Design an exercise regimen for a special population on an informed Consent for Cardiovascular Fitness Program

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Question Description

Week 2 – Assignment 2

Create an Informed Consent

In Week Five, you will design an exercise regimen for a special population. Informing your client of the purpose, benefits, risks, precautions, and contraindications of participating in an exercise program is an important first step which is accomplished through the Informed Consent. Therefore this week, you will create an Informed Consent for your chosen special population. In the Week Two Discussion, you explained the components of an Informed Consent. Now, choose one of the special populations covered in the course text and create an Informed Consent including each of the required components. The informed consent should be created for a special population participating in a cardiovascular fitness program. The special population you choose this week should be the same as the special population for your Week Five Final Project. (Special populations are covered in Chapters 9-11 in the text.)

The assignment

  • Must be a minimum of three double-spaced pages in length (not including title and reference pages) and formatted according to APA style .
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • Must document all sources in APA style
  • Must include a separate reference page that is formatted according to APA style

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

Reflect on the developmental significance of work and career. You will also consider how a career in the counseling field can add meaning to your life.

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Discussion 1: Work and Career

To find a career to which you are adapted by nature, and then to work hard at it, is about as near to a formula for success and happiness as the world provides. One of the fortunate aspects of this formula is that, granted the right career has been found, the hard work takes care of itself. Then hard work is not hard work at all.
—Mark Sullivan

Regardless of education, individuals entering the workforce will spend, on average, one third of the week at work. Work encompasses a large part of an individual’s life, and society often places great importance on selecting a career that aligns to one’s talents, interests, abilities, and needs. While the theories surrounding the process of career selection vary, many experts identify this type of self-knowledge as a key marker for career success and fulfillment.

For this Discussion, you will reflect on the developmental significance of work and career. You will also consider how a career in the counseling field can add meaning to your life.

Post by Day 3 an explanation of the developmental significance and meaning of work and career. Use two theories in this week’s Learning Resources to support your post. Finally, explain how your decision to pursue the counseling profession may add meaning to your life.

AND

 

Pair bonding is globally acknowledged as the life-long, monogamous relationship that many individuals strive to achieve. With roots in attachment theory, pair bonding in adulthood has been viewed as following a developmental pattern similar to that which individuals experience with primary caregivers. Fraley and Shaver (2000) noted that “adults typically feel safer and more secure when their partner is nearby, accessible, and responsive” (p. 132). A pair bond can provide a sense of security—an emotional “shelter” and safe place in which one can be vulnerable. Pair bonding is biologically driven. Its manifestations vary widely depending on individual life experiences, expectations, and constructs about self and others.

With this in mind, think about whether you believe adult pair bonding is the same as marriage. If pair bonding is a biological, innate part of being human, why might so many marriages and relationships fail?

For this Discussion, review the Learning Resources and consider influences on and motivations for pair bonding.

Post by Day 4 a description of two influences on or motivations for pair bonding. Then, explain two benefits and two challenges in maintaining stable, long-term relationships in adulthood. Be sure to include how environmental and/or socio-cultural influences impact pair bonding. Finally, explain how relationship challenges may motivate individuals to seek assistance from a counselor. Justify your response with theories from the Learning Resources and current literature.

What are current demographics and trends in the abuse of prescription medication? Explain.

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Case Information

Fran S. was arrested for prescription fraud when she tried to obtain prescription painkillers at a pharmacy with a fake prescription. You have been asked to assess her situation and make treatment recommendations to the court.

Fran S. is a 32-year-old employee at a local bank. She was briefly hospitalized after a car accident 14 months ago and sustained injuries to her neck and back. Her doctor prescribed painkillers for these injuries. He told her that she should only take the painkillers for a few months, but Fran found that she liked the feelings of calm and relaxation that the painkillers produced. Even though the pain from her neck and back went away, she kept telling her doctor that she was in pain so that he would continue prescribing the drugs. When her own doctor told her that he would no longer prescribe the painkillers for her, she found it difficult to go for more than a few days without the painkillers (she reported feeling anxious, irritable, and “not herself” when she stopped taking them) and found another doctor who would prescribe her painkillers.

