Identify specific methods to address social problems

Assignment 1: Policy Identification

According to the Counsel on Social Work Education, Competency 5: Engage in Policy Practice:

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.

To prepare: Identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.

The Assignment (2-3 pages):

· Identify the social problem

· Explain rational for selecting social problem

· Describe state and federal policies that impact the social problem

· Identify specific methods to address the social problems

· Explain how the agency and student can advocate to change the social problem

References (use 2 or more)

Assignment 2:
Comprehensive Assessment

A comprehensive understanding of a client’s presenting problems depends on the use of multiple types of assessment models. Each model gathers different information based on theoretical perspective and intent. An assessment that focuses on one area alone not only misses vital information that may be helpful in planning an intervention, but may encourage a biased evaluation that could potentially lead you to an inappropriate intervention. When gathering and reviewing a client’s history, sometimes it is easier to focus on the problems and not the positive attributes of the client. In social work, the use of a strengths perspective requires that a client’s strengths, assets, and resources must be identified and utilized. Further, using an empowerment approach in conjunction with a strengths perspective guides the practitioner to work with the client to identify shared goals. You will be asked to consider these approaches and critically analyze the multidisciplinary team’s response to the program case study of Paula Cortez.

For this Assignment, review the program case study of the Cortez family.

In a 2- to 3-page paper, complete a comprehensive assessment of Paula Cortez, utilizing two of the assessment models provided in Chapter 5 of the course text.

· Using the Cowger article, identify at least two areas of strengths in Paula’s case.

· Analyze the perspectives of two members of the multidisciplinary team, particularly relative to Paula’s pregnancy.

· Explain which model the social workers appear to be using to make their assessment.

· Describe the potential for bias when choosing an assessment model and completing an evaluation.

· Suggest strategies you, as Paula’s social worker, might try to avoid these biases.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

References (use 3 or more)

Congress, E. (2013). Assessment of adults. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 125–145). Hoboken, NJ: Wiley.

Cowger, C. D. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, 39(3), 262–268.

Mental Measurements Yearbook. (n.d.). Lincoln, NE: Buros Institute of Mental Measurements.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

· The Cortez Family (pp. 23–25)

The Cortez Family

Paula is a 43-year-old HIV-positive Latina woman originally from Colombia. She is bilingual, fluent in both Spanish and English. Paula lives alone in an apartment in Queens, NY. She is divorced and has one son, Miguel, who is 20 years old. Paula maintains a relationship with her son and her ex-husband, David (46). Paula raised Miguel until he was 8 years old, at which time she was forced to relinquish custody due to her medical condition. Paula is severely socially isolated as she has limited contact with her family in Colombia and lacks a peer network of any kind in her neighborhood. Paula identifies as Catholic, but she does not consider religion to be a big part of her life.

Paula came from a moderately well-to-do family. She reports suffering physical and emotional abuse at the hands of both her parents, who are alive and reside in Colombia with Paula’s two siblings. Paula completed high school in Colombia, but ran away when she was 17 years old because she could no longer tolerate the abuse at home. Paula became an intravenous drug user (IVDU), particularly of cocaine and heroin. David, who was originally from New York City, was one of Paula’s “drug buddies.” The two eloped, and Paula followed David to the United States. Paula continued to use drugs in the United States for several years; however, she stopped when she got pregnant with Miguel. David continued to use drugs, which led to the failure of their marriage.

Once she stopped using drugs, Paula attended the Fashion Institute of Technology (FIT) in New York City. Upon completing her BA, Paula worked for a clothing designer, but realized her true passion was painting. She has a collection of more than 100 drawings and paintings, many of which track the course of her personal and emotional journey. Paula held a full-time job for a number of years before her health prevented her from working. She is now unemployed and receives Supplemental Security Insurance (SSI) and Medicaid.

Paula was diagnosed with bipolar disorder. She experiences rapid cycles of mania and depression when not properly medicated, and she also has a tendency toward paranoia. Paula has a history of not complying with her psychiatric medication treatment because she does not like the way it makes her feel. She often discontinues it without telling her psychiatrist. Paula has had multiple psychiatric hospitalizations but has remained out of the hospital for at least five years. Paula accepts her bipolar diagnosis, but demonstrates limited insight into the relationship between her symptoms and her medication.

