Amanda 

Health care systems are facing challenges in achieving therapeutic goals for their clients. Therefore, a support system and services within the organization must be established. It is essential for professionals to collaborate, communicate, and work as a team.  In an effort to achieve therapeutic goals, health care and organizations are moving toward the integration of behavioral health (Funderburk, Fielder, DeMartini & Flynn, 2012). The integration of behavioral health consists of various levels of service for implementation. Achieving therapeutic goals is based on a four-level model as described in Establishing an integrated care practice in a community health center (Auxier, Farley & Siefert, 2011). An essential first step is to assess the patient based on four levels of severity. Depending on various factors including geographical location and patient needs, implementation of approach may vary. The integrative care practice may consist of screening, consultation, psychotherapy, and psychological testing. The implementation of services should consist of best evidence based practice using their best professional knowledge and implement strategies with an open mind. The implementation of IC/CC aims at improving the quality of care for patients, which increases patient satisfaction. In addition, improving mental and physical health while increasing patient functioning aims at increasing the patient’s overall health and well-being. This approach addresses various components of an individual’s health including physical, emotional, mental, social, spiritual, and environmental issues affecting overall health and well-being of clients. According to Runyan (2011) models of successful integration are typically seen with stepped care within larger organizations that includes a variety of specialty areas and services. There are no one size fits all models, but implementing essential components of care services based on needs will assist in achieving individual client’s therapeutic goals.

• How does this support health literacy?

Health literacy are essential skills in order to manage the health and well-being of individuals. Ensuring individuals understand detailed information related to their health is essential. Effective communication between the professional and patient assists in reducing misunderstanding and aids in a complete understanding of the various aspects related to their health. From start to finish, individual’s must have a clear understanding. In addition, patients must be able to easily navigate technological systems and understand written communication. Establishing appropriate health literacy helps individuals develop a clear understanding and gain knowledge related to their health that will assist in achieving health goals and satisfaction.  

• What factors might lead to the failure of the CC/IC delivery model?

There are various factors that might lead to the failure of the CC/IC delivery model. The organizational setting and lack of services may influence the failure of the model. Professionals who lack knowledge or have not been trained in specific areas may cause the model to fail. In addition, there may be a lack of professionals or services available. The patient’s lack of knowledge may also contribute to the failure of the model. With technology on the rise, individuals may lack navigation and lack knowledge of the system. Technology can be costly, thus lack of funds may affect the model as organizations are unable to implement most current and effective strategies. Organizations may not implement the best model for the client population, thus not targeting and meeting the needs of the patient population.

• How might lack of acceptance of the value or viability of the CC/IC model by stakeholders, lack of awareness of the clinical competencies of various members of the team, barriers to financial reimbursement for services, and lack of integration of support services within the practice cause a breakdown in efficacy?

Stakeholders may have difficulty accepting the value of CC/IC models for several reasons. These may include financial and regulation requirements of the model, sharing of information, development within the workforce, and technology. Stakeholders may lack understanding and knowledge of how CC/IC models work or not understand how to implement a successful model.  Lack of communication, collaboration, and professional interaction between team members are barriers that may cause a breakdown in efficacy (Soklaridis, Kelner, Love & Cassidy, 2009). In addition, a breakdown in efficacy may be due to lack of teamwork as well as lack of understanding of their scope of practice amongst professionals, thus causing confusion. In addition, contractual and payment issues may exist. Insurance policies have various financing and reimbursement structures due to the capitated care for patients (Kelly & Coons, 2012). In addition, contracting laws may vary from state to state, thus causing a breakdown in efficacy.    

• What supportive interventions within the CC/IC model address such issues? 

In addition, consider how successful health care models assume an understanding of each profession’s competencies and responsibilities. For example, primary care providers (PCPs) are sometimes unaware of the abilities and practice scope of psychology professionals. Gaining knowledge by engaging in team discussions and staff meetings. Setting clear guidelines and protocol within the organization, provide education and training for professionals, increase communication through patient charting in an organized manner (Soklaridis, Kelner, Love & Cassidy, 2009). Every individual has a specific role and brings their own knowledge, which is beneficial to function as a team. Contributing professional knowledge and understanding allows professionals to reflect on various view points and thoughts in order to effectively function as a team and implement best strategies that targets various needs. Finally, receiving legal advice from a health law attorney may assist in overcoming financial, reimbursement, and contracting issues (Kelly & Coons, 2012).

