in depth. Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is present and describes task details. Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is present and thoroughly describes task details. Synthesis of sources is present.
Propose strategies to improve work-based assessment (4.4) 15.0% Discussion of strategies to improve work-based assessment is either missing or not evident to the reader. Discussion of strategies to improve work-based assessment is present but incomplete. Discussion of strategies to improve work-based assessment is present but details are cursory. Discussion of strategies to improve work-based assessment is present. The proposed strategies are detailed. Discussion of strategies to improve work-based assessment is present. The proposed strategies are thoroughly discussed. Synthesis of sources is present.
Identify the industrial organizational psychologist role in work-based assessment (4.1) 15.0% Discussion and identification of the industrial organizational psychologist role in work-based assessment is either missing or not evident to the reader. Discussion and identification of the industrial organizational psychologist role in work-based assessment is present. Discussion is incomplete. Discussion and identification of the industrial organizational psychologist role in work-based assessment is present. Discussion is done in a cursory manner. Discussion and identification of the industrial organizational psychologist role in work-based assessment is present. Discussion is detailed. Discussion and identification of the industrial organizational psychologist role in work-based assessment is present. Discussion is in depth and detailed. Synthesis of sources is present.
Organization and Effectiveness 20.0%
Thesis Development and Purpose 20.0% Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. The development indicated by the thesis and/or main claim is acceptable for publication.
Format 10.0%
Mechanics of Writing 5.0% Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
APA Format 5.0% Required format is rarely followed correctly. An appropriate number of topic-related scholarly research sources and related in-text citations is not present. No reference page is included. No citations are used. Required format is attempted, but some elements are missing or mistaken. A lack of control with formatting is apparent. Some included sources are not scholarly research or topic-related. Reference page is present. Citations are inconsistently used. Required format is used correctly, although some minor errors may be present. Scholarly research sources are present and topic-related, but the source and quality of some references is questionable. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Required format is fully used. There are virtually no errors in formatting style. Scholarly research accounts for the majority of sources presented and is topic-related and obtained from reputable professional sources. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. The document is correctly formatted to publication standards. All research presented is scholarly, topic-related, and obtained from highly respected, professional, original sources. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. The paper could readily be accepted for publication.
Total Weightage 100%

Integrative approaches to psychology and Christianity

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DISCUSSION BOARD 1 INSTRUCTIONS:

*Reply to the following classmate’s post in 500 words, EXCLUDING references.

*You must use current APA format.

*You must cite the Bible and integrate Biblical texts and concepts in your response.

*You must cite the textbooks:

Entwistle, D. (2015). Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration (3rd ed.). Eugene, OR: Wipf and Stock Publishers. ISBN: 9781498223485.

Johnson, E. (2010). Psychology and Christianity: Five views (2nd ed.). Downers Grove, IL: InterVarsity Press. ISBN: 9780830828487.

*AND at least 1 peer-reviewed scholarly journal article in the response.

*A references section must be included.

****Paper MUST be written from a Christian point of view and have Biblical references and context.

 

******* Please use this as your title: PSYC 365 Response to DB 1

Topic: Epistemology Thread: Define epistemology and describe the 3 models of how certain we are that our perceptions mirror reality. Which position do you hold, and why? What are the different methods of knowing (see Entwistle chapter 5)? What are the limitations of these (or any) methods of knowing? What methods of knowing are appropriate for Christians, and why?

 

DISCUSSION BOARD 2 INSTRUCTIONS:

*Reply to the following classmate’s post in 500 words, EXCLUDING references.

*You must use current APA format.

*You must cite the Bible and integrate Biblical texts and concepts in your response.

*You must cite the textbooks:

Entwistle, D. (2015). Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration (3rd ed.). Eugene, OR: Wipf and Stock Publishers. ISBN: 9781498223485.

Johnson, E. (2010). Psychology and Christianity: Five views (2nd ed.). Downers Grove, IL: InterVarsity Press. ISBN: 9780830828487.

*AND at least 1 peer-reviewed scholarly journal article in the response.

*A references section must be included.

