In this research paper I would like you to explain about whether eyewitness’ are trustworthy and reliable. I would like you to include in this research paper both perspectives whether they are or they are not.
In the introduction I would like you to add what you are going to talk about in the paper. The resources I want should be not only website but journals and
books as well. In the conclusion I want to be siding towards the part where eyewitness’ as a report are not reliable or trustworthy. If you need any
inquiries dont hesitate to message me anytime.
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Activity three:
• Explain 2 different ways to extinguish someone’s fear of Santa Claus (5 points per answer)
• Explain 1 way to reinforce someone’s fear of Santa Claus (5 points)
Word Bank: Flooding, aversion therapy, compensatory-response model, counter conditioning, incubation, over expectation effect, preparatory-response theory,
preparedness, reciprocal inhibition, Rescorla-Wagner theory, selective sensitization, S-R Model, S-S model, stimulus substitution theory, systematic
desensitization, temperament
Each activity should be less than 100 words. Be sure to use words in word bank. You do not need to use all words! Remember this is a Psychology assignment to
write as a psychologist.
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Mental health care and screenings in public school system
Mental health care and screenings in public school system
Order Instructions:
Planning Your Visit Guidelines
Graded Assignment 2
PURPOSE
The purpose of this assignment is to: (a) identify and articulate a plan for a legislative/policy making visit (CO #2); (b) deliver a message and ask/recommendations (CO #2, 3), and (c) communicate ideas in a clear, succinct, and scholarly manner. (CO #3)
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes:
(CO #2) Employ strategies to affect the development, implementation, and consequences of policies at the institutional, local, national, and international levels. (PO 4, 8, 10)
(CO #3) Communicate with policymakers to advocate for effective policies that affect nurses and nursing, consumers, or the health care system. (PO 2, 3,10)
(CO #4) Analyze the historical, ethical, and political contexts of health care policy and the consequences of policy implementation. (PO 6, 10)
(CO #5) Advocate for institutional, local, national, and international policies that influence health care and its consumers and nurses and their nursing practice. (PO 2, 10)
TOTAL POINTS: 175 points
REQUIREMENTS
Assignment Criteria for Presentation
1. Introduce your chosen policy issue, the current status, and an overview of your plan for a legislative visit.
2. Articulate key strategies involved in your plan, message, and recommendations under each of the Planning Your Visit Ungraded Worksheet 2 sections using headings in your paper.
3. Provide an analysis of empirical evidence supporting your approach strategies including plan, message, and follow-up.
4. Provide specific examples of the impact and/or importance of a successful visit and follow-up to nursing.
5. Provide concluding statements summarizing the content.
6. Paper will be five (5) pages, excluding title and reference pages, and in APA format 6th edition.
PREPARING THE PAPER
Following completion of Planning Your Visit Ungraded Worksheet 2, develop a plan for visiting your policymaker, including the message/ask, and the recommendation(s) you will deliver. Include a minimum of five (5) classic references or current references (published within the past 5 years) that support your plan, the message, recommendations, and follow-up.
Category Points % Description
Introduction and Conclusion 35 20 Introduction clearly introduces your policy-priority issue. Concluding statements summarize content.
Key Strategies 40 22 Articulate key strategies involved in your plan, message, and recommendations under each of the Planning Your Visit Ungraded Worksheet 2 sections using headings in your paper.
Empirical Evidence 35 20 Provide an analysis of empirical evidence supporting your approach strategies including plan, message, and follow-up.
Specific Examples 35 20 Provide specific examples of the impact and/or importance of a successful visit and follow-up to nursing.
APA Format 15 9 Text, title page, and references are consistent with APA format 6th edition.
Writing Quality 15 9 Rules of grammar, word usage, sentence and paragraph format, and punctuation are followed. Paper length appropriate.
Total 175 100
A quality assignment will meet or exceed all of the above requirements.
GRADING RUBRIC
Assignment Criteria A
(100–92%)
Outstanding or highest level of performance B
(91–84%)
Very good or high level of performance C
(83–76%)
Competent or satisfactory level of performance F
(75–0%)
Poor or failing or unsatisfactory level of performance
Content
Possible Points = 145 Points
Introduction clearly introduces your policy-priority issue, current status, and overview of plan for legislative visit. Concluding statements summarizing content have no inaccuracy.
Introduction of your policy-priority issue, current status, and overview of plan for legislative visit has rare inaccuracy. Concluding statements lack occasional important element or specificity.
Introduction of your policy-priority issue, current status, and overview of plan for legislative visit lacks occasional important element or specificity.
Concluding statements lack occasional important element or specificity. Introduction of your policy-priority issue, current status, and overview of legislative visit has multiple instances of inaccuracies or is lacking content. Concluding statements have multiple instances of inaccuracies or lacks content.
Identification of all key strategies of your policy-priority issue plan, ask, and recommendations are clearly analyzed and fully articulated.
Identification of key points of your policy-priority issue plan, ask, and recommendations has rare inaccuracy or lack of detail/clarity. Identification of key points of your policy-priority issue plan, ask, and recommendations lacks occasional important elements or specificity.
Identification of key points of your policy-priority issue plan, ask, and recommendations has multiple instances of inaccuracies, lacks content or clarity.
Empirical evidence supporting your approach strategies to your policy-priority issue has no inaccuracy and is clearly articulated.
Empirical evidence supporting your approach strategies to your policy-priority issue lacks occasional important elements or specificity.
Empirical evidence supporting your approach strategies to your policy-priority issue has multiple instances of inaccuracies or lacks detail/articulation.
Empirical evidence supporting your approach strategies to your policy-priority issue is missing.
Specific Examples 35–32 Points 31–29 Points 28–27 Points 26–0 Points
Provides specific examples of the impact and/or importance of a successful visit and follow-up to nursing and has no inaccuracy and is clearly articulated.
Provides specific examples of the impact and/or importance of a successful visit and follow-up to nursing and lacks occasional important elements or specificity and/or lacks clarity.
Provides specific examples of the impact and/or importance of a successful visit and follow-up to nursing and has multiple instances of inaccuracies and/or lacks clarity.
No specific examples of the impact and/or importance of a successful visit and follow-up to nursing.
Points Points Points Points
Content Subtotal _____of points
Format
Possible Points = 30 Points
APA Format: 15–14 Points 13 Points 12–11 Points 10–0 Points
Text, title page, and reference page(s) are completely consistent with APA format. There are 1–2 APA format errors in the text, title page, and/or reference page(s). There are 3–4 APA format errors in the text, title page, and/or reference page(s). There are 5 or more APA format errors in the text, title page, and/or reference page(s).
Paper is appropriate in length. References include the minimum of five (5) scholarly references, excluding the course text. Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work.
Paper is short or long in length and/or contains fewer than 5 but more than 1 scholarly reference, excluding course text, or references utilized are not scholarly. Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work with1–2 exceptions.