• Identify methods of targeted intervention and education for PCPs that might alleviate potential issues for the CC/IC model.

Patients may present PCP with psychological and medical illnesses, thus it is essential for PCP’s to have an understanding of proper assessments and best care for patients. Upon successfully evaluating patients, PCP’s can make a decision on how to best treat the patient. Best treatment may include referring the patient to mental health services that can provide additional or more in-depth care. London, Watson & Berger (2013) state that PCP’s are typically the first provider individuals consult for information and guidance, thus collaboration between PCP’s and mental health professionals is essential. The collaboration will assist in effectively treating patient’s based on their needs. Ongoing training and opportunities for professionals that target assessing, diagnosing, and basic treatment for frequent psychiatric issues will assist in alleviating problems within the CC/IC model and provide best practice for patients (London, Watson & Berger (2013).    

• Explain how the APA Ethical Code of Conduct can be used to guide decisions in these complex situations.

The APA Ethical Code of Conduct can be used as a guideline to address various situations. Section 10 discusses therapy services including obtaining informed consent and ensuring the client is able to ask questions as well as receive answers. In addition, taking appropriate steps to provide services and treatment for clients that is in the best interest of the client and reducing potential risk. Section 7 discusses education and training which relates to the importance of staying current with policies and procedures and spreading the information to appropriate parties. This can be applied to the IC/CC models as every individual has an obligation to stay current and up to date with changes and new discoveries and communicate this knowledge. Section 6 discusses record keeping and fees that provides assistance for professionals. Fees should be consistent with the law and records should be maintained and kept confidential. Protecting patient’s privacy and confidentiality is essential. Privacy and confidentiality may be difficult as professionals need to ensure they are not collaborating or providing information to a colleague who is not part of the services team for the patient. Finally, professionals must ensure they work within their boundaries of competence. Thus, ensuring individuals have a clear understanding of their duties, obligations, and services is essential.

• Evaluate and comment on the potential work settings where you might find the CC/IC model. In what ways might this model provide more job satisfaction? 

According to Kelly & Coons, 2012), CC/IC models may be found in public and private health delivery systems. This may include The Department of Veterans Affairs, Department of Defense, and Federally Qualified Health Centers in urban and rural communities as well as the Indian Health System. Kaiser Permanente and the Mayo Clinic are the largest, private health care companies who implement the CC/IC model (Kelly & Coons, 2012). The CC/IC model may provide more job satisfaction in a variety of ways. This integrated care increases patient’s satisfaction as their needs are being met which assists in the overall attitudes of patients and providers. In addition, professionals collaborate and communicate with other members of their team, which provides support for each other. Establishing guidelines and increasing collaboration amongst team members assists in reducing confusion amongst individuals. Finally, professionals who work within the scope of their boundaries helps to increase confidence, provides effective care, and assists in team building as various team members work together to achieve a common goal.  

 

Psychological Treatment Plan

It is recommended that students review the e-book The Complete Adult Psychotherapy Treatment Planner (Jongsma, Peterson, & Bruce, 2014) for additional assistance in completing this assignment.

Clinical and counseling psychologists utilize treatment plans to document a client’s progress toward short- and long-term goals. The content within psychological treatment plans varies depending on the clinical setting. The clinician’s theoretical orientation, evidenced-based practices, and the client’s needs are taken into account when developing and implementing a treatment plan. Typically, the client’s presenting problem(s), behaviorally defined symptom(s), goals, objectives, and interventions determined by the clinician are included within a treatment plan.

To understand the treatment planning process, students will assume the role of a clinical or counseling psychologist and develop a comprehensive treatment plan based on the same case study utilized for the Psychiatric Diagnosis assignment in PSY645. A minimum of five peer-reviewed resources must be used to support the recommendations made within the plan. The Psychological Treatment Plan must include the headings and content outlined below.

Behaviorally Defined Symptoms

• Define the client’s presenting problem(s) and provide a diagnostic impression.
• Identify how the problem(s) is/are evidenced in the client’s behavior.
• List the client’s cognitive and behavioral symptoms.