****Paper MUST be written from a Christian point of view and have Biblical references and context.

 

******* Please use this as your title: PSYC 365 Response to DB 2

Topic: Philosophical Anthropology Thread: Define philosophical anthropology and compare the psychological and theological understandings of philosophical anthropology. Identify several distinct contributions offered by psychology that are absent (not offered in detail) from Christian theology. Identify several distinct contributions offered by Christian theology that are absent (or not offered in detail) from psychology. Are psychological and theological perspectives on philosophical anthropology ultimately opposed to and irreconcilable with each other, or can they be reconciled? Defend your answer.

 

DISCUSSION BOARD 3 INSTRUCTIONS:

*Reply to the following classmate’s post in 500 words, EXCLUDING references.

*You must use current APA format.

*You must cite the Bible and integrate Biblical texts and concepts in your response.

*You must cite the textbooks:

Entwistle, D. (2015). Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration (3rd ed.). Eugene, OR: Wipf and Stock Publishers. ISBN: 9781498223485.

Johnson, E. (2010). Psychology and Christianity: Five views (2nd ed.). Downers Grove, IL: InterVarsity Press. ISBN: 9780830828487.

*AND at least 1 peer-reviewed scholarly journal article in the response.

*A references section must be included.

****Paper MUST be written from a Christian point of view and have Biblical references and context.

 

******* Please use this as your title: PSYC 365 Response to DB 3

Topic: Enemies and Spies

 

Entwistle asserts: “those with whom we disagree often have things to teach us… [we must] ask ourselves what is to be learned and appreciated” from those with whom we disagree. Identify at least 3 things that you appreciate/can learn from those who hold the secular combatants’ or Christian combatants’ versions of the Enemies model.

 

DISCUSSION BOARD 4 INSTRUCTIONS:

*Reply to the following classmate’s post in 500 words, EXCLUDING references.

*You must use current APA format.

*You must cite the Bible and integrate Biblical texts and concepts in your response.

*You must cite the textbooks:

Entwistle, D. (2015). Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration (3rd ed.). Eugene, OR: Wipf and Stock Publishers. ISBN: 9781498223485.

Johnson, E. (2010). Psychology and Christianity: Five views (2nd ed.). Downers Grove, IL: InterVarsity Press. ISBN: 9780830828487.

*AND at least 1 peer-reviewed scholarly journal article in the response.

*A references section must be included.

****Paper MUST be written from a Christian point of view and have Biblical references and context.

 

******* Please use this as your title: PSYC 365 Response to DB 4

Topic: Colonialism and Neutral Parties

 

Entwistle distinguishes between scriptural authority and theological interpretation. Do you agree? Why might this distinction be important? Support your view with an example.

 

DISCUSSION BOARD 5 INSTRUCTIONS:

*Reply to the following classmate’s post in 500 words, EXCLUDING references.

*You must use current APA format.

*You must cite the Bible and integrate Biblical texts and concepts in your response.

*You must cite the textbooks:

Entwistle, D. (2015). Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration (3rd ed.). Eugene, OR: Wipf and Stock Publishers. ISBN: 9781498223485.

Johnson, E. (2010). Psychology and Christianity: Five views (2nd ed.). Downers Grove, IL: InterVarsity Press. ISBN: 9780830828487.

*AND at least 1 peer-reviewed scholarly journal article in the response.

*A references section must be included.

****Paper MUST be written from a Christian point of view and have Biblical references and context.

 

******* Please use this as your title: PSYC 365 Response to DB 5

Topic: Allies and Transformational Psychology

Entwistle noted that “theological reflection typically focuses more on God’s workings in the world,” while “psychological reflection typically focuses more on the workings of God’s world.” What implications does this have for the relationship between psychology and Christianity?

Alternative Model of Personality Disorders

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Discussion 1: Alternative Model of Personality Disorders

The DSM-5 contributors did not make any changes to the DSM-IV criteria for the personality disorders (pp. 645-684). However, the contributors added an entirely new, alternative model for personality disorders (pp. 761-781) that the APA plans to transition towards.