Paper is short or long in length and contains only 1 scholarly reference. Additional references are not scholarly.
Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work with 3–4 exceptions.
Paper is two or more pages short or long in length and does not contain scholarly references.
References utilized are not scholarly. Rules of grammar, spelling, word usage, and punctuation are not followed with 5 or more errors.
Format Subtotal _____of points
Total Points _____of points
SAMPLE ANSWER
Mental health care and screenings in public school system
In healthcare setting, there are various policy issues aimed at providing solutions to various healthcare problems. This discussion focuses on policy on mental health care and screenings in public school system. Many children in schools suffer from mental diseases such as autism, memory loss and this impact on their studies in schools. Coming up with a policy on screenings of students with such problems will help to promote their healthy living as well as improve their learning outcomes. This paper therefore provides a plan and strategies in addressing these problems in schools.
Mental health is one of the challenges that many schools experience across the world. Out of the 450,000 youths in schools, around 47 percent of them elementary and middle school suffer from emotional disturbance and other mental problems (Atkins, Hoagwood, Kutash, & Seidman, 2010). 73 percent of students in secondary school as well suffer from this problem while only 20 percent have the opportunity to access to appropriate services (Atkins, Hoagwood, Kutash, & Seidman, 2010).
The current status of the mental health care and screenings in public school systems is that twenty five percent of children experience a mental health disorder annually. Other than that forty percent of adolescents meet lifetime diagnostic criteria for multiple mental health disorders according to Stiffman et al., (2011), mental health disorders can greatly affect children and adolescents’ functioning in multiple domains, including at school, in the home, with friends and in communities (Stiffman et al., 2011).
Given the high prevalence of mental health disorders among children and adolescents,
Schools have developed programs to meet students’ mental health needs. These students mental
Health (SMH) programs can range from universal to highly target. Universal programs are designed to increase awareness of and sensitivity to mental health issues in students. For example, by supporting students coping with stress and encouraging student help-seeking behaviors. The more-targeted programs are designed to provide staff or faculty skills to identify and respond to specific mental health issues or populations (e.g., suicide prevention, substance use).
Before making a visit to the policy maker (superintendent) it is important to have a good plan on the same. In this case, I will have to come up with a draft on the major aspects that are required to discuss with the policy maker. As part of my preparation, I will be forced to carry out a survey and as well read various literature studies on the topic/policy issue to acquaint myself with the information about the same. This will enable me to have a clear understanding of the problem and make the argument credible and persuasive.
The purpose of this assignment is to identify and articulate a plan for a policymaking and legislative visit while exploring strategies to affect the development, implementation, and consequences of policies at the institutional, local, national, and international levels. The paper also seeks to create strategies to communicate with policy makers to advocate for effective policies that affect nurses and nursing, consumers, or the health care system. An attempt to analyze the historical, ethical, and political contexts of health care policy and the consequences of policy implementation will also be made. Arguments made in the paper will advocate for institutional, local, national, and international policies that influence health care and its consumers and nurses and their nursing practice.
Evaluating the diverse array of SMH programs is critical to improving their effectiveness. Health care professionals for children and adolescents must educate key stakeholders about the extent of these problems and work together with them to increase access to mental health resources. School-based programs offer the promise of improving access to diagnosis of and treatment for the mental health problems of children and adolescents. Pediatric health care professionals, educators, and mental health specialists should work in collaboration to develop and implement effective school-based mental health services.
The plan must have key strategies that indicate clearly how the policy will be implemented and its implications on the society. I will have to review works done by others in this area. This will enable me to gain a deeper understanding of what has been found in the field and the gaps (Keeton, Soleimanpour & Brindis, 2012). I will therefore use this knowledge to build a strong case by focusing more on these gaps to provide an insightful solution to the problem at hand. I will also abreast myself to understand how the policies are legislated before they are adapted. Therefore, one of the strategies is to make sure that the policy addresses salient aspects that have not been addressed by the current legal systems. I will as well base my arguments on evidence-based research to enhance its adaptability. The policy maker need to be motivated and satisfied that indeed the policy is workable and credible.
Communication is also very critical strategy in this process (Keeton, Soleimanpour & Brindis, 2012). Being able to communicate effectively is important in influencing the policy makers to buy into ones idea. I therefore, will establish rapport with the policy makers through appropriate communication skills. The messages conveyed must be positive to influence the whims of the policy maker. Example of the messages I will send will manifest my level of professionalism and attention to detail. They will also provide positivity about the policy to influence its adoption. The recommendations of the policy will also play a critical role in determining whether the policy makers will supported it or not recommendation will be clear and precise (Keeton, Soleimanpour & Brindis, 2012). They will also be based on the evidence-based research.
The approach strategies including plan, the messages, recommendation and follow up will be based on empirical evidence. Planning is important as it allows one to be ready and understanding the scope of the project. Planning allows the researcher to estimate the resources required, time required human resources requirements among many other aspects. It therefore helps to provide an overview of the project and whether it will be successful or not hence if worth implementation or not (Keeton, Soleimanpour & Brindis, 2012). The messages must as well be appropriate to trigger positive outcome. The medium of communicating is also essential. Using face to face is one of the methods of relaying communication. It is effective because, people can observe the emotions and gestures of the parties when communicating hence enhancing understanding. Follow up is also critical in any communication process. It allows one to determine whether the process was successful or not (Happell et al., 2013). For instance, in these initiatives, follow up is critical to ensure whether the policy makers will have approved the same or not. It will also allow the policy makers to provide recommendations on areas that require further amendments to refine the policy
Importance of a successful visit and follow up to nursing is exemplified through various outcomes. A nurse will often feel good and successful when policies proposed by them go through. A successful visit by the nurse is evident through the negotiations and the final decisions reached by the policy maker. Managing to convince the policy maker about the viability of this policy will be one of the indications of success of the policy (Rutten, Gelius, & Abu-Omar, 2010). A nurse gets gratification from positive feedback from the policy makers and this increases their level of commitment in rendering better quality services.
It is therefore important for nurse to participate in policymaking. They have an opportunity to help contribute positively in promotion of health through evidenced based research. Strategic planning is also very important to ensure that the policy maker responds positively on the policy. The messages and recommendations must indicate professionalism. It is also important to follow up to ensure that the project recommendations are acted upon. Nurses are gratified and feel good when they help to change the society though their initiatives. Mental healthcare and screening is school system is a policy that will impact positively on the lives of many students with various mental problems. This will promote their learning and will allow them to receive appropriate training. Children in schools that are mistreated and discriminated against because of this mental status will also be able to learn in conducive environment. Specialist training services can be provided to such children to help them achieve their dreams. Some of the conditions are not worse and if assistance is accordance, the lives of these children can be transformed.