Long-Term Goal

• Generate a long-term treatment goal that represents the desired outcome for the client.
  • This goal should be broad and does not need to be measureable.

Short-Term Objectives

• Generate a minimum of three short-term objectives for attaining the long-term goal.
  • Each objective should be stated in behaviorally measureable language. Subjective or vague objectives are not acceptable. For example, it should be stated that the objective will be accomplished by a specific date or that a specific symptom will be reduced by a certain percentage.

Interventions

• Identify at least one intervention for achieving each of the short-term objectives.
• Compare a minimum of three evidence-based theoretical orientations from which appropriate interventions can be selected for the client.
• Explain the connection between the theoretical orientation and corresponding intervention selected.
• Provide a rationale for the integration of multiple theoretical orientations within this treatment plan.
• Identify two to three treatment modalities (e.g., individual, couple, family, group, etc.) that would be appropriate for use with the client.

It is a best practice to include outside providers (e.g., psychiatrists, medical doctors, nutritionists, social workers, holistic practitioners, etc.) in the intervention planning process to build a support network that will assist the client in the achievement of treatment goals.

Evaluation

• List the anticipated outcomes of each proposed treatment intervention based on scholarly literature.
  • Be sure to take into account the individual’s strengths, weaknesses, external stressors, and cultural factors (e.g., gender, age, disability, race, ethnicity, religion, sexual orientation, socioeconomic status, etc.) in the evaluation.
• Provide an assessment of the efficacy of evidence-based intervention options.

Ethics

• Analyze and describe potential ethical dilemmas that may arise while implementing this treatment plan.
• Cite specific ethical principles and any applicable law(s) for resolving the ethical dilemma(s).

The Psychological Treatment Plan

• Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
• 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 five peer-reviewed sources in addition to the course text.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Psychological Treatment Plan, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site.,  and upload the revised Psychological Treatment Plan to the portfolio. (Use the Pathbrite Quick-Start Guide  to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site.  website for information and further instructions on using this portfolio tool.

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.

Waypoint Assignment Submission

The assignments in this course will be submitted to Waypoint.  Please refer to the instructions below to submit your assignment.

1. Click on the Assignment Submission button below. The Waypoint "Student Dashboard" will open in a new browser window.
2. Browse for your assignment.
3. Click Upload.
4. Confirm that your assignment was successfully submitted by viewing the appropriate week's assignment tab in Waypoint.

PSY 646b 

Initial call transcript from the patient’s point of view

I am a husband of one child and have stayed in the marriage for the last 34 years. I have been working for a New Jersey Company for the last 32 years. My life completely changed when my brain stopped working properly. At the start, the problems seemed small, hardly noticeable. Life was good before, until my brain went downhill, taking the whole family down with it. I have been a dedicated father who loves his family. I realized things have started to change when I forgot about my anniversary. My wife was furious that that day and I hardly noticed her anger and reaction until she reminded me about the anniversary. Forgetting even very little things made me visit the psychiatrist. Also, I could the plates on the floor after eating, spilling the food all over me, and unable to drive when am heading to work. I needed to visit the psychotherapy to know why the brain has been not functioning properly.

What would the patient say?

The patient would not maintain a smooth conversation

The patients keep on saying he is not sick

The patient’s mood would change when he continues to speak

What tone of voice might he or she use?

Using a positive and friendly tone

A low/calm tone (pitch)

A tone that conveys respect and dignity

How fast would the patient speak?

The patient would speak in a slow-paced tone

The patient misspells words, for example instead of decision he says revision 

Poor choice of language

The patient is often repeating some words

Would the message be understandable?

The message is not understandable

It is circumstantial because the speech has non-linear thought pattern

How would listening to this voicemail make you feel?

The patients made me feel like am experiencing dementia myself

I feel overwhelmed and irritated by frequent repeat of questions.

I fail to maintain balance of words

I feel uncomfortable because I don’t know how to handle the patient’s condition

Reference

Gorenstein, Ethan E. Case Studies in Abnormal Psychology, 2nd Edition. Worth Publishers, 20140627. VitalBook file.