For this Discussion, read the case study “Working with Clients with Dual Diagnosis (attached): The Case of Cathy” and review Cathy’s DSM-IV diagnosis.

Post an update of Cathy’s diagnosis into DSM-5 and ICD-10-CM. Then analyze how the addition of the alternative model for personality disorders affects Cathy’s DSM-5 diagnosis. What behaviors and/or symptoms may be a personality trait for her, versus criteria for a required diagnosis? How might the “Other Conditions That May Be a Focus of Clinical Attention” affect Cathy’s diagnosis?

References (use 3 or more)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

“Personality Disorders” (pp. 645–684)

“Alternative DSM-5 Model for Personality Disorders” (pp. 761–782)

Ferguson, C. (2010). Genetic contributions to antisocial personality and behavior: A meta-analytic review from an evolutionary perspective. The Journal of Social Psychology, 150(2), 160–180.

Gunderson, J. (2008). Borderline personality disorder. Social Work in Mental Health, 6(1), 5–12.

Ogrodniczuk, J. S., Piper, W. E., & Joyce, A. S. (2006). Treatment compliance among patients with personality disorders receiving group psychotherapy: What are the roles of interpersonal distress and cohesion? Psychiatry: Interpersonal & Biological Processes, 69(3), 249–261.

Verheul, R. (2005). Clinical utility of dimensional models for personality pathology. Personality Disorders, 19, 283–302.

Clinical Utility of Dimensional Models for Personality Pathology by Verheul, R. in Journal of Personality Disorders, 19/3. Copyright 2005 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Widiger, T. A., & Simonsen, E. (2005). Alternative dimensional models of personality disorder: Finding a common ground. Personality Disorders, 19, 110–130.

Akehurst, S., & Thatcher, J. (2010). Narcissism, social anxiety and self-presentation in exercise. Personality and Individual Differences, 49(2), 130–135.

Allik, J. (2005). Personality dimensions across cultures. Personality Disorder, 19, 212–232.

Buffardi, L. E., & Campbell, W. K. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303–1314.

Discussion 2: Are Social Networking Sites for Narcissists?

The term “narcissist” is used commonly in society to describe someone who is self-centered or self-absorbed. However, the DSM-5 requires much more extreme behaviors for someone to be diagnosed as having narcissistic personality disorder. See the list of criteria for this diagnosis (p. 669) and also review the “Alternative DSM-5 Model for Personality Disorders” (pp. 761 to 781). Personality disorders develop throughout the lifespan. Most social networking sites are based on individuals sharing information about themselves with very few limitations. Consider if these individuals are just participating in a cultural way of relating, or are they presenting behaviors of a narcissistic personality disorder?

For this Discussion, read the Buffardi and Campbell (2008) article (attached). Then review the DSM-5 on the traditional Narcissistic Personality Disorder and the Alternative DSM-5 Model for Personality Disorders to compare the models.

Post an analysis of your view on this topic using both types of DSM-5 personality criteria. Are individuals who use social networking sites displaying traits of narcissism? Is this a developmental stage in the lifespan?

Remember, this is not a place for personal opinion; this is a forum for professional, clinical discussion. Support your argument with evidence-based information (DSM-5, research) and other professional articles that you may find. Include examples of social networking websites. Remember you are to articulate your thoughts as a professional clinician.

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

References (use 3 or more)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

“Personality Disorders” (pp. 645–684)

“Alternative DSM-5 Model for Personality Disorders” (pp. 761–782)

Ferguson, C. (2010). Genetic contributions to antisocial personality and behavior: A meta-analytic review from an evolutionary perspective. The Journal of Social Psychology, 150(2), 160–180.

Gunderson, J. (2008). Borderline personality disorder. Social Work in Mental Health, 6(1), 5–12.

Ogrodniczuk, J. S., Piper, W. E., & Joyce, A. S. (2006). Treatment compliance among patients with personality disorders receiving group psychotherapy: What are the roles of interpersonal distress and cohesion? Psychiatry: Interpersonal & Biological Processes, 69(3), 249–261.

