• Yvette Lunday
  Thursday Dec 6 at 5:37 pm 
• Learning Styles
• Visualizer-verbalizer dimension is a learning style that focuses more on the manner the individual uses analytics to interpret issue based on the cognitive behavior, it also deals with the differentiation between the rule-based and the verbal information processing. A good example is on the innovators versus adaptors. It is quite clear that these individuals exhibit different cognitive styles and behaviors (Terry, 2018).
              Kolb’s theory is more of an experimental learning style which is mainly based on the individual’s experience, perception, cognition, and their behavior. This theory focuses more on how an individual understands and process information that has been fed to his mind. After coming up with the perception, the information is then classified as either solid personal experience or something that has come up based on the individual’s conceptualization and reflection of the issue. Under this theory the learners are either, assimilating, diverging, converging or simply accommodating type, this is based on their approach of processing the information.
              Sternberg’s theory basically discusses the three types of intelligence a person can possess, they are either practical, creative or simply analytical intelligence. The type of intelligence they possess will actually determine how fast they learn basically by processing information. The practical intelligence is more concerned with how the individual responds to the various environmental factors and the ability to adapt or adjust to suit it. Creative intelligence, on the other hand, is simply the ability to come up with new ideas for solving a problem or simply providing solutions to a situation at hand. Analytical intelligence is simply based on the learner’s ability to critically examine an issue and generate a solution based on the information they have been provided with.
              Learning has a significant impact on the individuals on the counseling intervention and approach in quite a number of ways. First of all the various learning styles the individual possess or embrace will actually determine how best they respond to counseling approaches or help establish the best counseling approach that suits them. As we have seen the individuals have different ways of processing information and coming up with conclusions this will determine how they actually respond to these counseling approaches.

  References
  Terry, W.S. (2018). Learning & Memory: Basic principles, processes, and procedures. (5th ed). Unit Kingdom. Routledge.
  Chapter 12: Individual difference in learning and memory. Discovering psychology. Retrieved from: http://www.learner,org/series/discoveringpsychology/04/e04expand.html Reply Reply to Comment

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  • Lisa Pennington
    Saturday Dec 8 at 5:34 pm 
  • Hi Yvette,
    If looking at counseling approaches as an example, I often use a psychoeducational approach with some clients and have to be cognizant of the fact that this approach works better with some than others. When I work with a psycho-educational group, in order to effectively educate the group and reach them all, I need to incorporate visual materials like charts, slides, as well as readings and discussions. Most people are comfortable with a combination of styles and few are solely visual or verbal.  It also depends on the topic being learned.
    Do you have a preference for which topics you greatly prefer to learn visually versus verbally? Reply Reply to Comment
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    • Yvette Lunday
      Yesterday Dec 9 at 10:33 am
    • Hello! Dr. Pennington!
                  There is no preference for topics that should be taught visually or verbally but rather both should be used when teaching a concept or a topic. From a personal point of view, it is imperative that both verbal and visuals are utilized in teaching every topic in psychology. This view is due to the following reasons. In the majority of topics, there are theories and models that explain concepts in which case it is imperative that both visual and verbal styles are adopted. Whenever a particular theory or model is taught, using visual tools is highly recommended. This helps influence the level of comprehension. However, when teaching how the theory or model can be applied in the real world contexts verbal style should be utilized in order to make the learners relate the model to the real world context or problem.
                  Additionally, it is imperative that the two styles are incorporated. Visual tools are not able to present more comprehensive information meaning there is a possibility for important information to be left out. More so, due to the fact that learners have varying levels of comprehension, there are those who need more verbal than visuals and vice versa (Reid, 2005). In this regard, it is imperative that both styles are incorporated when teaching all the two topics. Personal preference encompasses the use of more verbal and reduced use of visuals. Actually, verbal should come first and visuals should follow as a way of cementing the knowledge and making the learner be able to remember a certain concept much more easily. Essentially, both verbal and visual styles can be used when teaching but none should be used predominantly. Doing so will ensure that comprehension rates are positively impacted.