Overview

This course has three written assignments that build upon one another and are designed to take you step-by-step through a process of writing a paper that identifies an ethical question, examines the context, issues, and arguments surrounding the question, and attempts to defend an answer to that question using strong moral reasoning.

In the Week 1 assignment, “Ethical Question,” you chose an ethical question, provided an introduction, a position statement and supporting reason, and an opposing position statement and supporting reason.

*In which I chose- Is Abortion ethical or nonethical

In the Week 3 assignment, “Applying an Ethical Theory,” you explained utilitarianism, deontology, or virtue ethics, including its core moral principle or ideal, and applied that theory to the topic by demonstrating how its principles would support a particular position on your ethical question.

In this final written assignment, you will combine what you have done in these two exercises by examining an ethical issue and defending your own position on an ethical question regarding that issue.

This final written assignment should be written in essay form with the following clearly labeled sections:

Introduction

Ethical Argument

Explanation and Defense

Objection and Response

Conclusion

The paper should be between 1,300 and 1,500 words, utilize three scholarly resources, and include a title page and reference page.

 

Part 1: Introduction

In this section of the paper, you will begin with your ethical question, introduce the topic and paper, and close with a thesis statement.

The ethical question may be the same as your Week 3 written assignment (“Applying an Ethical Theory”) or a revised version of it.

The introduction should be revised in a way that reflects your additional thinking on the issue and question.

End this section with a thesis statement that states your position on the issue (the answer to the ethical question you believe is strongest) and provides a brief summary of the main ideas you will be presenting in the paper. Please see the assignment guidance for examples of thesis statements.

Place the introduction under the Part 1: Introduction heading.

 

Part 2: Ethical Argument

In this section of the paper, you will present the strongest argument you can in support of the position you have stated in your introduction.

This will be similar to the “supporting reasons” you offered in the first assignment; however, this argument should reflect your research into the key ethical issues that need to be identified and addressed, the arguments on different sides of this problem, and the theories of moral reasoning we have studied in the class (you will discuss the specific details and implications of the moral theories in the next two sections).

You can think of this as a summary of the main argument you would give if you were an attorney trying to convince a jury of your position.

Place this information under the Part 2: Ethical Argument heading.

 

Part 3: Explanation and Defense

In this section, you will explain and defend your argument by drawing on the moral theory that aligns most closely with the argument you presented in Part 2. This may be the same theory you discussed in your second assignment, but it may also be a different theory.

You must first explain the theory in general terms similar to how you explained a theory in your second assignment, including a brief account of the historical background of the theory and the philosopher(s) associated with it and general overview of the core moral ideal or principle of the theory, including the way it guides and constrains moral reasoning.

You should then clearly show how your argument represents an application of that form of moral reasoning.

In other words, if the argument you present in Part 2 is utilitarian, deontological, or virtue-based (teleological), you will want to explain utilitarianism, deontology, or virtue ethics in general terms, then explain how your argument from Part 2 reflects or draws upon the core principles and values of that theory. Please refer to the Week 3 assignment instructions for directions on how to explain and apply the moral theory.

Place this section under the Part 3: Explanation and Defense heading.

 

Part 4: Objection and Response

In this section of the paper, you will present the strongest objection you can to your argument, and briefly defend that objection by appealing to a different ethical theory than the one you focused on in Part 3.

Briefly explain the core moral ideal or principle of the theory and how that could be the basis of an objection to your argument. For instance, if you explained and defended your own argument by applying the principles of virtue ethics, you could raise an objection from the perspective of utilitarianism by briefly explaining the core utilitarian principle and how applying that principle could lead someone to a different conclusion than the one you are defending.

Next, you should respond to the objection by explaining why it is not strong enough to undermine the main argument in defense of your position.

See the assignment guidance for suggestions on how to effectively respond to the objection.

Place this section under the Part 4: Objection and Response heading.

 

Part 5: Conclusion

In this section of the paper, provide a summary of what you have done in the paper by briefly describing what you accomplished in each of the above sections.

Place this section under the Part 5: Conclusion heading.

 

Resource Requirement

You must use at least three scholarly resources, only one of which may be the textbook. In other words, you must use at least two scholarly resources in addition to the textbook.