Fran told herself that the painkillers helped her get through her day, but she started missing deadlines at work and repeatedly coming in late, putting her job in jeopardy. Her husband also reported a difference in her behavior, saying that she was detached, much more irritable and likely to start arguments over minor issues, which had not been a problem in the past. Fran started taking larger doses of the painkillers because she had stopped feeling their effects at the smaller doses. Her second doctor became suspicious of how frequently she needed prescriptions and refused to prescribe her any more drugs. Fran tried again to stop using the painkillers but found that she was experiencing problems, such as headaches, blurred vision, and anxiety, when she was not taking the painkillers. She could not find another doctor to prescribe her the painkillers, so Fran started submitting fake prescriptions to the pharmacy.

Assignment Instructions

The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) lists the criteria for assessing whether a person has a substance use disorder, which it divides into three levels of severity: mild, moderate, or severe. Use your available resources to research the DSM-5 criteria for this disorder.

Assignment Guidelines

  • In a Word document of 1,500-2,500 words, address the following:
    • Provide a summary of the symptoms necessary to diagnose a substance use disorder according to the DSM-5.
    • Identify the differences between the criteria for assessing mild, moderate, or severe substance use disorder according to the DSM-5 and the previous DSM-IV criteria for Substance Abuse and Substance dependence.
    • What level of Substance Use Disorder (if any) would you diagnose Fran with and why? Which diagnostic criteria does she meet?
      • Support your diagnosis with examples and research.
    • Based on the case information presented, what recommendations would you make for treatment for Fran?  Support your choices with evidence from the professional literature.
    • What are current demographics and trends in the abuse of prescription medication? Explain.
      • What are the contributing factors to these trends and demographics?
    • Give at least 2 suggestions for how a doctor might work to prevent a patient from becoming addicted to prescription drugs.
  • Compile your responses to the above information into your final Word document.
    • The paper must be 1,500-2,500 words in length.
  • All sources must be referenced using APA style.

Describe three confounding factors that may influence client diagnosis

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Discussion 1: Somatic Symptoms and Related Disorders, Dissociative Disorders

When a client presents physical ailments for which no medical evidence confirms a condition, the client’s pain may not simply go away. Rather, the pain may persist, further disrupting the client’s life. In these cases, psychological evaluations may be used to determine if any psychological disorders exist. Specifically, somatic symptom, conversion, and factitious disorders, as well as dissociative disorders may be considered for the client’s diagnosis. Additionally, psychologists may also evaluate whether other confounding factors, such as environmental and/or individual variables, influence a diagnosis.

For this Discussion, review the case study in the Learning Resources. Consider the presenting symptoms of the client and any confounding factors that may influence diagnosis.

With these thoughts in mind:

Post by Day 3 a diagnosis for the female in the case study and explain your rationale for assigning these diagnoses on the basis of the DSM. Consider the presenting symptoms of the client and any confounding factors that may influence diagnosis. Then describe three confounding factors that may influence client diagnosis and why. Be specific.

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

Required Resources

Readings

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

·         Somatic Symptoms and Related Disorders

·         Dissociative Disorders

·         Feeding and Eating Disorders

·         Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press.

·         Chapter 12, Substance Use, Eating, and Sexual Disorders

·         Allen, K. L., Byrne, S. M., Oddy, W. H., & Crosby, R. D. (2013). DSM–IV–TR and DSM-5 eating disorders in adolescents: Prevalence, stability, and psychosocial correlates in a population-based sample of male and female adolescents. Journal Of Abnormal Psychology, 122(3), 720–732. Retrieved from the Walden Library databases.

·         Arnold, C. (2012). Inside wrong body. Scientific American Mind, 23(2), 36–41. Retrieved from the Walden Library databases.

·         McFarland, M. B., & Petrie, T. A. (2012). Male body satisfaction: Factorial and construct validity of the body parts satisfaction scale for men. Journal of Counseling Psychology, 59(2), 329–337. Retrieved from the Walden Library databases.

·         Stice, E., Marti, C., & Rohde, P. (2013). Prevalence, incidence, impairment, and course of the proposed DSM-5 eating disorder diagnoses in an 8-year prospective community study of young women. Journal of Abnormal Psychology, 122(2), 445–457. Retrieved from the Walden Library databases.