      Reference
      Reid, G. (2005). Learning Styles and Inclusion (1st ed.). New York, NY: SAGE Publications Ltd.
       Reply Reply to Comment

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      • Lisa Pennington I NEED THIS: (BOTTOM-RESPONSE-ONLY)—(TODAY)
        Yesterday Dec 9 at 6:24 pm 
      • You are right that preference is important, but we can't make it a hard and fast rule to use both visual and verbal means since that may not always be possible.
        Also, everyone has a combination of learning styles with a preference to a greater or lesser degree for one.  People can learn how to learn using different styles!  So, why might it be important for adults to learn different learning styles rather than just relying on the style they have become most comfortable with? Reply Reply to Comment

 
Darlene 

                                Interactive and Collaborative Care
How health-care teams can achieve therapeutic goals for individual clients

     Often, psychologists, physicians, and other health care providers have a common patient’s care. According to Babiker et al. (2014), a team work that is effective is globally recognized as a vital tool to construct a more efficient healthcare system that is patient-centered. It is essential to note that a capable health care team is not necessarily a multidisciplinary team, but it may comprise of a single profession group. For the health care teams to achieve therapeutic goals, they need to work collaboratively with the patients and the caregivers in consideration with the patients’ preferences. They also need to be accountable and responsible. As a team, the members need to communicate with each other and merge their skills, observations and decision-making tasks to heighten the patient’s care.

How it supports health literacy

      When there is collaboration in the health care, knowledge is shared and skills passed from one member to another member of the group. The patients learn different ways of alleviating and controlling many of the medical problems that can lead to medical care. The literacy levels increase in all the team members and every individual draws a degree of knowledge from each other.

Factors that might lead to failure of the Interactive Care/Collaborative Care

     Several factors may lead to the failure of the collaborative care model include the following:
i Ineffective participations of patients in community programs.
ii Insufficient support for the improvement of the health system.
iii Undefined roles and tasks, among team members in the delivery system design.
iv Untimely reminders for patients, and providers within the clinical information systems.

     When care services are not timely reimbursed, this may lead to bad debts and stalling of the projects already being undertaken (Auxier & Farley, 2011). When stakeholders fail to accept the value of the CC/IC model, the deliverables in the planned strategies fail to be realized. When there is a deficiency of awareness of the clinical capabilities of some team members, their skills are not fully utilized. When support services are not integrated within the practice, the whole model might fail due to missing essential services. To address the identified issues, the team needs to establish proper mechanisms to ensure that the stakeholders fully get informed of the value of the CC/IC model. There should be a system where the team members are appraised to know their competencies and given duties that best suite them. The financial functions of the teams should be robust to ensure that reimbursements are adequately and timely done.

     The methods of targeted intervention and education for primary care providers include the following:
i Transfer of information through the dissemination of educational materials.
ii Formal continuous medical education through seminars, conferences, workshops, lectures, and educational meetings.
iii Academic educational outreach visits are done by a trained person in an interactive way.
iv Local educationally influential opinion leaders.
v Reminders that are either manual or computerized, to prompt performance of clinical actions.

Ways in which the American Psychological Association’s Ethical Code of Conduct are utilized in guiding decisions

     The APA code of conduct provides six principles that guide professionals, especially psychologists, in the conduct of their scientific and professional work, to improve individual and societal conditions. These principles can guide decision making in complex situations in the CC/IC models. As provided by the APA (2017), the main principles include; Aptitude, honesty, scientific and expert accountability, esteem for the dignity and rights of others, concerns for other’s welfare, and societal accountability.

     High standards of competence are required in the in the work of caregivers. Boundaries should be recognized depending on specific competencies and expertise limitations. They should only provide those services, and utilize the techniques for which they qualify through training, experience or education. On integrity, the caregivers should be honest, accord respect and fairness to others. The participants in the collaborative care need to consult and cooperate to serve the interests of their clients and other service recipients. They should also accord respect, worth, and dignity of all the people they interact. Rights to confidentiality, autonomy, self-determination, and privacy should be respected. Caregivers, psychologists, and physicians should apply and make public their expert knowledge in the process of mitigating human suffering (APA, 2017).

Potential work settings of CC/IC Model and how the Model can provide more job satisfaction

     According to the World Health Organization (2017), integrative care is a probable answer to the growing need for enhanced health outcomes and patients’ experience. The potential work settings of the model are identified by examining different perspectives that shape the model. These perspectives entail the service provider who is required to coordinate tasks, patient care, and services across professional and organizational systems. Another work setting is policymaking where the policymakers design integrated friendly policies, financing, and regulation arrangements, develop necessary care systems and quality standards.