References
Atkins, M., Hoagwood, K., Kutash, K., &Seidman, E. (2010). Toward the integration of education and mental health in schools. Administrative Policy Mental Health, 37(1-2). 40-47. doi: 10.1007/s10488-010-0299-7.
Rutten, A., Gelius, P., & Abu-Omar, K. (2010). Policy development and implementation in health promotion – from theory to practice: The adept model. Health Promotion International, 26(3). 322-329. doi: 10.1093/heapro/daq080
Stiffman, A.R., Stelk, W., Horwitz, S.M., Evans, M.E., Outlaw, F.H., & Atkins, M. (2010). A public health approach to children’s mental health services: Possible Solutions to current service inadequacies. Administrative Policy Mental Health, 37(1-2). 120-124. doi: 10.1007/s/10488-009-0259-2.
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One way of broaching the topic of ethics in professional practice is to focus on particular ethical dilemmas that arise in the research or practice that surrounds management activities themselves. For example, well-known ethical dilemmas exist in the field of human resources, and other dilemmas surround the handling of financial transactions and decisions.
Search the Walden Library for a scholarly or practitioner article in a peer-reviewed journal that deals with an ethical dilemma in a management context. How might you research the dilemma presented in the article? Would you examine causation, interventions, solutions, structural issues, or other aspects? Select one or two aspects of the issue presented, and think about how you might formulate a research-oriented approach that would benefit the larger professional practice.
Begin by presenting a brief overview of the article you found. Next, present the ethical dilemma, followed by your research approach and its potential practice-based benefits.
——————————————————————————–
With these thoughts in mind:
Post your analysis to the Discussion by Day 3. Be sure to include at least two questions to elicit suggestions and responses from your colleagues.
Article !!!! (see below)
Ethics
E-mail and Ethical Issues
Loretta J. Bradley
Bret Hendricks
Texas Tech University
The proliferation of the use of e-mail and texting has created some ethical dilemmas for family counselors. Although e-mail can expand and encourage communication, it is not problem free and, in fact, can pose problems.
There are issues with privacy, confidentiality, and maintaining an appropriate professional relationship. Family counselors should be aware of the promises and pitfalls in using e-mail and related technologies.
Keywords: e-mail; family counseling;confidentiality; ethical dilemmas;counseling relationship
Jason, a family counselor in private practice laments, ‘‘I checked my e-mail today and realized that a client had sent me an e-mail last week about his increasing problems with his family. Until today, I was unaware that he had sent that e-mail. I don’t check my e-mail every day. Now I am wondering if I’m legally liable for answering that e-mail that was sent outside the counseling session?’’ If I do answer that e-mail, will that be considered counseling? If I don’t answer that e-mail, am I ignoring my ethical duty as family
counselor?
In the past decade, e-mail has created new ethical
dilemmas for family counselors. The questions listed above represent a growing body of questions produced by the rapid increase of e-mail use. The proliferation of the use of e-mail and texting has increased to the extent that many clients of family counselors use these methods of communication so
often that verbal communication becomes a lesser preferred mode of communication (Finn, 2006; Fisher & Fried, 2008; Haberstroh, Duffey, Evans, Gee & Trepal, 2007; Walther, 2007). Electronic communication has spawned a new language,
seemingly understood only by those who practice
it. For example, although the word ‘‘texting,’’ a verb, was not seen in Webster’s 2002 Dictionary (Landau, 2002), is now used so frequently that the word is now used as standard English. The phrase ‘‘B hr B4 H gts 2 th crb’’ (‘‘Be here before he gets home’’) presents the reader with a plethora of contextual meanings and misunderstandings while the message is clearly understood by clients who are contemporary e-mail users.
Given the potential ethical and legal issues generated by e-mail, this article is written to explore the ethical concerns posed by e-mail in family counseling. Specifically, this article will focus on the ethical dilemmas generated from the use of e-mail in family counseling while simultaneously trying to answer the question, is e-mail friend or foe? The authors wish to point out that our focus is on e-mail, not internet counseling, which has been addressed recently
in the American Counseling Code of Ethics (American
Counseling Association [ACA], 2005) and earlier in the ACA Standards for Online Counseling (ACA, 1999).
TECHNOLOGY EXPANSION
The past three decades, and especially the last decade, have produced enormous advances in technology. Ten years ago, McMinn, Buchanan, Ellens, and Ryan (1999) described three waves in the advancement of technology. The three were detailed as those technologies that increase office
efficiency, enhance clinical services, and improve new, emerging technologies. The researchers identified the first wave as advances in fax machines, word processors, answering machines, and voice mail machines. Now, 10 years later, the first wave technologies have been integrated into daily work activities. Second wave technologies were defined as advances to enhance test administration, scoring,
and interpretation. McMinn et al. (1999) identified third wave technologies that affect practice. In 1999, when their article was written, the third wave included the use of telephone, e-mail, and chat rooms. Now, in 2009, as the technology horizon has expanded, the division between the first, second, and third wave has blurred because all three waves are entrenched in the work place. Consequently,
Authors’ Note: Correspondence concerning this article should be addressed to Loretta Bradley, Texas Tech University, COE Box 41071, Lubbock, TX 79409; e-mail:loretta.bradley@ttu.edu.
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e-mail, which was yesterday’s innovative technology, has become today’s ‘‘common’’ technology. In fact, e-mail is the most frequently used Internet resource (Finn, 2006).
E-MAIL EXPANSION
The use of e-mail, which came into existence in 1971,
continues to expand in the United States. In 2001, 57% of Americans responded that they are Internet users (Shaw & Shaw, 2006). Today that percentage has increased to 72.5% (Parks, 2008). The Radicati Group (2009 estimated that the number of e-mails sent daily is approximately 210 billion with individual corporate workers sending an estimated 156 billion per day. The use of e-mail is not limited to a single profession but instead is prevalent in most professions, including counseling. In 2008, 81% of those individuals in the United States reported that they used e-mail at least occasionally (Finn, 2006; Madden & Jones, 2008).
Additionally, according to the Pew Report (2009) of
those who use e-mail, 80% reported that e-mail has
increased their ability to do their job while 58% reported that e-mail has allowed them more flexibility in their work hours. Conversely, workers reported that most of the messages that they receive at work are personal in nature with online shopping reported by 22% of the respondents. With regard to percentages, the Pew report further indicated that
50%of all workers in the United States check their e-mail on weekends with 22% reporting that they checked their e-mail ‘‘often’’ on weekends.