 

  • Richardson, L. F. (1998). Psychogenic dissociation in childhood: The role of the clinical psychologist. The Counseling Psychologist, 26(1), 69–100. Retrieved from the Walden Library databases.
  • Talleyrand, R. M. (2010). Eating disorders in African American girls: Implications for counselors. Journal of Counseling & Development, 88(3), 319–324. Retrieved from the Walden Library databases.
  • Tolaymat, L. D., & Moradi, B. (2011). U.S. Muslim women and body image: Links among objectification theory constructs and the hijab. Journal of Counseling Psychology, 58(3), 383–392. Retrieved from the Walden Library databases.
  • Wiseman, M. C., & Moradi, B. (2010). Body image and eating disorder symptoms in sexual minority men: A test and extension of objectification theory. Journal of Counseling Psychology, 57(2), 154–166. Retrieved from the Walden Library databases.
  • Witte, T., Didie, E., Menard, W., & Phillips, K. (2012). The relationship between body dysmorphic disorder behaviors and the acquired capability for suicide. Suicide & Life-Threatening Behavior, 42(3), 318–331. Retrieved from the Walden Library databases.

Consider whether experiences of psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Think about alternative diagnoses for psychosis-related symptoms.

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Matters of the Mind: Psychotic Disorders and Schizophrenic Disorders

Psychotic disorders and schizophrenic disorders are some of the most complicated and challenging diagnoses in the DSM. The symptoms of psychotic disorders may appear quite vivid in some clients; whereas, within other clients, symptoms may be barely observable. Additionally, symptoms may overlap among disorders. For example, specific symptoms such as neurocognitive impairments, social problems, and illusions may exist in schizophrenic clients, but are also contributing symptoms for other psychotic disorders.

For this Discussion, consider whether experiences of psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Think about alternative diagnoses for psychosis-related symptoms.

With these thoughts in mind:

Post by Day 4 a brief explanation of whether psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Then explain why or why not. Finally, explain possible alternative diagnoses for psychosis-related symptoms.

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

Required Resources

Readings

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

o    Schizophrenia Spectrum and Other Psychotic Disorders

o    Gender Dysphoria

o    Sexual Dysfunctions

·         Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press.

o    Chapter 8, Schizophrenia Spectrum and Other Psychoses

o    Chapter 12, Substance Use, Eating, and Sexual Disorders

·         Boskey, E. (2013). Sexuality in the DSM 5. (Cover story). Contemporary Sexuality, 47(7), 1–5. Retrieved from the Walden Library databases.

·         Drescher, J., & Byne, W. (2012). Introduction: The treatment of gender dysphoric/gender variant children and adolescents. Journal of Homosexuality, 59(3), 295–300. Retrieved from the Walden Library databases.

·         Drescher, J., & Byne, W. (2012). Gender Dysphoric/Gender Variant (GD/GV) children and adolescents: Summarizing what we know and what we have yet to learn. Journal of Homosexuality, 59(3), 501–510. Retrieved from the Walden Library databases.

·         Guerreiro, D. F., Navarro, R., Silva, M., Carvalho, M., & Gois, C. (2009). Psychosis secondary to traumatic brain injury. Brain Injury, 23(4), 358–361.
Retrieved from the Walden Library databases.

·         McCarthy, B. W., & Fucito, L. M. (2005). Integrating medication, realistic expectations, and therapeutic interventions in the treatment of male sexual dysfunction. Journal of Sex & Marital Therapy, 31(4), 319–328.
Retrieved from the Walden Library databases.

·         Stein, E. (2012). Commentary on the treatment of gender variant and gender dysphoric children and adolescents: Common themes and ethical reflections. Journal Of Homosexuality, 59(3), 480–500. Retrieved from the Walden Library databases.

·         Zucker, K. J., Wood, H., Singh, D., & Bradley, S. J. (2012). A developmental, biopsychosocial model for the treatment of children with gender identity disorder. Journal Of Homosexuality, 59(3), 369–397. Retrieved from the Walden Library databases.

Media

·         Cosgrove, V., & Suppes, T. (2013). Informing DSM-5: biological boundaries between bipolar I disorder, schizoaffective disorder, and schizophrenia. BMC Medicine, 127(11). Retrieved from the Walden Library databases.