Paula was diagnosed HIV positive in 1987. Paula acquired AIDS several years later when she was diagnosed with a severe brain infection and a T-cell count less than 200. Paula’s brain infection left her completely paralyzed on the right side. She lost function of her right arm and hand, as well as the ability to walk. After a long stay in an acute care hospital in New York City, Paula was transferred to a skilled nursing facility (SNF) where she thought she would die. It is at this time that Paula gave up custody of her son. However, Paula’s condition improved gradually. After being in the SNF for more than a year, Paula regained the ability to walk, although she does so with a severe limp. She also regained some function in her right arm. Her right hand (her dominant hand) remains semiparalyzed and limp. Over the course of several years, Paula taught herself to paint with her left hand and was able to return to her beloved art. In 1996, when highly active antiretroviral therapy (HAART) became available, Paula began treatment. She responded well to HAART and her HIV/AIDS was well controlled.

In addition to her HIV/AIDS disease, Paula is diagnosed with hepatitis C (Hep C). While this condition was controlled, it has reached a point where Paula’s doctor is recommending she begin treatment. Paula also has significant circulatory problems, which cause her severe pain in her lower extremities. She uses prescribed narcotic pain medication to control her symptoms. Paula’s circulatory problems have also led to chronic ulcers on her feet that will not heal. Treatment for her foot ulcers demands frequent visits to a wound care clinic. Paula’s pain paired with the foot ulcers make it difficult for her to ambulate and leave her home. As with her psychiatric medication, Paula has a tendency not to comply with her medical treatment. She often disregards instructions from her doctors and resorts to holistic treatments like treating her ulcers with chamomile tea. Working with Paula can be very frustrating because she is often doing very well medically and psychiatrically. Then, out of the blue, she stops her treatment and deteriorates quickly.

I met Paula as a social worker employed at an outpatient comprehensive care clinic located in an acute care hospital in New York City. The clinic functions as an interdisciplinary operation and follows a continuity of care model. As a result, clinic patients are followed by their physician and social worker on an outpatient basis and on an inpatient basis when admitted to the hospital. Thus, social workers interact not only with doctors from the clinic, but also with doctors from all services throughout the hospital.

After working with Paula for almost six months, she called to inform me that she was pregnant. Her news was shocking because she did not have a boyfriend and never spoke of dating. Paula explained that she met a man at a flower shop, they spoke several times, he visited her at her apartment, and they had sex. Paula thought he was a “stand up guy,” but recently everything had changed. Paula began to suspect that he was using drugs because he had started to become controlling and demanding. He showed up at her apartment at all times of the night demanding to be let in. He called her relentlessly, and when she did not pick up the phone, he left her mean and threatening messages. Paula was fearful for her safety.

The Cortez Family

David Cortez: father, 46

Paula Cortez: mother, 43

Miguel Cortez: son, 20

Given Paula’s complex medical profile and her psychiatric diagnosis, her doctor, psychiatrist, and I were concerned about Paula maintaining the pregnancy. We not only feared for Paula’s and the baby’s health, but also for how Paula would manage caring for a baby. Paula also struggled with what she should do about her pregnancy. She seriously considered having an abortion. However, her Catholic roots paired with seeing an ultrasound of the baby reinforced her desire to go through with the pregnancy.

The primary focus of treatment quickly became dealing with Paula’s relationship with the baby’s father. During sessions with her psychiatrist and me, Paula reported feeling fearful for her safety. The father’s relentless phone calls and voicemails rattled Paula. She became scared, slept poorly, and her paranoia increased significantly. During a particular session, Paula reported that she had started smoking to cope with the stress she was feeling. She also stated that she had stopped her psychiatric medication and was not always taking her HAART. When we explored the dangers of Paula’s actions, both to herself and the baby, she indicated that she knew what she was doing was harmful but she did not care. After completing a suicide assessment, I was convinced that Paula was decompensating quickly and at risk of harming herself and/or her baby. I consulted with her psychiatrist, and Paula was involuntarily admitted to the psychiatric unit of the hospital. Paula was extremely angry at me for the admission. She blamed me for “locking her up” and not helping her. Paula remained on the unit for 2 weeks. During this stay she restarted her medications and was stabilized. I tried to visit Paula on the unit, but the first two times I showed up she refused to see me. Eventually, Paula did agree to see me. She was still angry, but she was able to see that I had acted with her best interest in mind, and we were able to repair our relationship. As Paula prepared for discharge, she spoke more about the father and the stress that had driven her to the admission in the first place. Paula agreed that despite her fears she had to do something about the situation. I helped Paula develop a safety plan, educated her about filing for a restraining order, and referred her to the AIDS Law Project, a not-for-profit organization that helps individuals with HIV handle legal issues. With my support and that of her lawyer, Paula filed a police report and successfully got the restraining order. Once the order was served, the phone calls and visits stopped, and Paula regained a sense of control over her life.