Articles have been written about the expansion of e-mail between business provider and consumer (Armstrong, 2002; Armstrong, Mazzucca, Hansmann, & Groth, 2001; Brynko, 2007; Hoffman, Hartman, & Rowe, 2003; Kelleher & Hall, 2005; Peek, Peek, Roxas, Robichaud, & Blanco, 2007; Sunner, 2005; Womack, Braswell, & Harmon, 2004), counselor and client (Alemi et al., 2007; Bloom, 1998; Caffery & Smith, 2006; Haberstroh et al., 2007; Haslam & Harris, 2004; Shaw & Shaw, 2006; Watson, Jones, & Burns, 2007), lawyer and client (Hricik&Scott, 2007;Walther, 2007), nurse and patient (Caffery, Stewart, & Smith, 2007; Cleary &
Freeman, 2005; DeSantis & Keller, 2007; Edwards, 2008; Kralik, Price, Warren, & Koch, 2006), physician and patient (Brooks & Menachemi, 2006; Constantine, Crane, Noll, Doswell, & Braxter, 2007; Granberry, 2007; Kivits, 2006; Koo & Skinner, 2005; Kuszler, 2000; Nijland, vanGemert- Pijnen, Boer, Steehouder, & Seydel, 2008; Torrance, Lasome, & Agazio, 2002), psychologist and client (Fisher
& Fried, 2008), social worker and client (Finn, 2002, 2006; Parker, 2008), and government (Freeman, 2007).
Since the first e-mail was sent in 1971, e-mail has
evolved and expanded at an unprecedented rate, and there is every expectation that e-mail communication will continue to expand. Although the expansion of e-mail use has been overwhelming, e-mail’s acceptance among users is mixed. E-mail has generally been viewed positively with 72% of workers reporting that e-mail has improved their
ability to do their jobs; conversely, e-mail has been viewed as problematic for about one fourth of workers (Finn, 2006).
Finn reports that a Pew Internet and American Life Project Poll studying e-mail in the workplace found that one fourth of the workers experienced difficulty with e-mail, 22% of workers reported that e-mail caused misunderstandings at work, 28% found e-mail distracting at work, 23% reported e-mail created stress at work, and 16% said e-mail advanced
gossip.
PROBLEMATIC ISSUES
As the Finn (2006) study indicated although e-mail can open up communication, it is not problem free, and in fact can pose problems. Zambroski (2006) cites the following as problems resulting from e-mails. About 2 years ago, a Boston attorney feeling offended by an e-mail from a client forwarded their disagreements via e-mail to a colleague. Little
did he know that this e-mail would spread to the Boston legal community to be eventually aired on ABC’s Nightline News. In another newscast, CNN News ran a story in which they reported that e-mail is ‘‘fodder’’ for litigation. CNN News further reported on e-mails involved in legal issues.
Specifically, a Massachusetts class-action suit was filed over the dangers of the drug combination, Phen-Fen. In that suit, the court allowed an e-mail to be admitted. In this e-mail, the company executive wrote, ‘‘Do I have to look forward to spending my waning years writing checks to fat people worried about a single lung problem?’’ In another
court case, Chevron settled a US$ 2.2M lawsuit that involved an interoffice e-mail giving 25 reasons why beer is better than women. Zambroski concluded his article by encouraging companies to decrease their e-mail vulnerabilities by having an e-mail policy that educates employees about practices involving e-mail in the workplace. In his summary statement, he admonished that e-mail users should not send
an e-mail in anger or haste, and furthermore, he said they should not send personal e-mails from their work accounts.
He encouraged e-mail users to maintain virus protection, encrypt all e-mails, insist on periodic backups, use antivirus protection, and use strong passwords. Although the Zambroski article was written for the business community, its advice is relevant for the counseling community.
COUNSELING AND E-MAIL
E-mail communication between counselor and client
offers opportunities to improve counseling services. That is, e-mail offers a fast, economical method of communication that may serve as a positive adjunct to the family counseling relationship. For example, the time and place to communicate via e-mail are selected by both
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parties. E-mail can help the counselor and client avoid the rush and hasty response that can occur in a telephone conversation.
For both the counselor and client, e-mail can be
a convenient and flexible mode of communication. Unlike a telephone conversation, e-mail information can be printed and filed. Also e-mail is unique in that it provides a comfortable way for the counselor and client to share information.
However, despite its advantages, e-mail has some challenges. Some challenges involve the counseling relationship, confidentiality and privacy, limits to confidentiality in e-mail and counseling, checking e-mail, and the signature.
COUNSELING RELATIONSHIP
Whether the counseling mode is face-to-face family
counseling, e-mail communication or a combination of the two, the counseling relationship is of paramount importance.
To say that the relationship is important is an understatement for indeed it is critical. In order for counseling to be successful, a working alliance (relationship) must be established whereby trust is essential. Just as the relationship must be established and maintained in face-to-face family counseling, the relationship is likewise critical in e-mail communication.
CONFIDENTIALITY AND PRIVACY
The broad category of confidentiality includes privacy information, informational notices, client waiver, records of electronic communication, and electronic transfer of client information (Manhal-Baugus, 2001). There are some risks problematic to confidentiality. In a recent study by Finn (2006), it was reported that 1 in 20 social workers reported that a client’s confidentiality was violated as a result of e-mail. The counselor must acknowledge to the client
that confidentiality cannot be guaranteed. Although
sometimes imperfect, the counselor must take precautions to try to insure confidentiality. For example, the counselor must implement procedures to try to prevent a third party from receiving the information. A common security precaution
is encryption, which is recommended to reduce the risk of disclosure. Also, it is critical that computers are protected by firewall software. Just as in a face-to-face family counseling session, the counselor using e-mail must discuss the limits to confidentiality. Furthermore, both counselor and
client must discuss what is acceptable to send in e-mails.
IS E-MAIL SYNONYMOUS WITH COUNSELING?
An important question is when the family counselor
sends an e-mail, is this e-mail considered counseling? Our response to this question is that if the e-mail involves any aspect of counseling, then it will be viewed as clinical and thus considered as counseling. Possibly one exception is an administrative e-mail in which the counselor merely
gives the time, date, place of the appointment or gives the notice that because of unforeseen circumstances, the office is closed today. The authors believe that if the e-mail is strictly administrative, it is likely not to be viewed as counseling. If, however, the e-mail involves any aspect of counseling, then it will be considered counseling and will therefore become a part of the client’s counseling record.
These records will be subject to the same rules and
procedures, including subpoena, as the other portions of the official record.
FREQUENCY OF CHECKING E-MAIL
If the family counselor gives his or her e-mail address to clients, must that counselor check the e-mail every hour? Every day? Every week? The subject issue here is not how often the counselor must check the e-mail but what has the counselor communicated to the client about how frequently e-mail will be checked. In other words, the family counselor
must inform the client by both written and verbal communication of when e-mails are checked. If the counselor decides to use e-mail communication, the counselor must indicate the policies and procedures regarding e-mail use.
Furthermore, the counselor must inform the client about the limitations (e.g., security, confidentiality, unauthorized readers) of e-mail.