     The professional regulator is mandated to register and monitor integrative care providers, eradicate poor quality and ensure safety on the course of service provision. On the other hand, the management is supposed to create and sustain shared values and culture; monitor shared resources and financing streams, direct shared activities, manage the organizational structures and supervise the staff. The users of the services (cares) experience better access and triangulation across care elements, which includes the sharing of information. In a setting of care evaluation, the evaluator is required to measure the level of integration against the indicators.

     The Collaborative Care/Integrative Care Model can increase employee satisfaction through the following ways;
i Social connectedness where employees are encouraged to socialize with others thereby boosting their work moods.
ii Changing work perceptions to help find more meaning to the job which includes seeing the benefits of the work and feeding it psychologically to oneself.

• • Assignment 2: LASA: Comparison and Contrast of Research Designs

Description of LASA:

Choose an industrial/organizational (I/O) topic of interest. A nonexhaustive list of research topic suggestions includes leadership, job satisfaction, organizational culture, measuring performance, work–life balance, compensation, selection, recruitment, retention, employee engagement, training, and emotional intelligence.

Once you have selected your topic, you will conduct a literature review on that topic. Locate three scholarly peer-reviewed articles (published within the last five to seven years) that have investigated your research topic:

• One of the articles needs to have employed an experimental research design.
• One of the articles needs to have employed a quasi-experimental research design.
• One of the articles needs to have employed a mixed-methods research design.

Tasks:

Read, summarize, analyze, and critique each of the articles. For each article, your analysis should:

• Summarize the results of the study.
• Evaluate the strengths and weaknesses of the research.
• Discuss the appropriateness of the research design for the study, the reliability, the validity, sampling methods, and any potential bias.
• Identify any ethical or diversity issues.

Having reviewed the same topic from a variety of research design approaches, reflect on what you have learned about the specific industrial/organizational (I/O) topic itself, as well as the impact that the research method employed had on the knowledge gained from the study. Be sure to include these reflections in the conclusion of your paper.

Write a 7- to 9-page paper based on your literature review, utilizing the three scholarly sources you review. Make sure you employ proper grammar and spelling and apply current APA standards for writing style to your work.

Use the following headings to organize your paper:

• Research design methods defined:
  • Experimental
    • Strengths and limitations
  • Quasi-experimental
    • Strengths and limitations
  • Mixed methods
    • Strengths and limitations
• Industrial/organizational (I/O) topic area of interest
• Experimental design study summary:
  • Results
  • Experimental design study analysis and critique
    • Strengths and weaknesses of the study
    • Ethical, legal, and/or diversity considerations
• Quasi-experimental design study summary
  • Results
  • Quasi-experimental design study analysis and critique
    • Strengths and weaknesses of the study
    • Ethical, legal, and/or diversity considerations
• Mixed-methods research design study summary:
  • Results
  • Mixed-methods research design study analysis and critique
    • Strengths and weaknesses of the study
    • Ethical, legal, and/or diversity considerations
• Conclusion
• References

Submission Details:

• By the due date assigned, save your paper into a Microsoft Word document as M5_A2_LastName_FirstInitial.doc and submit it to the Submissions Area.

This LASA is worth 280 points and will be graded according to the following rubric.

Assignment ComponentsMaximum PointsSummarize the results of the study.
CO: 4
PO: 1, 2, 4
ILO: 1, 2, 3, 4, 648Evaluate the strengths and weaknesses of the research.
CO: 4
PO: 1, 2, 4
ILO: 1, 2, 3, 4, 660Discuss the appropriateness of the research design for the study, the reliability, validity, sampling methods, and potential bias.
CO: 4
PO: 1, 2, 4
ILO: 1, 2, 3, 4, 660Identify any ethical or diversity issues
CO: 5
PO: 1, 2, 3, 5
ILO: 2, 4, 5, 660Reflect on what you have learned about the specific I/O topic itself, as well as the impact that the research method employed had on the knowledge gained from the study.
CO: 2
PO: 1, 2, 4
ILO: 1, 2, 3, 624

Academic Writing

Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e. APA); and display accurate spelling, grammar, and punctuation.