Verheul, R. (2005). Clinical utility of dimensional models for personality pathology. Personality Disorders, 19, 283–302.

Clinical Utility of Dimensional Models for Personality Pathology by Verheul, R. in Journal of Personality Disorders, 19/3. Copyright 2005 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Widiger, T. A., & Simonsen, E. (2005). Alternative dimensional models of personality disorder: Finding a common ground. Personality Disorders, 19, 110–130.

Akehurst, S., & Thatcher, J. (2010). Narcissism, social anxiety and self-presentation in exercise. Personality and Individual Differences, 49(2), 130–135.

Allik, J. (2005). Personality dimensions across cultures. Personality Disorder, 19, 212–232.

Buffardi, L. E., & Campbell, W. K. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303–1314.

Discussion 3:
Policies and the Influence of Values

Ideology, politics, and the influence of values often override evidence-based policy. When there is evaluation conflict, a policy advocate must be prepared to defend his/her reasons for wanting to implement a policy. Because almost all proposed policies are circumscribed by politics (for reasons brought up by Jansson throughout the course when discussing the subtleties of policy implementation), you should be prepared for some conflict, ranging from having your research ignored, to having the accuracy of your data questioned, to having your personal values brought into question.

In this Discussion, you consider the assertion that the evaluation of specific policies is often strongly influenced by values. You also examine and evaluate ways to mitigate evaluation conflict to defend the feasibility of your policy.

By Day 3

Post a response to Jansson’s assertion that evaluating specific policies is strongly influenced by values with respect to the case of the evaluation of special services. How do the values of evaluation conflict adhere to social work values? What practices would you use to defend the feasibility of and effectiveness of your evidence-based policy?

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Midgley, J., & Livermore, M. M. (Eds.) (2008). The handbook of social policy (2nd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 33, “The Future of Social Policy” (pp. 557–569) (PDF)

English, D. J., Brummel, S., & Martens, P. (2009). Fatherhood in the child welfare system: Evaluation of a pilot project to improve father involvement. Journal of Public Child Welfare, 3(3), 213–234. Doi:10.1080/15548730903129764.

Swank, E. W. (2012). Predictors of political activism among social work students. Journal of Social Work Education,48(2), 245–266. Doi:10.5175/JSWE.2012.200900111.

Discussion 4:
Becoming a Lifelong Advocate

It is not enough to be compassionate. You must act.

—Tenzin Gyatso

As this course comes to a close, consider and reflect on how you can become a lifelong advocate for social change in your future social work practice. As a motivated policy advocate and social worker, your actions in your chosen profession will reflect your motivation to help relatively powerless, disenfranchised groups of people improve their resources, their opportunities, and their quality of life.

In this Discussion, you reflect upon your responsibility as a social worker, politically and professionally.

Post your thoughts on this question: As a social worker, what is your responsibility to engage in political action? Identify an area of social welfare where social work policy advocacy is needed.

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Midgley, J., & Livermore, M. M. (Eds.) (2008). The handbook of social policy (2nd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 33, “The Future of Social Policy” (pp. 557–569) (PDF)

English, D. J., Brummel, S., & Martens, P. (2009). Fatherhood in the child welfare system: Evaluation of a pilot project to improve father involvement. Journal of Public Child Welfare, 3(3), 213–234. Doi:10.1080/15548730903129764.

Swank, E. W. (2012). Predictors of political activism among social work students. Journal of Social Work Education,48(2), 245–266. Doi:10.5175/JSWE.2012.200900111.

 

***Each response needs to be 1 page or more***

Working With Clients With Dual Diagnosis: The Case of Cathy / Page 1 of 4 © 2016 Laureate Education, Inc.

Working With Clients With Dual Diagnosis: The Case of Cathy

Cathy is a 32-year-old, divorced, heterosexual African-American female. She came to her

first initial intake session with complaints of depression with passive suicidal thoughts,

anxiousness, and trouble sleeping. Cathy’s primary concern is that she has been having episodes

three to five times a week during which she reports she cannot breathe, her heart feels like it will

explode, and she feels like the “walls close in.” She states that this has been going on for about a

year, but lately it is getting worse. She self-referred after being prompted by her sister to contact

a social worker. The following is a summary of the initial appointment and assessment we

completed.