E-MAIL SIGNATURE
While most counselors using e-mail to communicate
with clients often focus on what is written in the body of the e-mail, the authors wish to point out that it is equally important to concentrate on the signature. Zur (2008) concludes that every e-mail sent to a client must contain a signature.
In addition to the typical signature listing names and contact information, Zur states that the signature must include information about such issues as confidentiality, security, privacy, unauthorized access, and intended user. With regard to the notice of confidentiality, Zur states the signature statement should indicate ‘‘this e-mail and any attachments
are intended only for use by the addressee and may
also contain privileged or confidential information’’ (p. 3).
Thus, it is clear that Zur is saying that e-mail involved in counseling must be expanded to include the above items.
DISCUSSION AND SUMMARY
E-mail used by family counselors is an interpretive
endeavor. In this article, the authors used the theme of ‘‘counselor be aware’’ when using e-mail. Furthermore, the authors suggested that the use of e-mail by family counselors is a relatively new process that is in a stage of Bradley, Hendricks / E-MAIL AND ETHICAL ISSUES 269
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‘‘developing.’’ Because the use of e-mail is developing, the authors focused on several ethical dilemmas that counselors cannot overlook. In some instances, the authors were able to give definitive answers, while in other instances, we could
only make suggestions on how to avoid potential ethical and legal problems. While some family counselors may decide to use e-mail communication with clients, others may decide to avoid the use of e-mail. For counselors using e-mail, we believe the counselor should use e-mail as an adjunct to and
not a replacement for face-to-face counseling.
It is important to note that the authors are not attempting to tell the family counselor to use or not to use e-mail in counseling. Instead, we were trying to recommend that if the counselor decides to use e-mail in counseling, then the counselor must be aware of potential ethical challenges.
Regardless of the challenge, the counselor must attend to the welfare of the client. Essentially, this means that the counselor must practice the highest ethical principles at all times. Because it is a given that ethical codes will not address all of the potential ethical issues that may arise, family counselors must be proactive in attempting to foresee and address potential ethical problems. When using e-mail, family counselors must create a written statement pertaining to e-mail communication, which includes policies about e-mail prior to the first e-mail being sent. The written statement, which should be a part of initial informed consent, must be signed by the client. Additionally, family counselors should discuss their e-mail policies with their clients thereby
providing further clarification of the policies in effect. In other words, counselors should not simply assume that clients understand e-mail policies by merely reading the policies; instead, family counselors must discuss their policies regarding e-mail to assure client understanding.
Although most of this article has focused on protection for the client, family counselors must also be aware of the ethical domains that directly affect their own protection. For example, family counselors must decide whether they are going to engage in the use of e-mail at all. If yes, then they must decide the extent to which they will use e-mail.
Additionally, they must examine such issues as, although not limited to, their technological competence, counseling competence, counseling relationship, ethics, and liability.
The authors suggest, in regard to liability, that liability insurance covering e-mail communication with clients be obtained because communication by e-mail is likely to be considered counseling. If e-mail is to be used, even as an adjunct to counseling, family counselors should be aware of current literature concerning e-mail use from other fields outside professional counseling because other professions
are also grappling with similar issues. Furthermore, they might contact family counselors who have used e-mails in counseling. The experience of other professionals will likely provide information to enhance the counselor’s competence.
In summary, e-mail developed from being a simple,
efficient, and inexpensive means of communication for short messages into a broad, complex means of communication that has spanned many areas including counseling. On the basis of issues raised in this and other articles, family counselors are encouraged to learn more about the relevant
ethical and legal issues related to e-mail before services are provided via e-mail.
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Cleary, M., & Freeman, A. (2005). E-mail etiquette: Guidelines for mental health nurses international. Journal of Mental Health Nursing, 14, 62-65.
Constantine, R., Crane, P., Noll, B., Doswell, W., & Braxter, B. (2007).
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Finn, J. (2002). MSW student perceptions of the efficacy and ethics of internet-based therapy. Journal of Social Work Education, 38, 403-419.
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People encounter ethical dilemmas in their research and practice that affect their undertakings. Conflicts between moral imperatives lead an individual to obey one decision causing transgression of the others (Serpil, 2012). The author discusses on ethical dilemma concept in practice as presented in an article.
Overview of the article
The article ‘E-mail and Ethical Issues’ by Lorettta Bradley provides an insight to the increased use of email and texting. The article explores on the ethical dilemmas that family counseling face while using e-mail to render their services. Managers as well use this form of communication to reach to their customers as well as to engage in personal issues. This form of communication present various ethical dilemmas and it is important for the users especially counselors to understand these ethical dilemmas to avoid the same. Email is not problem-free and has potential to pose various problems to the customers as well as the managers such as counselors. Some of the issues that characterize email communication include maintaining of professional relationship, privacy and confidentiality.
Ethical dilemma
Various ethical concerns manifest in the article. One of the concerns is using email in maintaining of professional relationship. Emails offer fast and economical method of communication; it therefore can promote family counseling relationships. Family counselor can use this mode of communication to provide these services. However, for counseling to be successful it requires face-to-face and work alliance relationship between the two. This is the appropriate way to achieve trust and as well impact on the counseling. Therefore, it becomes an ethical dilemma when it comes to making decision to provide family counseling using email a supposed to meeting the client face to face.
Confidentiality and privacy of the client and the customer is another ethical dilemma. Client has a right to confidentiality and privacy of information provided through email (Husser, Gautier & André & Lespinet-Najib, 2014). Ethical dilemma arises when it comes to determining what kind of information send through email is considered as private and confidential and which one does not. Furthermore, selecting and categorizing the message from email as relating to counseling or administrative posses ethical dilemma.
It is also important for the family therapist to inform the client when they will check their emails to avoid misunderstanding that may result to ethical dilemma. The family counselor must indicate the procedures and policies regarding use of email as well inform the client on the limitations inherent in use of email such as unauthorized readers, confidentiality and security.
Research oriented approach
A research-oriented approach that would benefit the larger professional practice is evidenced based. This approach would allow collection of systematic data through interview, observation and experiment and testing of hypothesis to reach decisive decisions that would help provide solutions to such ethical problems (Dale, 2005).
Potential practice-based benefits
This practice would accrue various benefits to professional practice. It will provide enough evidence on the issue and scenarios that ethical dilemma occurs. This scope of knowledge will provide an avenue of improvising appropriate measures to avoid ethical dilemma in management practices. Decision making process will improve and the relationships between the family counselor and the clients will improve. Furthermore, this information will be adopted or referenced in many other studies that hence helping accumulate information body that will help practitioners in such situations.
In conclusion, ethical dilemma is challenge and deterrence in delivering quality services. Professionals in various areas or field of management must understand modalities to manage instances of ethical dilemma to avoid conflicts and deliver better services
References
Bradley, L. (2010). E-mail and Ethical Issues, Texas Tech University
Dale, E. (2005). Evidence-based practice: compatibility with nursing. Nurs Stand 19 (40): 48–53.