PO: 4
ILO: 2

28Total:280

Your philosophy about what causes a mental illness will determine the type of treatment you will apply.  For those trained in the Medical model, the treatment of choice will always be medication; after all, if you believe the problem is biochemical, then it makes the most sense (to you) to try to change a person's biochemistry.

Let's treat a person with Depression using one of the theories of personality that you've learned.

Remember Brittany from last week's forum prompt?  Well, she's been diagnosed with Depression.  What?! Hers was a classic case of Anxiety Disorder! Yes, yes, but it turns out we have more information.  Here is Brittany's revised case – you’ll see the new information interspersed with the old information.

Brittany is a 21-year old married woman who came to the mental health clinic with the chief complaints of depression and anxiety.  In the last month she has experienced insomnia, wept frequently, and had poor concentration, fatigue, and diminished interest in activities; she also reported ongoing bouts of anxiety, especially when alone with her 2-year old daughter.  As a result of exhaustion, she has missed several weeks of work, and has been put on notice.

In meeting with Brittany, you notice that she is overweight and constantly sucking on candy. When you comment on her candy consumption, Brittany tells you that she is “addicted” to sweets; she laughs harshly and adds, “I’ve been stuffing my face since as far back as I can remember.”

Brittany relates that her father deserted the family when she was 5.  Reportedly, he was disappointed because she, being the last born child, had not been a boy.

Brittany graduated from high school at 17 and began working as a clerk and bookkeeper at a local department store.  She married two years later, when she accidentally got pregnant by the store manager.  The marriage is not a success; she has frequent arguments with her husband, but she stays with him because “…[her] daughter needs a father;” she adds, “Besides, who else would want me?”

Brittany’s bouts of dizziness and sweaty palms began soon after the birth of her daughter two years ago.  Brittany is usually able to calm herself, but more recently, she has felt the need to leave the room.  Brittany is concerned that she may inadvertently have to leave her young child in an unsafe situation because of these feelings.

Brittany is the youngest of five children. Brittany’s sisters tell Brittany that they raised her since their mother was mostly unavailable.  One sister recalls how she would feed Brittany cold bottles of milk when Brittany was a baby, sometimes giving Brittany water when no milk was available; another sister remembers Brittany crying throughout the night and how no one would get up to feed her.  As an adult, Brittany tries to avoid getting together with her sisters, but when she is obligated to attend a family function, she is teased by her sisters for having been "sensitive" as a child, and a "crybaby."

Brittany remembers her mother as being indifferent; her father was said to have been cold.  Brittany remembers little of him though she recalls his arguments with her mother about producing all girls. The family struggled financially after father left, but each of the girls managed to graduate from high school and find jobs.  Brittany had always wanted to go to college and pursue an art degree, but she knew it would have been financially impossible.  Even now, in her current life, she says there is no way she could afford to hire a babysitter and go to school; her husband would expect her to work if she were not staying home with the child.

Brittany reported that she always thought of her childhood as “average,” but she recently began to recall episodes of physical and verbal abuse by her father toward her mother.  She had memories of beatings or verbal assaults of her father against her mother; afterwards, her mother would hide in her bedroom, while her father would continue to throw things and curse as the children watched in fear.  Soon after this memory emerged, Brittany had a particularly frightening dream of a woman holding Brittany down while Brittany’s father chewed at Brittany’s hands and feet.

**********

Using ONE of the following techniques, explain how you would help Brittany deal with her depression:

• psychoanalytic*/psychodynamic therapy OR
• client-centered therapy OR
• cognitive behavioral therapy

In discussing the therapy you have chosen to use, identify three (3) concepts associated with the technique: briefly explain each concept and say how it could be applied in helping Brittany’s depression.  If the information is available, be specific and concrete as to which of Brittany's issues would be addressed by the techniques you are applying; if the information is not available, it is alright to be theoretical about how a technique might effectively address Brittany's issues.

*if you decide to do dream interpretation, it might help to know that hands and feet represent the things that help you get things accomplished; for example, feet take you where you want to go, and hands let you do the things you want to do.