From a medical perspective, Paula’s pregnancy was considered “high risk” due to her complicated medical situation. Throughout her pregnancy, Paula remained on HAART, pain, and psychiatric medication, and treatment for her Hep C was postponed. During the pregnancy the ulcers on Paula’s feet worsened and she developed a severe bone infection, ostemeylitis, in two of her toes. Without treatment the infection was extremely dangerous to both Paula and her baby. Paula was admitted to a medical unit in the hospital where she started a 2-week course of intravenous (IV) antibiotics. Unfortunately, the antibiotics did not work, and Paula had to have portions of two of her toes amputated with limited anesthesia due to the pregnancy, extending her hospital stay to nearly a month.

The condition of Paula’s feet heightened my concern and the treatment team’s concerns about Paula’s ability to care for her baby. There were multiple factors to consider. In the immediate term, Paula was barely able to walk and was therefore unable to do anything to prepare for the baby’s arrival (e.g., gather supplies, take parenting class, etc.). In the medium term, we needed to address how Paula was going to care for the baby day-to-day, and we needed to think about how she would care for the baby at home given her physical limitations (i.e., limited ability to ambulate and limited use of her right hand) and her current medical status. In addition, we had to consider what she would do with the baby if she required another hospitalization. In the long term, we needed to think about permanency planning for the baby or for what would happen to the baby if Paula died. While Paula recognized the importance of all of these issues, her anxiety level was much lower than mine and that of her treatment team. Perhaps she did not see the whole picture as we did, or perhaps she was in denial. She repeatedly told me, “I know, I know. I’m just going to do it. I raised my son and I am going to take care of this baby too.” We really did not have an answer for her limited emotional response, we just needed to meet her where she was and move on. One of the things that amazed me most about Paula was that she had a great ability to rally people around her. Nurses, doctors, social workers: we all wanted to help her even when she tried to push us away.

While Paula was in the hospital unit, we were able to talk about the baby’s care and permanency planning. Through these discussions, Paula’s social isolation became more and more evident. Paula had not told her parents in Colombia that she was having a baby. She feared their disapproval and she stated, “I can’t stand to hear my mother’s negativity.” Miguel and David were aware of the pregnancy, but they each had their own lives. David was remarried with children, and Miguel was working and in school full-time. The idea of burdening him with her needs was something Paula would not consider. There was no one else in Paula’s life. Therefore, we were forced to look at options outside of Paula’s limited social network.

Key to Acronyms

 

Examine the physical changes associated with the selected developmental stage.

Prior to beginning work on this assignment, review the age group / developmental stage you selected in Week Two of the course. Remember, you must use this age group / developmental stage.

You will then review the Developmental Psychology literature examining findings for that age group / developmental stage in terms of the physical, emotional, cognitive, social dimensions, and how they impact development and can best be used to meet developmental needs.  Additionally, create a summary of the developmental stage as viewed through the lens of one developmental theory we have studied across the course (Piaget’s Theory of Cognitive Development, Freud’s Psychosexual Theory, Erickson’s Psychosocial Theory, etc.).

In your paper,

  • Examine the physical changes associated with the selected developmental stage.
  • Examine the cognitive changes associated with the selected developmental stage.
  • Examine the emotional changes associated with the selected developmental stage.
  • Examine the social changes associated with the selected developmental stage.
  • Evaluate the developmental changes and appraise the effects of the physical, cognitive, emotional, and social environments.
  • Integrate developmental and environmental factors into an assessment of developmental needs.
  • Create a summary of the developmental stage as viewed through the lens of a selected developmental theory.
  • Propose solutions for areas not addressed by the theory.
  • Analyze the ethical considerations for research and practice with the selected developmental stage.

The Integrating the Field of Developmental Psychology: A Review of the Literature

  • 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.).
  • 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 scholarly sources in addition to the course text.
    • The Scholarly, Peer Reviewed, and Other Credible SourcesPreview the documentView in a new window 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.

Discuss future directions or how this article fits with one of the theories

Please DO NOT summarize the article, use quotes, or critique the clarity or quality of the writing of the authors.

In 5 pages (12 point font, Times New Roman font, 1-inch margins, double-spaced) please provide your reaction to the theory/concepts/methods/findings/conclusions of the paper.Note you do not need to (nor do you have the space) to discuss all of these issues.You may also point out what the authors did well. Please select a few points that you want to discuss and provide the rationale for why you thought something was a strength or a weakness of the study or studies described in your chosen article. The lecture on methods in Developmental Psychology is also a great reference for this paper. You might want to discuss future directions or how this article fits with one of the theories we discussed or another area of developmental psychology that we have covered, so reviewing your notes or the text on the developmental period highlighted in the article you choose and incorporating that information is welcomed.You may use the first person; however, the focus of the paper should be on the theory and methods of the article you chose and incorporating what you have learned in class. Therefore, personal stories or anecdotes are not addressing the assignment. For example, an appropriate use of the first person might be: “I thought that a strength of Leonard and Eiden’s (2007) study was their incorporation of both parent and child influences on the development of aggression.This is important because…”Please be critical but constructive. Please use professional language.