Think of a new product that is currently not in market and as a Marketing Manager you are to develop marketing plans to launch this new product.
As a Marketing Manager or Product Manager, what do you have to consider in terms of consumer behavior when developing this new product?
Think of the consumer behavior theoretical discussion which you have learnt from Week 2 till to date.
I will uploaded my lecture notes for that.
SAMPLE ANSWER
Consumer Behavior
Schwartz (2004) defines a consumer as any person or individual who requires a given product or service to meet personal needs and wants. Behavior, on the other hand, refers to a given pattern, perception, belief, or sequence that an individual possesses that guides them or dictates the products or services to purchase. Understanding consumer behavior requires an inquisitive research so as to identify the customers thinking, beliefs, and level of income, social norms, market trends, gender, and religion (Belch & Belch, 2007). Once the researcher have outlined and differentiated all this factors a given geographical location can be segmented and the prevalent consumer behaviors determined. These consumer behaviors are then used in product design and formulation. A good company carries out a SWOT analysis to be familiar with the opportunities, threats and weaknesses of penetrating a given market segment. Mostly ,in carrying out a research in a market segment problems can be identified and then the research panel can brainstorm the solutions which are used to come up with various products and services that meet the needs of customers in that segment.
Factors influencing consumer behavior can be divided into economic, social, political, ecological and technological factors. For example, ecological weather conditions like winter or summer dictate the consumer preferences of clothing. In winter season consumers purchase heavy clothing and protective equipment like gumboots (Engel, Blackwell & Miniard, 2007). The change in technology also influences consumer behavior as this changes fashion and market trends. For example, the advent of android operating system in the mobile phone industry have seen massive demand and sales for this smart phones in companies like Samsung, Nokia, LG, IPhone and Techno. These companies have also been forced to adapt to the changes in technology in order to meet their consumer needs and preferences.
After considering all the above, the product in mind is modern mobile incinerators. These incinerators are of small sizes and are very portable. The reasoning behind this is that most companies and organization nowadays are faced with a lot of paperwork and plastic wastes in the offices and manufacturing sections, however, most of these firms don’t have the appropriate facilities to dispose this waste. My product which goes by the brand name ‘Mobi Inc.’ comes restore and uphold environmental consciousness in this organizations. This product also covers a wide customer base as it can also be used in homes and has a very considerate pricing. This product also has differentiation advantage in that the consumer can order customized incinerators (Hirsh, Kang & Bodenhausen, 2012). Therefore the size differentiation is entirely according to the customer’s needs and preferences. However, at the inception stage the main target market for this product are big firms and governments that can order large quantities and hence enjoy the quantity discounts that come with the package.
After production of these incinerators, we plan to have various marketing strategies and plans. One of the strategies is low price penetration strategy. In this strategy will start to enter the market with the lowest prices until we get acceptance and a good customer base. These customers will have training on the use and benefits of the product and this serves to create awareness o0f the product. This awareness will be crucial to serve as a marketing tool as these customers will pass on the good news. Other marketing strategies will include sales and promotion whereby for every product bought the customer will enjoy gifts and discounts (Assael, 2012). Discounts however come with bulk purchases and this strategy will most work with big corporate organizations that have centralized purchasing. Households that purchase the Mobi Inc. product will enjoy after sale services e.g. warranties, training and installation. Marketing is also to be done through advertising on social media, magazines, journals and all accessible medium. Sales and promotion personnel will also be employed to carry out door to door marketing and sensitization
References
Assael, H. (2012). Consumer behavior and marketing action. Boston: Kent Publishing.
Belch, G. & Belch, M.A. (2007). Advertising and Promotion: An Integrated Marketing Communications Perspective. New York: McGrawHill
Engel, J., Blackwell, R. & Miniard, P. (2007). Consumer behavior. CBS Publishing Asia LTD.
Perception vs long term memory;why a witness’ account may differ from reality
Order Instructions:
Explain why a witness’s account of events may differ from what really happened.
– Assume that the witness is fit and healthy and will provide and honest account according to their recollection.
– Research should focus on PERCEPTION and LONG TERM MEMORY.
Writing style as Harvard.
SAMPLE ANSWER
An incident is reported of a woman that accused Donald Thompson of raping her. A rapist attacked her while she was watching Donald Thompson on a live telecast. The woman confused the rapist’s face with the one she had seen on TV and identified Donald Thompson as the perpetrator. Before the authorities realized that she had confused the face of the rapist with that of Thompson on TV, Thompson had been arrested. The police had dismissed the alibi that the rape occurred when he was on TV and together with the audience and other discussants (Braddeley, 2004). It is a story of how accounts of mentally fit and healthy witnesses with honest intentions may starkly differ from what really happened. It is an intriguing phenomenon whose explanation lies in the mental processes of perception and long term memory.
Perception
The eyes just like other sensory organs have limitations that can cause erroneous identification of objects. For example, a story is told of two men that were in the woods talking and thinking about bears. They then spotted a large object that was moving and making some noise. Their conversation had conditioned them to think that it was a bear and so they aimed their barrels and shot at what was later revealed to be a tent harboring a couple that was making love. They killed the woman and during trial, the jurors found it difficult to understand their perceptual problems because they could not imagine how a yellow tent seemed like a growling bear. Prior conditioning altered their perception and the perpetrator received a negligent homicide judgment (Loftus & Ketcham, 1991).
People do not see what they sense, rather they see what they think they sense. In this light, a witness perceives not the raw data of the event, rather, an interpretation of the raw data. There is an unconscious information processing process that interprets and discards the raw data or information (Norretranders, 1999). It presents an interpretation of the event. It is the reason why different witnesses of a similar event perceive it differently because their interpretation is subject to their unique information processing process based on their world view. The perception process only encodes the information that one thinks is expected. A witness also perceives events selectively based on prior life experiences. This conditioning may cause witnesses in good faith to fill gaps in perception depending on what is expected or wanted to perceive. Their perception leads them to give accounts that differ from what really happened.
Perception occurs through the senses and the perceived sensations are processed. For instance, research shows that most people would perceive a smaller light in the dark as being further away than the larger light even when in reality they are on the same distance from the eyes (Moses, 2001). All the information that a witness presents is first and foremost perceived. It is because nothing sticks in the mind unless it is perceived. Processing the perceived sensations thus heavily depends on how one makes inferences. Engaging in inferential reasoning covers the gaps in actual perception. Witnesses may thus infer things they do not know from other things that they do know. It leads them to give an account that differs from what really happened. For instance, a witness may infer that the person they see carrying a stolen wallet is the one that robbed them (Moses, 2001).