·         Ferree, M. C. (2001). Females and sex addiction: Myths and diagnostic implications. Sexual Addiction & Compulsivity, 8(3/4), 287–300. Retrieved from the Walden Library databases.

·         Flanagan, E., Solomon, L., Johnson, A., Ridgway, P., Strauss, J., & Davidson, L. (2012). Considering DSM-5: the personal experience of schizophrenia in relation to the DSM-IV-TR criteria. Psychiatry, 75(4), 375–386. Retrieved from the Walden Library databases.

·         Schaeffer, B. (2009). Sexual addiction. Transactional Analysis Journal, 39(2), 153–162. Retrieved from the Walden Library databases.

·         Hartmann, U. (2009). Sigmund Freud and his impact on our understanding of male sexual dysfunction. Journal of Sexual Medicine, 6(8), 2332–2339. Retrieved from the Walden Library databases.

·         Joseph, J. (2004). The fruitless search for schizophrenia genes. Ethical Human Psychology and Psychiatry, 6(3), 167–181. Retrieved from the Walden Library databases.

·         Palomo, T., Kostrzewa, R. M., Beninger, R. J., & Archer, T. (2007). Treatment consideration and manifest complexity in comorbid neuropsychiatric disorders. Neurotoxicity Research, 12(1), 43–60. Retrieved from the Walden Library databases.

·         Tandon, R. (2013). Schizophrenia and other psychotic disorders in DSM-5. Clinical Schizophrenia & Related Psychoses, 7(1), 16–19. Retrieved from the Walden Library databases.

 

·         Wakefield, J. (2012). The DSM-5’s proposed new categories of sexual disorder: The problem of false positives in sexual diagnosis. Clinical Social Work Journal, 40(2), 213–223. Retrieved from the Walden Library databases.

Explore each style’s effect on the socioemotional development of a 10-year-old child.

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The textbook highlights four distinct styles of parenting: authoritarian, authoritative, permissive, and uninvolved. Conduct an Internet search to broaden your understanding of these styles.

Write a short essay (500- words) in which you:

First, define each style.

Then, explore each style’s effect on the socioemotional development of a 10-year-old child.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

30.0 %Each parenting style (authoritarian, authoritative, permissive, and uninvolved) is defined. Paper omits a definition for each of the parenting styles. Paper does not demonstrate understanding of the topic. Paper inadequately defines the parenting styles and/or not all styles are defined. Paper demonstrates poor understanding of the topic. Paper adequately defines each of the four parenting styles. Paper demonstrates a basic understanding of the topic. Paper clearly defines each parenting style, and the definition is strong with sound analysis and some evidence to support claim. Paper demonstrates understanding that extends beyond the surface the topic. Paper expertly defines each parenting style, and the definitions are comprehensive and insightful with relevant evidence to support claims. Paper demonstrates an exceptional understanding of the topic.
40.0 %Paper includes a description of each style’s effect on the socioemotional development of a 10- year-old child. Paper omits or incompletely describes each style’s effect on the socioemotional development of a 10-year-old child. Paper does not demonstrate understanding of the topic. Paper inadequately describes each style’s effect on the socioemotional development of a 10-year-old child. Paper demonstrates poor understanding of the topic. Paper adequately describes each style’s effect on the socioemotional development of a 10-year-old child. Paper demonstrates a basic understanding of the topic. Paper clearly describes each style’s effect on the socioemotional development of a 10-year-old child, and description is strong with sound analysis and some evidence to support claim. Paper demonstrates understanding that extends beyond the surface the topic. Paper expertly describes each style’s effect on the socioemotional development of a 10-year-old child and description is comprehensive and insightful with relevant evidence to support claims. Paper demonstrates an exceptional understanding of the topic.
20.0 %Organization and Effectiveness  
7.0 %Thesis Development and Purpose 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. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
20.0 %Organization and Effectiveness  
8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
20.0 %Organization and Effectiveness  
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface 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) and/or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
10.0 %Format  
5.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage  

What did you learn from your Smarthinking experience that could help your peers further develop their writing proficiency?