Cathy is the oldest of four children (two brothers and one sister), all of whom are married

and live in the same community. Cathy works in a doctor’s office and lives in a one-bedroom

apartment. She is the primary caretaker of her mother, who was involved in a car accident 20

years ago and was left a quadriplegic, going to her home daily to help with her personal hygiene.

Cathy has an arrest history and was incarcerated for 3 years for drug-related charges. She

was charged with possession and intent to distribute. Cathy states that at that time she was

addicted to heroin and using daily. When she completed her prison sentence, she was paroled

and mandated to attend a 1-year outpatient drug treatment program, which she successfully

completed. Cathy reported that she started using cocaine 2 years ago, stating that it helps her do

her fast-paced job better and it keeps her energy up so she can help her mother early in the

morning and late at night. She said no one in her family or at her job knows that she has been

doing drugs. She drinks alcohol daily (two to three drinks). Cathy also takes numerous

medications prescribed to her by her primary care doctor, including an antidepressant and pain

medication.

 

 

Working With Clients With Dual Diagnosis: The Case of Cathy / Page 2 of 4 © 2016 Laureate Education, Inc.

As we discussed her presenting concerns, multiple issues came up. Cathy shared her

feelings about being her mother’s primary caretaker, stating, “I love my mom, but everyone

expects me to care for her. It feels so unfair, but it’s because I am not married and don’t have any

children.” She said her father does not help with the care of her mother and that all he does is

“hang out.” She feels increasingly frustrated with this added responsibility and resentful that her

father and siblings have relegated this job to her. She also stated that she recently allowed one of

her brother’s friends to move in with her as a favor because he was homeless and had nowhere to

go. She said she believed he was a sweet person who just has had a hard time in life, and she

wanted to help him. She has been supporting him financially over the last month, and she has

become concerned because it appears that he has not made any effort to get a job. She fears she

made a mistake allowing him into her home and worries she will not be able to get him to leave.

Cathy said that she and this new roommate had sex one time when he first moved in. She

said they both got very intoxicated, and she is not sure exactly what happened, but she blacked

out and found him in her bed, undressed. She then told him she had herpes, and he responded

that it had been a “mistake” and that he did not want to have sex with her again because he was

afraid of getting infected. Cathy explained that her ex-husband’s cheating had resulted in this

lifelong disease, and she expressed anger and resentment toward him. She said even though the

herpes is controlled with medication, she feels embarrassed and fears she will never have another

healthy relationship. She also feels used and humiliated by this man now living in her home.

Cathy then shared that when she was 12 years old her father began molesting her. She

stated that she tried to forget what happened to her, but this recent incident with her new

roommate brought it up again. Cathy complained of recent nightmares related to the abuse and

exaggerated startle reactions to other people’s movements.

 

 

Working With Clients With Dual Diagnosis: The Case of Cathy / Page 3 of 4 © 2016 Laureate Education, Inc.

Plan:

Cathy agreed to go into a 30-day residential treatment program. She completed this

program successfully and, once discharged from the program, resumed individual treatment. Her

trauma and depression were effectively addressed with the combined use of eye movement

desensitization and reprocessing (EMDR) and cognitive behavioral therapy (CBT).

Cathy currently continues in treatment and no longer reports experiencing panic attacks

or nightmares related to her past trauma. Cathy is working on mindfulness and the establishment

of healthy relationships using dialectical behavior therapy (DBT).

 

Reflection Questions The social worker in this case answered these additional questions as follows. 1. What specific intervention strategies (skills, knowledge, etc.) did you use to address this

client situation?