Witnesses can only remember what they perceive and can perceive only what they attend to. Perception is influenced by a combination of stimulus that one already knows, expects or wants. Perception of events is a momentary and personal occurrence and once complete, the witness relies on memory. Perception can be flawed because the brain is filled with one’s interpretation rather than the actual sensory information. A witness may thus have an altered perception that distorts memory based on inherent expectations at the acquisition stage of memory. A witness may interpret visual sensory information based on their inherent expectations, pre-existing knowledge or wants and thus an account that starkly differs from what really happened (Loftus & Ketcham, 1991).
Stressful situations also interfere with detailed perception. It is because heightened stress levels narrows the scope of perception and elevates emotions. Physiologically, stress affects the hippocampus, impairing the formation of memories. In this event, stress makes an impression on the person making perception unreliable. The impact of a life threatening situation such as rape thus makes a witnesses’ perception unreliable. It makes the retrieval process unreliable as well and it may be the reason their account may differ from what really happened (Moses, 2001).
Memory
For the most part, matters involving eyewitness’s memory rely on the accuracy of long term memory rather than sensory and short term memory. Sensory memory stores information that lasts for the split second of an event because sensory organs only store information for less than a second in its unprocessed form. Individuals preserve information from their sensory systems in its sensory form. Short term memory allows one to store acquired memory for some seconds to minutes (Weiten, 2005). Short term memory stores limited items and when rehearsed and elaborated, it is registered and can be moved to the long term memory. Long term memory retains information that can last a lifetime. Witnesses recount an event by retrieving information from the long-term memory (Hagsand, 2014).
Long term memory is divided into implicit and explicit memory. Implicit memory stores information that one does not unconsciously know like peddling a bike or a neonate’s lurch on a mother’s breast. Explicit memory stores information that one can verbalize consciously. Witnesses draw on their both their semantic and autobiographical aspects of their explicit memory. Semantic memory contains facts such as people’s names and it is more about what one knows than recalling. Autobiographical memory contains a recollection of events and episodes. When one draws on the autobiographical memory, they recall the exact details of uttered words, and the elements in the environment (Green, 2013).
One of the reasons why a witness’ account may differ from what really happened is a faulty memory acquisition process. It is whereby one may not have perceived some information in the acquisition phase. When someone fails to effectively perceive information it affects their capacity to develop a comprehensive account of what really happened. It is also likely that the retention process was interfered with or even that information may be inaccessible during the retrieval process (Loftus, 1979).
Witnesses retrieve bits and pieces of their memories as a puzzle. Memory is thus a reconstruction of past events rather than a recording. A witness often has insufficient information in the memory and h as to invoke pieces of information from other sources during the reconstruction process. They draw from pre-existing schemas that are the stereotyped models of events and objects (Green, 2013). A witness’ account is thus susceptible to being altered because a lawyer’s questioning may alter the testament when fragments of the memory is unknowingly combined with information provided during questioning (Arkwotitz & Lilienfeld, January).
It is also likely that a witness may confuse the sources of information. For instance one may present imagined memories of imagined events rather than of an actual event. Memory source confusion may also incorporate information that is subsequently gained from other witnesses or read in newspapers, information from ones’ general knowledge. The witness may thus pool memory separate occurrences or mistake imaginative events for real ones. The witness may thus give information that differs from what really happened owing to the poor ability to determine the source of information (Green, 2013).
It is also evident that a witness may give an account that differs from the real occurrence because the retrieved information is subjected to subjective interpretation. Every witness interprets events based on personal beliefs, experiences and needs and world view. It is the reason different eyewitnesses observing the same event have different interpretations and different memories. They store their unique perception or interpretation of events in their memory. More reason a witness’ account differs from what really happened is because memory changes with time. In recalling an event over and over, a witness drops details from earlier versions and adds new details to later versions. They may also incorporate information learnt after the event combining two memories into one (Green, 2013).
Forgetting is also responsible for why a witness’ account may differ what really happened. When a memory remains inactive for months or days, the physiological bases of memory tend to change. The memory trace in the brain or the engram gradually decays. Disuse decreases the amount of information that can be recalled and items of information in memory become less accessible with increased time. The loss of information occurs rapidly at first and is then followed by a leveling off. Research shows that basic level information decays less rapidly than more fine detailed information. A study indicated that eye witnesses’ reports provided after 40 days are less detailed than those provided immediately after the event (Read & Connolly, 2006).
Retrieving an item from a memory also increases the likelihood that it is recalled again. In a forensic context, once witnesses make an immediate recall attempt, it preserves their subsequent recall performance making memory loss unlikely. It is because retrieval strengthens the associations between them and increases their representation in memory (Read & Connolly, 2006).
A witness may also give an account that differs from what really happened due to retrieval enhanced suggestibility. Witnesses may fall into repeated retrieval when providing testimony to police investigators, lawyers, friends and family members and it negatively influences their ability to resist subsequently misleading information (Chan & LaPaglia, 2011). Providing a witness with misleading information produces higher confidence for the incorrect information than for the correct information. It may occur because initial retrieval may inadvertently draw attention to particular aspects of the event that was witnessed. Attention increases when new information regarding those particular items is presented and in the subsequent retrievals, the misinformation – new information is integrated into the memory becoming more memorable. Repeated retrieval can only lead to accurate recall when the questions are asked in an open ended and neutral way. However, when one receives misleading information, it increases suggestibility (Chan & LaPaglia, 2011). Engaging witnesses in frequent retrieval with misleading information may thus influence their tendency to provide information that differs from what really happened.
Conclusion
Indeed memories can be altered during retelling because people rarely retell memories in a neutral way. A witness’ testimony has a pivotal influence on the determination of guilt or innocence about the defendant. Mentally fit and healthy witnesses with good faith can provide an account that differs from what really happened due to a flawed perception and negative influences on their long-term memory. Perception occurs through the senses and witnesses can only remember what they perceive and can perceive only what they attend to. Their perception is again influenced by ones environmental conditions and internal conditioning. Environmental conditions at the time of the event also significantly influence the witness’ capacity to for quality perception. Elevated emotions interfere with the hippocampus ability to register the entirety of the event. It means that a witness’s perception can alter their account based on personal interpretation and stress levels. A witness’ account may also differ due to impaired memory acquisition, external influences during memory reconstruction, confusion of sources of memory, forgetfulness, subjective interpretation, delays in retrieval and misinformation during repeated retrieval. These factors are pertinent in assessing the reliability of witnesses’ testimony particularly because memory is continuously altered and reconstructed.
Braddeley, A. (2004). Your Memory: A User’s Guide . Richmond Hill, Canada: Firefly Books.
Chan, J. C., & LaPaglia, J. A. (2011). The Dark side of Testing Memory: Repeated Retrieval can Enhance Eyewitness Suggestibility. Journal of Experimental Psychology, 8(29), 1-15.