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PSYCHOLOGY WRITING EXPECTATIONS AND MODELS

Resources

  • Attributes and Evaluation of Discussion Contributions.
  • Professional Communications and Writing Guide.
  • Graduate Psychology Discussion Rubric.

As mentioned in the unit introduction, writing is a core competency in psychology and an excellent medium for contributing to the field of psychology and continuing to advance within your future career path. In this course, you will focus on practicing these skills in writing to help you develop this proficiency for your profession and your role as a graduate learner. For this discussion, share your findings from your exploration of APA style, writing models, and your own writing growth areas. Be sure to discuss the main lessons you gained from Chapter 1, “Writing for the Behavioral and Social Sciences,” from the APA Manual in this post. In addition, respond to the following questions:

  • What process and strategies do you typically use when you have to write something? For instance, do you start with an outline or jump right to drafting?
  • What helped you the most if you used Smarthinking? What were your strengths and weaknesses?
  • What strategies, resources, and support will you use to develop your competence in communicating in a manner that is scholarly, professional, and consistent with the expectations for members of the profession of psychology?
  • What support do you think you will need?
  • How do you envision using writing to further your future career path and contribute to the field?

If you have any trouble using Smarthinking, finding a writing model, or locating writing resources to support your development needs, use this discussion to receive support from your peers and instructor to work through your challenges.

Response Guidelines

Read the posts of your peers and respond to at least two. Try to choose posts that have had the fewest responses thus far.

  • Does your peers’ selected model help your them apply the expectations set for writing in the field of psychology?
  • What did you learn from your Smarthinking experience that could help your peers further develop their writing proficiency?
  • What strategies might help your peers connect writing to their vision and goals for a future career?
  • What strategies or resources have you discovered in your own exploration that would help your peers reach their writing goals?

Be sure to provide substantive responses to help your peers build on their learning and reference any relevant assigned readings, additional resources, or professional literature to support your response.

What is the mental health professional’s role in the case study Malingering and Addiction in the Treatment of Sleep Disorders

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Assignment 1: Malingering and Addiction in the Treatment of Sleep Disorders

According to the National Sleep Foundation (2013), about 30–40% of the general population reports some level of insomnia during their lives, and 10–15% experience significant, chronic insomnia. For these individuals, medications to help induce and sustain sleep may be helpful. On the other hand, sleep aids pose potential concerns, namely abuse. Some people exceed recommended doses, and some continue taking medications even after symptoms are no longer present. Others obtain medications under false pretenses, which is one form of malingering. Malingering occurs when clients make up or exaggerate symptoms for some personal gain. Although mental health professionals may not be directly implicated in the client’s deceit, their unique position to receive more accurate and honest information than other medical professionals presents ethical concerns. What is the mental health professional’s role in these instances? In which instances would it be appropriate to break confidentiality due to a concern of malingering? How could the malingering potentiality be planned for and avoided?

For this Assignment, conduct an Internet search or a Walden Library search for at least one peer-reviewed journal article that addresses a counseling issue related to malingering and addiction in treating sleep disorders.

In a 3- to 5-page, APA-formatted paper, include the following:

o   A description and explanation of the major types of drugs prescribed for sleep disorders

o   An explanation of the potential for addiction associated with these medicines

o   An explanation of the issues related to malingering in the treatment of sleep disorders

o   An explanation of the mental health professional’s role in mitigating the potentialities of malingering

Support your explanations with specific references to the Learning Resources and your peer-reviewed journal article.

References (use 3 or more Plus Peer reviewed Article)

Lichtblau, L. (2011). Psychopharmacology demystified. Clifton Park, NY: Delmar, Cengage Learning.

Preston, J. D., O’Neal, J. H., & Talaga, M. C. (2017). Handbook of clinical psychopharmacology for therapists (8th ed.). Oakland, CA: New Harbinger.

Friedman, R. A. (2006). The changing face of teenage drug abuse—The trend toward prescription drugs. New England Journal of Medicine, 354(14), 1448–1450.
National Institute of Neurological Disorders and Stroke. (2014). Brain basics: Understanding sleep. Retrieved from http://www.ninds.nih.gov/disorders/brain_basics/understanding_sleep.htm#sleep_disorders

Explain the key motivational (biological, learned, and cognitive) factors associated with the selected behavior.