Cathy was resistant to seeking treatment for her substance abuse. She initially refused to seek out help and stated that she knew all about the 12 steps and could quit on her own. Motivational interviewing was used effectively, and she agreed to go into treatment after several failures to stop using cocaine on her own. In addition, she had many symptoms related to her abuse from her father as well as three other incidents (a gang rape, a stranger rape, and a date rape) she revealed later in treatment. Eye movement desensitization reprocessing (EMDR) was used effectively to address her flashbacks and negative associations with this abuse.

2. Which theory or theories did you use to guide your practice?

A combination of theoretical frameworks was used to address each area of concern. Motivational interviewing was used for her substance addiction, EMDR for her post- traumatic stress disorder, cognitive behavioral therapy for her anxiety/panic attacks and depression, and lastly dialectical behavior therapy to address her symptoms related to borderline personality disorder.

3. What were the identified strengths of the client(s)?

Cathy had many strengths, including being a caretaker for her mother, having a job, and being seen as a very helpful and loving woman by her family and friends.

 

 

Working With Clients With Dual Diagnosis: The Case of Cathy / Page 4 of 4 © 2016 Laureate Education, Inc.

4. What were the identified challenges faced by the client(s)?

Drug addiction and trauma were the primary challenges that initially needed to be addressed. Once Cathy had become clean and sober and no longer self-medicated, her trauma symptoms escalated and became the main focus, so she was at great risk for relapse.

5. What were the agreed-upon goals to be met to address the concern?

Our treatment goals included maintaining sobriety, building a clean and sober network for support, reducing panic attacks, decreasing flashbacks, decreasing depressive symptoms, and increasing self-efficacy and mindfulness.

6. What local, state, or federal policies could (or did) affect this case?

After a year of treatment, Cathy became actively suicidal and had to be involuntarily hospitalized several times. State laws related to involuntary hospitalization were used to ensure she was in a safe environment.

7. How would you advocate for social change to positively affect this case?

Although Cathy had health insurance, it was minimal, and she had to privately pay for drug treatment. Her family helped with a deposit of $1,000 but she still owes close to $25,000 to the drug treatment program and is still making payments. Advocacy is needed on both state and federal levels to allow for easy access and free drug/alcohol treatment for all.

8. Were there any legal or ethical issues present in the case? If so, what were they and how were they addressed?

Legal and ethical issues include her family’s desire to know what was happening in treatment and her need to consent to release of information so I might speak with them when they called concerned. In addition, within a year of treatment commencing, Cathy was hospitalized five times as a result of being a danger to herself and holds were written to keep her hospitalized.

9. Is there any additional information that is important to the case?

Cathy continues to receive treatment in my private practice after 2 ½ years of treatment. Due to the extent of her sexual abuse and rape, it has taken time to address her symptoms in an effective manner. Currently Cathy has had no hospitalizations for 3 months and continues to maintain her sobriety.

Adapted from: Working with clients with dual diagnosis: The case of Cathy. (2014). In Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). Social work case studies: Concentration year (pp. 22–24, 104– 106). Baltimore, MD: Laureate Publishing. [Vital Source e-reader]

Demonstrate proper use of current APA format in a term paper.

/in /by

Synthesis Paper Instructions
Reviewed April 13, 2018

The purposes of this assignment are to:

· Demonstrate proper use of current APA format in a term paper.

· Demonstrate proper use of one of the research methods studied in this course—specifically, the case study.

· Reflect on what you have learned in this course and write about it.

· Reflect on the course content as critiqued from a biblical, Christian perspective and write about it.

· Note: Thinking and reflecting on what you have learned will take a considerable amount of time. Be sure to give yourself plenty of time for this assignment.

Instructions: Using a case study approach, write a four to eight page research-based paper using yourself as the research subject by answering the assigned research questions:

· What have you learned about research at an introductory level?

· How do you evaluate or critique this from a biblical, Christian perspective?

You will use the APA skills that you honed during Module/Week 3, the case study skills you developed in Module/Week 5, and all the content you studied throughout all the modules/weeks of this course. Current APA format needs to be demonstrated in all aspects of this assignment.