Describe confirmation bias, myside bias, and belief bias.

DISCUSSION #1.Confirmation bias represents a pervasive tendency in reasoning. Myside bias and belief bias are types of confirmation bias. For this discussion:

· Describe confirmation bias, myside bias, and belief bias.

· Provide an example of how people fall prey to each of these tendencies.

o Under what circumstances do people seem to be less likely to show confirmation bias, myside bias, and belief bias?

Please include the following in your response:

· Refer to and integrate ideas presented in the text and any supplemental readings.

· Cite outside resources if necessary to make your point.

· Follow APA style guidelines for citations and references.

DISCUSSION #2.Three hobbits and three orcs are on a river bank. The hobbits and orcs need to cross over to the other side of the river. They have for this purpose a small rowboat that will hold just two. There is also this problem: if the number of orcs on either river bank exceeds the number of hobbits on that bank, the orcs will eat the hobbits on that bank.

How can all six creatures get across to the other side of the river in a way that guarantees that they all arrive there with the forest intact? Try to solve the problem and post your solution.

Please include the following in your response:

· Refer to and integrate ideas presented in the text and any supplemental readings.

· Cite outside resources if necessary to make your point.

· Follow APA style guidelines for citations and references.

Discussion #3.For this discussion, go to the MENSA Web site and take the Mensa Workout intelligence test (linked in the Resources). It will take about 30 minutes to complete. When you have finished, report the results and answer the following questions:

· Do you think the test was a fair assessment of intelligence?

· Which questions do you feel most accurately gauged “intelligence”? Which did you find bothersome?

· What did you learn about yourself from this test?

· If a person with autism scored well, how would that confuse the definition of intelligence? Does this make IQ biased?

What Are Some Common Sexual Problems Experienced During Marriage?

What Are Some Common Sexual Problems Experienced During Marriage?

 

Based on this week’s reading chp 9 & 10 in Balswick, J., & Balswick, J. (2008). Authentic human sexuality: An integrated Christian approach (2nd ed.). Downers Grove, IL: Intervarsity Press. ISBN: 978-0-8308-2883-8.,

what are some common sexual problems experienced during marriage? Next, what are some of the primary contributors to extramarital affairs?

Use course materials and/or external research to add to the post.

Use Chapters listed above.  Lecture Notes and/or external research to support your discussion.

Minimum 350-word count in answer to the question with in text citations to include Integration of Christian worldview and biblical themes into responses as appropriate. APA format.

If you do not have access to the reference listed in post please do not bid on post.

  • attachment

    Chp9-10.pdf
  • attachment

    LectureNotes3.pdf

Describe fully. How would you approach counseling differently ?

5.1 What are special considerations around confidentiality within an adolescent/child’s group?  How would you approach these in a group of adolescents or children?

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development. This discussion question meets the following NASAC Standard:

93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.

5.2   You are leading a group of adolescents referred because of school, behavior, and/or   substance use. Describe an opening exercise and a trust-building exercise you might use with this group. Explain your choice.

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development.   This discussion question meets the following NASAC Standard:

 

92) Facilitate group growth within the established ground rules, and precipitate movement toward group and individual goals by using methods consistent with group type.

6.1  What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups and why? How might you work in a therapeutic way with such a member’s behavior?

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

6.2  While conducting a group for adults struggling with addiction, one of the participants has come to the last three groups late. Explain how you might deal with this client’s tardiness.

This discussion question meets the following CACREP Standard: 2.F.6.c. Therapeutic factors and how they contribute to group effectiveness.

7.1  Under what circumstances might it be beneficial to design a group in which both children and their parents would participate? What special issues might arise in such a group, and how would you manage them?

This discussion question meets the following CACREP Standard: 2.F.6.g. Ethical and culturally relevant strategies for designing and facilitating groups.

7.2  Now that you have read about therapeutic techniques and procedures, choose two techniques that you would most likely use and explain why. Choose one that you are least likely to use and explain why.

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

8.1 When developing and implementing an adult support group, the following important guidelines should be considered: how the group is organized, how the format of each group session is structured, and what the short-and long-term outcomes of the group are. Consider the following three adult support groups: an HIV/AIDS support group, grief group for elderly, and a domestic violence support group. What similarities do you see, and how do these similarities suggest guidelines for developing these groups?