Resources for this week assignment  

Bowlby, J. (1982). Attachment (Vol. 1). New York, NY: Basic Books.
Chapter 11, “The Child’s Tie to His Mother: Attachment Behavior” (pp. 198–209)
Chapter 12, “Nature and Function of Attachment Behavior” (pp. 210–234)
Attachment and Loss, Vol. 1: Attachment, 3rd Edition by Bowlby, J. Copyright 1982 by Hachette Books Groups. Reprinted by permission of Hachette Books Groups via the Copyright Clearance Center.

Groh, A. M., Pasco Fearon, R. M., IJzendoorn, M. H. van, Bakermans-Kranenburg, M. J., & Roisman, G. I. (2017). Attachment in the early life course: Meta-analytic evidence for its role in socioemotional development. Child Development Perspectives, 11(1), 70–76. doi: 10.1111/cdep.12213
Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development by Groh, Ashley M.; Fearon, R. M. Pasco; IJzendoorn, Marinus H.; Bakermans‐Kranenburg, Marian J.; Roisman, Glenn I., in Child Development Perspectives, Vol. 0/Issue 0. Copyright 2016 by John Wiley & Sons – Journals. Reprinted by permission of John Wiley & Sons – Journals via the Copyright Clearance Center.

Keller, H. (2014). Introduction: Understanding relationships—What we would need to know to conceptualize attachment as the cultural solution of a universal developmental task. In H. Otto & H. Keller (Eds.), Different faces of attachment: Cultural variations on a universal human need (pp. 1–24). New York, NY: Cambridge University Press.
Different Faces of Attachment: Cultural Variations on a Universal Human Need, by Otto, H.; Keller, H. Copyright 2014 by Cambridge University Press. Reprinted by permission of Cambridge University Press via the Copyright Clearance Center.

Thompson, R. A. (2016). Early attachment and later development: Reframing the questions. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (3rd ed., pp. 330–348). New York, NY: Guilford Press.
Handbook of Attachment: Theory, Research, and Clinical Applications, 3rd Edition by Cassidy, J.; Shaver, P. R. Copyright 2016 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Discussion Spark: Primary Caregiver Attachment

Discussion 1: Implications of Early Attachment for Later Relationship Quality

The fact that infants form an attachment to their primary caregivers during the first year of life is well established and understood in the field of human development. Not only has research consistently found evidence of this bond, but anyone who has spent time with parents and their babies can clearly see the special ways infants interact with their parents compared to the ways they interact with strangers. It is widely accepted that we have an inborn social nature that leads us through the attachment stages in the first year. This attachment occurs cross-culturally, although variations exist in the ways the attachment bond is expressed (e.g., kissing versus touching).

The salience of this initial bond in infancy has prompted an abundance of work among developmental psychologists to try to understand the implications of this initial attachment bond for social and emotional development and relationship success later on in life. In this area, however, the research is inconclusive and sometimes contradictory. Some research suggests that individuals who display a secure attachment in infancy are more socially and emotionally competent in adulthood. For example, one study found that the type of attachment in infancy predicted social competence at age 11 as rated by camp counselors (Elicker, Englund, & Sroufe, 1992). Another comprehensive study found that early secure attachment was linked with healthy emotional development, high levels of self-esteem, and social competence with romantic partners (Sroufe, Egeland, Carlson, & Collins, 2005). Other research has drawn different conclusions. For example, a study by Lewis (1997) found that insecurely attached infants did not necessarily have the same attachment classification at age 18. They explained that many intervening factors can arise to change one’s attachment classification, such as the experience of a parental divorce or an increase or change in the responsiveness of caregivers in childhood.

In this Discussion, you explore research that specifically describes the links between early attachment and relationship quality in adolescence and adulthood. You also look at specific intervening factors that have been found to help explain why attachment is not universally predictive of later relationship quality.

To Prepare:

• Select one type of relationship: adolescent peer relationship, romantic relationships in adulthood, child/parent relationships focusing on the adult’s attachment, or adult sibling relationships.
• Consider how an initial caregiver/infant attachment bond may impact these relationships later in life.

By Day 3

Post the relationship you selected. Explain the implications of the early attachment bond for relationship dynamics in the relationship you selected. Identify at least two intervening factors that help explain why early attachment is not necessarily predictive of your chosen relationship. Provide evidence from the literature to support your arguments.