Hagsand, A. (2014). Alcohol-Intoxicated Eyewitnesses’ Memory. Gothenburg, Sweden: University of Gothenburg.
Loftus, E. F. (1979). Eyewitness Testimony. Massachusetts: Harvard University Press.
Loftus, E., & Ketcham, K. (1991). Witness for the Defense: The Accused, the Eyewitness, and the Expert who Puts Memory on Trial. New York : St. Martins Press.
Norretranders, T. (1999). The User Illusion: Cutting Consciousness Down To Size. New York: Penguin Books.
Read, J. D., & Connolly, D. A. (2006). The Effects of Delay on Long Term Memory for Witnessed Events. In M. P. Toglia, D. Ross, J. Read, & R. C. Lindsay, Handbook of Eyewitness Psychology: Volume 1: Memory for Events (pp. 117-155). Mahway NJ: Lawrence Erlbaum Associates Inc.
Weiten, W. (2005). Psychology: Theme and Variations, The United States of America. New York: Thompson Learning Inc.
We can write this or a similar paper for you! Simply fill the order form!
Tensions between the claim to individual autonomy and the obligation to conform to the expectations of the wider community.
Order Instructions:
Drawing on the readings and lectures for this topic, examine the tensions between the claim to individual autonomy and the obligation to conform to the expectations of the wider community. Answer with reference to one of the following issues: immigration, immunisation, obesity, euthanasia, same sex marriage.
SAMPLE ANSWER
The Tensions between the Claim to Individual Autonomy and the Obligation to Conform to the Expectations of the Wider Community
Conformity, which is the act of toning behaviors, believes, and attitudes to group norms, holds much to the social role (Westring & Ryan, 2010). Social role is an expected behavior and is viewed to be normal within a particular society and any behavior that contrasts it will be viewed to be abnormal (Westring & Ryan, 2010). The ever changing society presented a scenario where individuals in the society tend to come up with such behaviors that have, since the time immemorial, been considered as unacceptable in the society. Such people tend to justify their behavior by citing the existing laws that tend to protect individual rights. Tension has, therefore, built up between such claims of individual autonomy and what the wider community expects from such individual. This paper looks into a behavior that has of late taken the center stage in several communities and greatly contrasts what such communities expect, which is same sex marriage.
There are various unrelenting efforts to make same sex marriage a normal occurrence in the society, and this is mostly in the western world (Westring & Ryan, 2010). Contrastingly, most of these countries are anchored upon Christian norms. It is quite clear in the Holy Bible that God condemns same sex marriage and anyone practicing this would be committing great sin against the will of their Creator. In a bid to safeguard the principles of Christianity, Christian religious leaders are constantly at loggerheads with the various leaders in the government who are fighting for gay rights.
Fundamental human rights and freedoms should be obeyed to the latter. In fact, appropriate action should be taken against those who are found guilty of stripping one of one’s rights. Right to self-decision and privacy is paramount and everybody should be granted despite one’s religion, ethnicity, sexual orientation, and region of origin (Westring & Ryan, 2010). The United Nations has indeed done a good job in clearly spelling out the action to be taken against people who violet human rights and freedom.
Ethics, however, has to be maintained in the society. Take a case where there would be same sex marriages all over the human race such that no one is yearning to marry the opposite sex. Naturally, there would be no procreation. After a century or two, the whole human race would be wiped out of the earth. Various religious books clearly state that procreation was one of the fundamental obligations tasked to man by the supernatural being. In any eventuality that man will neglect this duty then they shall have gone against the will of their creator and the community’s expectations.
The above discussed facts portray tension that has built up in a gay society that is made up of Christian individuals. Those who intend to practice or who are already into the same sex marriages will satisfactorily justify their acts. The society, which in this case in the Christian perspective, will also have its own reason to oppose such acts. This has indeed created a tensed society where there is constant push and pull with each side vindicating its stance on this particular issue of same sex marriage
Theoretical Models in Clinical Psychology
vignette-based question.
Instructions: read the vignette and answer the questions below.
Rhiannon is a 57-year-old woman who was dismissed from her job as a healthcare manager in a learning disabilities residential service approximately 18 months ago.She claims she was unfairly treated by her company and was blamed for an incident involving a resident: a resident assaulted Rhiannon but he was injured when Rhiannon and a colleague restrained him. The incident was reported in the local papers. Rhiannon successfully pursued for a case of unfair dismissal three months ago, although she has not returned to work. She spends most of time in her own home because she is fearful of how people might react to her.
When she does leave her home she goes to towns where she is unlikely to see people she knows. In the past year she has shoplifted on several occasions and
was cautioned by the police three months ago: she has not shoplifted since. Rhiannon has sought psychological therapy because her husband is worried about her. He describes her as acting out of character in shoplifting; she rarely leaves home; and she is obsessed with cleaning. Since her dismissal from work she has lost considerable weight, her sleep is impaired and she finds no enjoyment in any day-to-day activities.Her GP has prescribed anti-depressant medication, although she does not feel these have helped her symptoms. She feels that she can no longer return to her career, and that his future is very uncertain. Rhiannon reports that the only thing that helps her manage her anxiety is to clean the home and to keep busy.
(a) How might Rhiannon’s problems be understood from a cognitive-behavioural perspective?
(b) Which cognitive-behavioural therapy interventions might follow from this understanding?
Briefly comment on any problems you think might arise in the course of therapy.
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Choose and read one of the articles.
Based on the readings do the following:
1) 1) In one paragraph, identify and discuss 3 things that you learned from the article. (What specifically did you learn and what did you learn about it?)
2) In three separate paragraphs, relate each of the things you learned from the article to one concept, theory or idea from the course. (Take the 3 ideas you
mentioned above and explain to me how they relate to concepts from this course) You should have 3 paragraphs, each relating one thing you learned from the article to one concept, theory or idea from the course.
3) In one paragraph, tell me how accurate and valid the conclusions are in comparison to what you have learned from the course. (Do you believe the results,
do they make sense, explain why or why not. BE SPECIFIC!)
All papers must be typed, double spaced and stapled with your name printed clearly on the first page. I expect that this assignment will end up being between 2-3 pages, if you have completed the assignment in one page, you probably have not done all that I have asked for.
Paragraphs should be are at least 5 sentences and if you feel like one paragraph is not enough to get your ideas across, then please write more. I will never
deduct points for writing more.
Identify means tell me.
Discuss means tell me about something in as much detail as you thing necessary to get your point across.
You should not need to cite anything for this assignment, but if you do I do not care what format it is in as long as you give proper credit to the idea. MLA
and APA are both fine citation styles.
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The action plan will consist of a summary of:
What is entailed in training and working in Clinical Psychology.
This should culminate in a detailed plan of what you need to do, what skills you need to acquire, and what experience you may need to obtain in order to gain
entry to Clinical Psychology in a trainee role and to successfully navigate your way through the training programme.