Acceptable ways of using a source include providing a quotation, summary, or paraphrase; merely providing a citation, especially when it is unclear how or where the text supports your claim, is not sufficient.

If you need help with finding additional resources or are unsure about whether a particular resource will count toward the requirement, please contact your instructor.

For sources to count toward the resources requirement, they must be cited within the text of your paper and on the reference page. Sources that are listed on the references page but not cited within the paper do not count toward fulfilling the resources requirement.

In your paper,

Introduce the topic and paper.

Provide a thesis statement.

Present an argument in support of the position.

Defend the argument by explaining and applying the ethical theory that most closely aligns with the argument.

Present an objection to the argument by appealing to a different ethical theory.

Respond to the objection.

Provide a conclusion that describes what was accomplished in each of the sections of the paper.

The Ethical Reasoning Final Paper

Must be 1,300 to 1,500 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style  (Links to an external site.)Links to an external site.resource.

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site..

Must utilize academic voice. See the Academic Voice (Links to an external site.)Links to an external site. resource for additional guidance.

Must use at least two scholarly sources in addition to the course text.

The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)Links to an external site. guide.

 (Links to an external site.)Links to an external site.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.)Links to an external site. resource in the Ashford Writing Center for specifications.

  

Learning Resources 

Required Readings

Clarke-Stewart, A., & Parke, R. D. (2014). Social development (2nd ed.). Hoboken, NJ: Wiley.

Chapter 7, “Family: Early and Enduring Influences” (pp. 188–222)
Social Development, 2nd Edition by Clarke-Stewart, A.; Parke, R. D. Copyright 2014 by John Wiley & Sons – Books. Reprinted by permission of John Wiley & Sons – Books via the Copyright Clearance Center.

Denham, S. A., Bassett, H. H., & Wyatt, T. (2015). The socialization of emotional competence. In J. Grusec & P. Hastings (Eds.), The handbook of socialization (2nd ed., pp. 590–613). New York, NY: Guilford Press.

Handbook of Socialization, 2nd Edition by Grusec, J.; Hastings, P. Copyright 2015 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Dunsmore, J. C., Her, P., Halberstadt, A., & Perez-Rivera, M. B. (2009). Parents’ beliefs about emotions and children’s recognition of parents’ emotions. Journal of Nonverbal Behavior, 33(2), 121–140.

Hoyt, W. T., Fincham, F. D., McCullough, M. E., Maio, G., & Davila, J. (2005). Responses to interpersonal transgressions in families: Forgivingness, forgivability, and relationship-specific effects. Journal of Personality and Social Psychology, 89(3), 375–394.

Apted, M., & Lewis, C. (Producers). (2013). 56 up [Motion picture]. United Kingdom: ITV Studios.

Discussion: Effects of Divorce on Children’s Social and Emotional Development

Many parents who divorce are concerned about the implications of their decision for their children. Scientists have also wondered about the effect of divorce on children and have conducted many studies addressing that question. Judith Wallerstein was the principal investigator on a groundbreaking study of families experiencing divorce. Wallerstein, who from 1966 to 1992 was a senior lecturer at University of California at Berkeley as well as a researcher and practitioner, received a grant for a short-term study to examine how healthy people living in the best of circumstances coped with divorce. Her desire in conducting this study was to help others cope with divorce. Wallerstein's study was one of the first studies that documented the short- and long-term effects that families of divorce experience, making her work deserving of our attention here.

Initially, Wallerstein began her study with two beliefs that were prevailing at the time in the early 1970s:

1. Divorce was a brief crisis that would resolve itself.      In other words, “time heals all wounds.”
2. The divorce rate would drop.

Wallerstein’s study involved 60 families with 131 children of varying ages (Wallerstein & Lewis, 2004). The families who participated in the study had just recently decided to divorce; they were contacted through letters distributed by divorce attorneys inviting the families to participate.

The sample was a homogeneous group of well-educated, white, middle- to upper-class parents with no documented emotional problems prior to the divorce. Wallerstein chose this sample because, in many cases, these families were considered to be “divorced under the best circumstances.” She thought that a group of healthy, privileged people who had little stress other than divorce would successfully work out their problems, and by studying these families, she could pass along the insight she learned to other families in similar situations. Having this sample of families allowed Wallerstein to examine the effects of divorce on families without factors such as poverty and racism that make coping with a divorce more difficult. Further:

• None of the adults had a history of emotional      disturbance; if they did, they were not allowed to be a part of the study.
• The children in the study were at an appropriate grade      level in school and had not been referred for mental health services.