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Write a 4-page assessment in which you describe the current understanding of motivation related to an identified behavior and discuss applications of research to social policies associated with that behavior.

 

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources

Click the links provided to view the following resources:

  • What Is Scholarly?

 

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

  • Whiteley, P. (2002). Motivation. Oxford, UK: Capstone Publishing.
  • Armeli, S., Conner, T. S., Cullum, J., & Tennen, H. (2010). A longitudinal analysis of drinking motives moderating the negative affect-drinking association among college students. Psychology of Addictive Behaviors, 24(1), 38–47.
  • Molnar, D. S., Sadava, S. W., DeCourville, N. H., & Perrier, C. P. K. (2010). Attachment, motivations, and alcohol: Testing a dual-path model of high-risk drinking and adverse consequences in transitional clinical and student samples. Canadian Journal of Behavioural Science, 42(1), 1–13.
  • Litvin, E. B., & Brandon, T. H. (2010). Testing the influence of external and internal cues on smoking motivation using a community sample. Experimental and Clinical Psychopharmacology, 18(1), 61–70.
Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP3770 – Psychology of Human Motivation and Performance Library Guide to help direct your research.

 

Assessment Instructions

For this assessment, identify a topic focused on one aspect of a behavior. Then research and write a paper that describes the current understanding of motivation related to the behavior you identified and discusses applications of research to social policies associated with that behavior.

Assessment Preparation

Select one of the following three broad areas of behavior:

  • Eating behaviors.
  • Intimacy behaviors.
  • Drug use and addiction behaviors.

Then identify a research topic associated with behavioral area you selected. An important skill in conducting research is to narrow the focus of your topic to keep the content manageable and to facilitate finding supportive evidence. To identify a properly narrow topic:

  1. Begin with your selected behavior and start to narrow the focus. See examples of topics listed below. You may use one of the examples or identify your own.
  2. Continue to narrow the focus of your topic with consideration for other relevant factors, such as age of the research subjects (adults versus children), their gender, their educational level, or other demographic or topical factors. Your goal is to identify a research topic that is appropriately narrow and can be sharply defined, and for which research is available.
  3. Do some preliminary research to ensure that you have sufficient sources for your topic. To find sources, select key words and enter them into the Summon search engine in the Capella University Library. If you do not find sufficient resources, revise the focus of your topic and try again.
  4. Finally, develop a working title for your paper (for example, “Motivational Factors in Adolescent Females With Anorexia”) that addresses the narrowed and manageable research topic.
Examples of Topics
  • Eating behaviors.
    • Normal hunger and eating patterns.
    • Cravings for certain foods or food-like substances.
    • Compulsive eating (obesity).
    • Dieting or controlled eating.
    • Eating disorders (anorexia).
  • Intimacy behaviors.
    • Sexual arousal (passion).
    • Attraction.
    • Commitment.
    • Sexual orientation.
  • Drug use and addiction.
    • “Social” alcohol or drug use.
    • Initial motivation to use drugs.
    • Why people become addicted.
    • Cigarette use or quitting.
    • Quitting addictive behavior.
    • Abstinence versus moderation.
Instructions

To complete this assessment, research your topic and write a paper in which you complete the following:

  • Focus on a well-defined research topic associated with the behavior you selected.
  • Describe the tools and technologies used in one of the research studies on this topic.
  • Explain the key motivational (biological, learned, and cognitive) factors associated with the selected behavior.
  • Identify a social issue associated with the selected behavior that can be addressed by public policy.
  • Integrate research findings into a description of how public policy has or could address a social issue related to the selected behavior. That is, consider how an understanding of this research could inform public policy related to this issue.
Additional Requirements

Your paper should meet the following requirements:

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting.
  • Number of resources: At least 3 scholarly academic resources are included.
  • Length of paper: The length is a minimum of 4 typed, double-spaced pages, not including the title page and reference list.
  • Font and font size: Times New Roman, 12-point font is used.

Perspectives on Drive and Motivation Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Produce a well-defined research topic focused on a selected behavior. 

