Choose Ann, Daniel, Sam, or Dean from the textbook
Psychology Question
Choose Ann, Daniel, Sam, or Dean from the textbook to be your client. Use the provided worksheet to diagnose the client, describe the applicable addictions perspective, and describe ethical record handling.
Introduction
Open your DSM-5 and start getting comfortable with what it looks like, what substance abuse is and what it’s not, and familiarize yourself with SUD. Then, learn about mild, moderate, and severe SUD.
Instructions
Review the case studies in Chapter 6 of your Perspectives on Substance Use, Disorders, and Addiction text. Choose one of the individuals in the case studies to be your client to complete this assessment: Ann (page 61), Daniel (page 65), Sam (page 67), or Dean (page 72).
Your worksheet should meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
References: Support your assessment with your course text, the NAADAC code of ethics, and the DSM-5.
APA formatting: Resources and citations are formatted according to APA style and formatting. See the Evidence and APA section of the Writing Center for guidance.
Length: Fill in each space in the tables, then provide 2–4 sentences for each of the client analysis prompts.
Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Describe the theories and models relevant to the multidimensional aspects of addiction.
Describe the addictions perspective applicable to the case study.
Competency 2: Apply relevant theories and models to current issues in the field of addiction.
Identify sociocultural factors that affect substance use.
Competency 3: Describe how sociocultural factors influence addictive behavior.
Diagnose client using DSM-5 criteria.
Competency 4: Apply research findings from scholarly literature to current issues in the field of addiction.
Describe the ethical handling of client records.
Competency 5: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of addiction.
Cite sources using author and year, and provides some reference information required in APA style.
Communicate clearly with appropriate purpose, organization, tone, and sentence structure with some errors.
– Be sure to include the results of your inventory AT THE TOP of your paper
List the score for each of the 5 philosophies (example: Essentialism 20, Progressivism 22, etc.)
– Write a paper (300 word minimum – please include a word count unless it is substantially over the minimum) on YOUR educational philosophy. This is what YOU believe. It is likely that it will include aspects from the different major educational philosophies in the inventory. Relate your answer to the educational philosophies from the inventory.
As you read through the following statements about schools and teaching, decide how strongly you agree or disagree. We will help you interpret your results. Write your response to the left of each statement, using the following scale:
The school curriculum should focus on the great ideas that have survived through time.
______ 3.
The gap between the real world and schools should be bridged through field trips, internships, and adult mentors.
______ 4.
Schools should prepare students for analyzing and solving the social problems they will face beyond the classroom.
______ 5.
Each student should determine his or her individual curriculum, and teachers should guide and help them.
______ 6.
Students should not be promoted from one grade to the next until they have read and mastered certain key material.
______ 7.
Schools, above all, should develop students’ abilities to think deeply, analytically, and creatively, rather than focus on transient concerns like social skills and current trends.
______ 8.
Whether inside or outside the classroom, teachers must stress the relevance of what students are learning to real and current events.
Education is not primarily about workers and the world economic competition; learning should be appreciated for its own sake, and students should enjoy reading, learning, and discussing intriguing ideas.
______ 13.
The school curriculum should be designed by teachers to respond to the experiences and needs of the students.
______ 14.
Schools should promote positive group relationships by teaching about different ethnic and racial groups.
______ 15.
The purpose of school is to help students understand themselves, appreciate their distinctive talents and insights, and find their own unique place in the world.
______ 16.
For the United States to be competitive economically in the world marketplace, schools must bolster their academic requirements to train more competent workers.
Page 171
______ 17.
Teachers ought to teach from the classics, because important insights related to many of today’s challenges and concerns are found in these Great Books.
______ 18.
Students learn effectively through social interaction, so schools should plan for substantial social interaction in their curricula.
______ 19.
Students should be taught how to be politically literate, and learn how to improve the quality of life for all people.
______ 20.
The central role of the school is to provide students with options and choices. The student must decide what and how to learn.
______ 21.
Schools must provide students with a firm grasp of basic facts regarding the books, people, and events that have shaped the nation’s heritage.
______ 22.
The teacher’s main goal is to help students unlock the insights learned over time, so they can gain wisdom from the great thinkers of the past.
______ 23.
Students should be active participants in the learning process, involved in democratic class decision making and reflective thinking.
______ 24.
Teaching should mean more than simply transmitting the Great Books, which are replete with biases and prejudices. Rather, schools need to identify a new list of Great Books more appropriate for today’s world, and prepare students to create a better society than their ancestors did.
______ 25.
Effective teachers help students to discover and develop their personal values, even when those values conflict with traditional ones.
______ 26.
Teachers should help students constantly reexamine their beliefs. In history, for example, students should learn about those who have been historically omitted: the poor, the non-European, women, and people of color.
______ 27.
Frequent objective testing is the best way to determine what students know. Rewarding students when they learn, even when they learn small things, is the key to successful teaching.
______ 28.
Education should be a responsibility of the family and the community, rather than delegated to formal and impersonal institutions, such as schools.
Interpreting Your Responses
Write your responses to statements 1 through 25 in the columns provided on p. 172; then tally up your score in each column. (We will return to items 26 to 28 in a bit.) Each column is labeled with a philosophy and the name of the teacher who represented that view in this chapter’s opening scenario (the charter school discussion). The highest possible score in any one column is 25, and the lowest possible score is 5. Scores in the 20s indicate strong agreement, and scores below 10 indicate disagreement with the tenets of a particular philosophy.