In general, these families were functioning well prior to the divorce.

Wallerstein initially expected the study to end in a year. Surprisingly, when she conducted a follow-up study at 18 months post-divorce, a length of time in which she expected individuals would have readjusted from the divorce, she found that most families were still in crisis. Many parents were still angry, and their lives were not back together. Similarly, a number of children “seemed to be on a downward course.” For example, their relationships with peers worsened, and some were having behavior problems at school.

Because of the upheaval still evident in many of these families’ lives, Wallerstein received funds to study these families for another 5 years. Over 90% of the families agreed to continue participating in the study.

Five years after beginning the study, Wallerstein found the following:

   

Wallerstein’s    Long-Term Findings

 

Child    Findings

Parent    Findings

 

• 33% of the children were doing well. They were        successfully maintaining positive relationships with both parents and        had no school or peer problems.
• 40% of the children were significantly worse off than        before the divorce, including acting out, sleep problems, and peer and        school problems.
• The majority of children still hoped their parents        would reunite, even in the face of their parents’ remarriages.
• The majority of children felt that their parents had        given priority to their needs over their children’s needs.

• 75% of women were more content with life than before        the divorce, compared to 50% of men.
• 50% of men and 25% of women felt just as unhappy or        more unhappy since the divorce.

Based on these findings, Wallerstein decided to seek funds for a 10-year follow-up of these families. Conventional wisdom around divorce says that as parents put their lives back together, children’s lives will also improve. That is not what Wallerstein found, however. Circumstances that enrich an adult’s life do not necessarily trickle down to the children. In fact, only 1 in 10 children in the study experienced relief when their parents divorced.

Wallerstein’s study was groundbreaking in its exploration of the effects of divorce on children’s social and emotional development. For this Discussion, you explore what research has found since this seminal study.

To Prepare:

• Choose two of the following aspects of social and      emotional development: 
  • Relationship with and interactions between mother,       father, siblings
  • Quality of peer relationships
  • Empathy
  • Expression of emotion
  • Emotion regulation (e.g., impulse control)
  • Romantic relationship formation/success 
• Choose a developmental stage to focus on in this      Discussion (e.g., preschool years, middle childhood, adolescence, emerging      adulthood). (Note: If you choose emerging adulthood, please make      sure you focus on the development of individuals 18–25 whose parents are      divorcing.)
• Consider how divorce has been shown to impact that      aspect of development in the short and long term. 

By Day 4

Post an analysis of how divorce has been shown to impact the aspect of social and emotional development that you selected, both within the first 2 years after the divorce as well as long term (e.g., into adulthood). Reference at least two peer-reviewed articles beyond this week’s Learning Resources to support the arguments you present in your post.

  

PART 1

Instructions

Assignment 2: LASA 1 Principles of Persuasion

An environmental organization would like to film a pro-recycling public service announcement and have brought you on as a consultant to help them better understand the principles of persuasion and how they should be applied in this PSA. As part of your presentation to the organization you will need to educate them on the principles of persuasion (using what has been learned through previous research) that will need to be applied to their PSA. asfaf

By the due date assigned, you should create a PowerPoint presentation.

In the first 4 to 6 slides of your presentation you will need to:

· Summarize at least two previous research studies on persuasion.

· How were the principles of persuasion studied?

· Was the research valid? Why or why not?

· What was learned through these studies that can be applied to the creation of the above PSA?

In your next 6 to 10 slides you will incorporate all you have learned about the art of persuasion to create your own PSA PowerPoint presentation to present to this organization that they will use to guide the filming of their video.

In this presentation you will need to:

· Present a creative argument that will persuade the viewers of the need to recycle, which the video will be based on.

· Use at least two primary principles of persuasion within this presentation.

· In the final slide outline which two or more principles were used and why they were a good fit for this PSA.

Your total presentation should be a minimum of 10 to 16 slides (not including your title and reference slides). For your project you will need to be creative in the use of your graphics and fonts in addition to discussing and applying the principles of persuasion.  