 

 Does not identify a research topic. Identifies a research topic focused on a selected behavior, but the topic is broad or poorly defined. Produces a well-defined research topic focused on a selected behavior. Produces a well-defined research topic focused on a selected behavior and integrates relevant demographic or topical factors into the topic.
Describe the tools and technologies used in a selected study. 

 

 Does not identify the tools and technologies used in a selected study. Identifies but does not describe the tools and technologies used in a selected study. Describes the tools and technologies used in a selected study. Evaluates the appropriateness of the specific tools and technologies used in a selected study.
Explain the key motivational factors associated with a selected behavior. 

 

 Does not identify motivational factors associated with a selected behavior. Identifies but does not explain the key motivational factors associated with a selected behavior. Explains the key motivational factors associated with a selected behavior. Analyzes the key motivational factors associated with a selected behavior.
Identify a social issue associated with a selected behavior. 

 

 Does not identify a social issue. Identifies a social issue, but it is not clear how that issue is associated with a selected behavior. Identifies a social issue associated with a selected behavior. Identifies a social issue associated with a selected behavior and explains the societal costs and benefits associated with the issue.
Describe how public policy has addressed a social issue related to a selected behavior. 

 

 Does not identify how public policy has addressed a social issue related to a selected behavior. Identifies but does not describe how public policy has addressed a social issue related to a selected behavior. Describes how public policy has addressed a social issue related to a selected behavior. Describes how public policy has addressed a social issue related to a selected behavior and makes recommendations for improving future policy.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of professional communities. 

 

 Does not communicate in a manner that is scholarly and professional. Communicates in a manner that is scholarly and professional but is not consistent with expectations for members of professional communities. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities, with written communication that is free of errors that detract from the overall message.
Apply proper APA formatting and style. 

 

 Does not apply proper APA formatting and style. Uses adequate written communication but includes some APA errors and inconsistencies. Applies proper APA formatting and style. Applies scholarly writing skills and uses proper APA formatting and style throughout the assessment

Which of the following is a potential threat to effective interviewing?

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Week 2 Quiz

PSY/480 Version 4

 1

University of Phoenix Faculty Material

Week 2 Quiz

Read each question and select the correct answer.

1. Susie has never felt comfortable with her therapist. While she has no reason for her feelings, she is easily angered by his questions and feels as though he is judging her. Susie has often thought that the therapist reminds her of her father. This is a case of

a. An ego defense mechanism

b. Countertransference

c. Transference

d. Insight

2. Choose the correct development process for Freud’s mental structures.

a. Id, superego, ego

b. Ego, superego, id

c. Ego, id, superego

d. Id, ego, superego

3. Choose the example of operant conditioning.

a. Anxiety when an abusive person walks into the room

b. Hesitance to touch a light switch because of previous shocks

c. Children rising from their seats to go outside when a bell rings

d. Improvement in writing skills from praise and positive coaching

4. Choose the example of classical conditioning.

a. Continuing to play the slot machine after hitting a small jackpot

b. Staying on a diet

c. Walking out of an elevator when the door opens, regardless of the floor

d. Driving the speed limit after getting a ticket

5. An effective interviewing behavior during an assessment includes the following.

a. Paraphrasing

b. Confirming

c. Probing

d. Silence

6. Which of the following is a multicultural issue for any of the psychological instruments customarily used in the United States?

a. Level of acculturation

b. Preconceived notions

c. Theoretical orientation

d. Distortion of information

7. One of the common concerns associated with IQ testing is that

a. a wide variety of human behaviors is being measured

b. a person’s performance is compared against others’ performances

c. testing is used to learn about cognitive strengths and weaknesses

d. there is a possibility of racial bias

8. Larry is a single, 40-year-old male who runs his own business. Lately, he feels tired all the time, lacks motivation and appetite, and is not enthusiastic about anything. Based on his symptoms, which type of interview is most appropriate to use?

a. Termination

a. Crisis

b. Mental status

c. Diagnostic

9. Which of the following is a potential threat to effective interviewing?

a. Time of day

b. Interviewer bias

c. Structured interviews

d. Self-monitoring

10. Examples of objective personality tests include all but this test.

a. MMPI

b. Rorschach

c. MMPI- 2

d. Sixteen Personality Factors