Your scores in columns A through E, respectively, represent how much you agree or disagree with the beliefs of five major educational philosophies: essentialism, perennialism, progressivism, social reconstructionism, and existentialism. Check back to see if your scores reflect your initial reactions to these teachers’ points of view. For example, if you agreed with Ghosh’s proposal to create an “Academy,” then you probably agreed with a number of the statements associated with essentialist education, and your score in this column may be fairly high.
Compare your five scores. What is your highest? What is your lowest? Which three statements best reflect your views on education? Are they congruent and mut-ually supporting? As you look at the statements that you least support, what do those statements tell you about your values? You may notice that your philosophical leanings, as identified by your responses to statements in the inventory, reflect your general outlook on life. For example, your responses may indicate whether you generally trust people to do the right thing, or if you believe that individuals need supervision. How have your culture, religion, upbringing, and political beliefs shaped your responses to the items in this inventory? How have your own education and life experiences influenced your philosophical beliefs? This may be the beginning of a lifelong process for you. But it is a conscious and thoughtful way of positioning yourself, of determining your beliefs and approaches as an educator. This process will bring to the surface your answer to the question, what do I believe in? What kind of teacher do I want to be? What will I expect from my students? What do I expect from myself?
Be patient and thoughtful in answering these questions. It is likely that it will take a while for you to sort all this out. It is worth the time and the effort. It is believed that Socrates once said the unexamined life is not worth living. Perhaps the same can be said about teaching.
Now that you have begun to examine varying beliefs about education, you may even want to lay claim to a philosophical label. But what do these philosophical labels mean? In the following pages we will introduce you to all five of these educational philosophies and look at their impact in the classroom.
Five Philosophies of Education
Essentialism, perennialism, progressivism, social reconstructionism, and existentialism. Taken together, these five schools of thought do not exhaust the list of possible educational philosophies you may consider, but they present strong frameworks for you to refine your own educational philosophy. We can place these five philosophies on a continuum, from teacher-centered (some would say “authoritarian”) to student-centered (some would characterize as “permissive”).
Let’s begin our discussion with the teacher-centered philosophies.
You are a member of SNHU’s champion debate club. You have had a successful season and are well on your way to the College Debate Bowl championship! Your team’s objective for this event will be to prepare a defense for a position on the following topic: Which impacts human behavior more: nature or nurture?
In order to prepare for this event, the captain has asked team members to become well-rehearsed on positions in this argument. She has requested that you write a position paper to prepare for the upcoming debate.In this project, you will demonstrate your mastery of the following competency:
PSY105 Week 6 Discussion How can you get the most out of your emotions
What role do your emotions serve? And is it okay to express them in the workplace? A salesperson with intense passion can convince someone to make a purchase. On the other hand, an angry manager can prompt an unfair review. In this discussion, you are asked to help your team to understand and manage their emotions in the workplace. To get started, review the following article: Like It or Not, Emotions Will Drive the Decisions You Make Today.
Assume that you are a team leader, and your team is under a deadline to get a lot done. You have noticed that some of your team members tend to get overwhelmed and make emotional decisions. Other team members seem to thrive in those situations and are motivated by the deadline.
Based on this article, make a list of things you can do as a manager to help your team to understand and manage their emotions so they all can be productive. For instance, what could you teach them about emotions? How would you pair people to work together? What would help them to learn about their emotions so they can be more productive in the workplace?
Assessment Type: Team intervention (Client Report Assessment)
Writing Question
Assessment Type: Team intervention (Client Report Assessment)
Page Count: 2500 words excluding references and optional appendix
Learning outcomes: Describe and analyse in detail key concepts and principles underpinning the practice of sport psychology. Critically evaluate key techniques and strategies aimed at improving athlete, team, and coach performance in sport. Synthesise information from a variety of sources to produce appropriate evidence-based
recommendations to improve client performance
Assessment Brief:
You will be presented with a “real-life” case (week 25) in which a sports team is not performing to the normal / expected level. You will have the opportunity to interview these members of the team in order to identify the specific issues that are affecting team performance. You will also be provided with additional psychological assessment data and performance data that has been collected.
3- Communicate the key area(s) that require improvement AND a justification for why they have been selected: ● why are those constructs important to performance? ● why have you selected the area(s) over other possible areas to emerge from the data?
The Intervention:
You must then devise and present an 8-week evidence-based intervention that could be implemented during the last 8 weeks of the competitive season in order to enhance team performance. You DO NOT need to implement the intervention, this is a written outline of what the intervention WOULD entail and WHY. You must provide a detailed, evidence-based intervention that could be implemented. It must be clear that the intervention directly addresses the issues / weaknesses identified through your judgment of the interviews and the additional psychological assessments and performance data provided
(point 1 above). Your intervention MUST be supported by critical analysis and application of appropriate theory and up to date published research, all of which must be clearly and accurately referenced. Optional: You can include an additional visual representation of your what your intervention will entail in a ONE PAGE (only) appendix if you wish. ● For example, a visual timeline or table.
requirements of the report:
● 2500 words maximum (excluding references and optional timeline appendix) You can use subheadings if you wish, as long as they are appropriate.
● References and citations should be prepared in accordance with the American psychological association’s (APA7th) publication manual (7th edition).
● Page margins should be standard Times New Roman Text (12 font) 1.5 line spacing.
Please use the file (client report interview 1 anaylsis.pdf) to identify the issues and as needed and the file (Professional Practice in Sport Psychology.pdf) for more deatils