For this assignment, please use your text book along with additional resources from the Argosy Library.

Suggested additional resources:

· Wood, W. (2000). Attitude change: Persuasion and social influence. Annual Review of Psychology, 51, 539-570.

· Cialdini, R.B. & Goldstein, N.J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591-621.

· Schwarz, N. (1998). Warmer and more social: Recent developments in cognitive social psychology. Annual Review of Sociology, 24, 239-264.

· Cialdini, R.B. (2003). Crafting normative messages to protect the environment. Current Directions in Psychological Science.105-109.

  

Assignment 2 Grading Criteria

Maximum
  Points

 

Discuss at least   two previous research studies on persuasion.

32

 

Analyze the two   studies and discuss the principles of persuasion studied and whether the   research conducted is valid.

32

 

Describe what is   learned through the studies and how it can be applied to the creation of a   pro-recycling PSA.

32

 

A creative argument   is presented that will persuade the viewers of the need to recycle, which the   video will be based on.

20

 

Use at least two   primary principles of persuasion within the presentation.

20

 

Final slide   outlines the principles that are used and why they are a good fit for this   PSA.

20

 

Standard   presentation components:
Organization (12 points): Introduction,   transitions, and conclusion;
Style (4 points): Tone, audience, and   word choice
Usage and Mechanics (12 points): Grammar, spelling,   and sentence structure
APA Elements (16 points): In text citations   and references, paraphrasing,
  and appropriate use of quotations and other elements of style

44

 

Total:

200

PART 2

Instructions

Assignment 2: LASA 2 Reducing Intergroup Conflict

Research suggests a number of strategies to reduce intergroup conflict. To further explore these strategies, in addition to readings in your text, read the following article paying particular attention to pages 588 to 593. Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review of Psychology, 53, 575-604.

You are a counselor in a detention center for delinquent adolescent boys. Your current project is to devise a way to reduce intergroup conflict that has been escalating between the boys at the center, many of whom were active in local gangs.

· Discuss the different strategies to reduce intergroup conflict found in your text and the Hewstone article.

· Looking back at the course discuss 2 to 3 additional concepts that could be applied in helping a person overcome these negative attitudes and behaviors.

· Keeping these strategies and concepts in mind, what activities and/or programs can you create that will help these boys overcome this conflict and learn to work together, respect each other, and come to see each other's differences as valuable. Briefly summarize each program/strategy in 2 to 3 sentences each in preparation for part 2 of this project.

Answer the above points in a 3- to 4-page paper. Your paper should be double-spaced, typed in 12-point Times New Roman font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.

Part 2:

Create a 4- to 8-slide PowerPoint presentation (not including title and reference slides) to present to the board of directors for the detention center that will cover the following:

· A detailed outline of each of the 3 to 4 programs/strategies that you would like to put into place at the center.

· Discuss for each program/strategy why you believe it will be effective within the context of your detention center.

By the due date assigned deliver your assignment to the Submissions Area.

  

Assignment 1 Grading Criteria

Maximum
  Points

 

Discusses the   concepts that lead to the intergroup conflict and how behaviors created and   perpetuated the ongoing conflict.

44

 

Discusses the   different strategies to reduce intergroup conflict and cites relevant   resources for the text and the Hewstone article.

44

 

Discusses 2 to 3   additional concepts that could be applied to overcoming the negative   attitudes and behaviors

44

 

Develops and   summarizes 3 to 4 activities and/or programs that can be implemented.

36

 

Create a 4- to   8-slide PowerPoint presentation (not including title and reference slides) to   present to the board of directors for the detention center that will cover   the following:
  A detailed outline of each of the 3 to 4 programs/strategies that you would   like to put into place at the center.
  (40 points) Discuss why you believe each program/strategy will be effective   within the context of your detention center. (28 points)

68

 

Standard   presentation components:
Organization (16 points): Introduction,   transitions, and conclusion.
Style (8 points): Tone, audience, and   word choice.
Usage and Mechanics (16 points): Grammar, spelling,   and sentence structure.
APA Elements (24 points): In text citations   and references, paraphrasing, and appropriate use of quotations and other   elements of style.

64

 

Total:

300