Your paper must include a properly-formatted title page, four to eight pages of content with correct APA formatting throughout, including proper citations and levels of headings, and a reference page. The title page and references page are in addition to the assigned four to eight pages of content. Maintain consistency between your citations and reference page. Your paper must include at least four references to sufficiently support your paper. Required references include your Introduction to Research textbook and the Publication Manual, and at least two additional scholarly references, plus whatever other content-related sources you would like to include. Remember, use current APA format throughout (including your title page, running head, author note, appropriate vocabulary and sentence structure, introductory statement, in-text citations, page numbers, levels of headings throughout the document, a conclusion statement, and consistency between your in-text citations and references).

You may use your Discussion Board Forum posts and additional personal reflection. Your answer will be unlike anyone else’s, and that is what is expected. Be sure to consult your Publication Manual for proper formatting for your in-text citations and references for these other sources.

Your assignment will be checked for plagiarism.

Note: Some matching on the SafeAssign report is not unexpected. You will be citing sources that others may have used in other papers, so some matches might appear. Your instructor will be able to discern what is appropriate matching due to properly cited sources. This assignment is open-book/open-notes, open-Bible, open to discussion with friends, etc. Be sure to document your sources appropriately as in-text citations and as references when you use the textbook or other material from this course, personal interviews with friends, etc.

This assignment requires that you incorporate proper APA formatting throughout the document. Formatting errors will result in point deductions.

Please follow the attached Grading Rubric

Virtual Book:

https://learn.liberty.edu/webapps/bbgs-vitalsource-BBLEARN/app/launch/content?course_id=_446898_1&content_id=_25309774_1

Synthesis Paper Grading Rubric

Reviewed April 13, 2018

  Advanced 90-100% Proficient 70-89% Developing 1-69% Not present Points Earned
Content

70%

0 to 90 points

 81-90 Points

 

Meets or exceeds all content requirements.

 

Personal reflection is present in the writing.

Content directly from the course is included.

A biblical, Christian critique is present in the writing.

The content and organization is suitable for a case study approach to research.

Proper use of APA formatting is demonstrated throughout the document. This includes:

· Properly-formatted title page;

· Introductory statement and conclusion;

· Appropriate levels of headings;

· References (minimum of both course textbooks and at least two additional scholarly sources, properly formatted);

· Body of the document with properly formatted in-text citations;

· Consistency between citations and references;

 

 63-80 Points

 

Meets content requirements.

 

Personal reflection is present in the writing.

Content directly from the course is included.

A biblical, Christian critique is present in the writing.

The content and organization is suitable for a case study approach to research.

Proper use of APA formatting is demonstrated throughout the document. This includes:

· Properly-formatted title page;

· Introductory statement and conclusion;

· Appropriate levels of headings;

· References (minimum of both course textbooks and at least two additional scholarly sources, properly formatted);

· Body of the document with properly formatted in-text citations;

· Consistency between citations and references;

 

 1-62 Points

 

Meets some content requirements.

 

Personal reflection is present in the writing.

Content directly from the course is included.

A biblical, Christian critique is present in the writing.

The content and organization is suitable for a case study approach to research.

Proper use of APA formatting is demonstrated throughout the document. This includes:

· Properly-formatted title page;

· Introductory statement and conclusion;

· Appropriate levels of headings;

· References (minimum of both course textbooks and at least two additional scholarly sources, properly formatted);

· Body of the document with properly formatted in-text citations;

· Consistency between citations and references;

 

 0

 

Not present.

  
Formatting

30%

0 to 40 points

 

 

 

 

 36-40 points

 

Meets or exceeds all formatting requirements.

 

Proper page numbers, margins, spacing.

Proper formatting for the in-text citations and references.

Proper formatting for the levels of headings used.

 28-35 points

 

Meets formatting requirements.

 

Proper page numbers, margins, spacing.

Proper formatting for the in-text citations and references.

Proper formatting for the levels of headings used.

 1-27 points

 

Meets some formatting requirements.

 

Proper page numbers, margins, spacing.

Proper formatting for the in-text citations and references.

Proper formatting for the levels of headings used.

 0

 

Not present

  
Total   /130