This discussion question meets the following CACREP Standards:  2.F.6.a. Theoretical foundations of group counseling and group work.  2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

This discussion question meets the following NASAC Standards:

89) Describe, select, and appropriately use strategies from accepted and culturally appropriate models for group counseling with addicted or substance abusing clients.

93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.

8.2 At some point in your career, you may be asked to design and implement a group for involuntary clients, such as domestic violence perpetrators, drunk drivers, substance users, abusive parents, or prison inmates. What are your thoughts and feelings about working with mandated group participants?

Describe fully. How would you approach counseling differently with them than with voluntary participants?

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

Each questions needs to be answered with 150-200 words and have to have a cite in the answer.  Explain below

Question.

answer    “Cite”

Question

answer    “Cite”

and so on

Is it unethical to torture a defenseless puppy for personal amusement?

DIRECTIONS: Open the attachment – print it for use. Read all the scenarios. Pick the two “best.” Argue for them using FACTS.

Here is the question you must riddle: WHAT are the best reasons why not to nuke Sparky?

ANSWER THE QUESTION USING THIS USUAL FORMAT:
1) MLA heading-style and documentation with annotations and work cited
2) Size-12 Times New Roman Font
3) Two sources –
A) The textbook, Taking Sides: Moral Issues// S. Satris, ed., MacGraw-Hill, 9th Ed., 2003 // ISBN 0072845112 with at least two quotes to back your ideas up ( you may use so other source – online or text – if you find it more suitable), and
B) one source of your choice on emotion or logic – two quotes
4) Begin with abstract: In a text box after heading before the text, list your main theme, then the two main supports for your thematic pondering. After this, flesh the essay out in a typical essay form
5) 500 -1000 words

scenarios:

You should not put Sparky in the microwave because . . .

1. It is unethical to torture a defenseless puppy for personal amusement.

2. Torturing animals will disgust your lover or spouse, and that lover or spouse will probably have nothing to do with you afterwards.

3. Microwaves radically elevate the temperature of biological liquids, including the fluids of the cardiovascular system and the inner-ear canal.

4. Cruelty to animals is a felony in Tennessee, and it could result in a five-to-ten-year prison sentence.

5. You might damage your expensive microwave.

6. You might damage my expensive microwave.

7. Sparky belongs to me.

8. You put the last one in the microwave, and it’s my turn now.

9. Huitzilopochtli, the Aztec god of war, forbids us to kill one of his holy avatars.

10. You will have to clean the microwave afterward.

11. Sparky is–gosh darn it–too cute for that!

12. Your suggestion that it will dry his coat and get rid of the “wet dog” smell is erroneous.

13. The strong always have an obligation to defend lesser creatures that are weak and helpless.

14. Burritos taste better than puppies when they are reheated.

15. All the food you cook in the microwave will taste like puppy hair afterwards.

 It is unethical to torture a defenseless puppy for personal amusement.

Describe acts of prejudice

Describe acts of prejudice

Watch a movie of your choice with multicultural themes. Select your movie from the provided list or you may choose another title with instructor approval. Select a character in the film as the focus of your attention. You may wish to take notes as you watch the film to record relevant details as required by the assignment instructions.

After watching the movie, write a 750-1,000-word essay in which you:

  1. Provide a brief synopsis of the movie selected.
  2. Provide examples of cultural competency or the lack of cultural competency.
  3. Describe acts of prejudice, generalizing, stereotyping, or discrimination that take place in the movie.
  4. Analyze the dynamics of groupthink as exemplified in events that took place in the movie.
  5. Describe the diversity of social or ethnic groups in the movie.

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

Discuss the underlying principles related to a psychologists’ duty

Your assignment must illustrate knowledge of the concepts through an original personal and/or professional integration of the text material. All assignments MUST be typed, double-spaced, in APA style, and must be written at graduate level English. The content, conciseness, and clarity of your answers will be considered in the evaluation of your work.
You must integrate the material presented in the text in your own understanding, and cite your work according to APA format.
Assignment should be approx. 1 page per question.

Entire assignment should be 4-6 pages, plus a title and reference page

6.  Telepsychology is an emerging area of practice. To be in compliance with Standard 3.04, what factors must a psychologist consider in order avoid harming the client.

7.  Dr. Jones has been working with a 14-year female for a few months. The adolescent has just revealed that she has been engaging in self-injurious behavior, cutting, for the past month. The client also revealed that her parents are unaware of her behavior. Discuss the ethical dilemma that Dr. Jones must address, and steps she might consider in deciding whether and how to disclose confidential information.

8.  A major hurricane has swept through Dr. Borden’s small rural town. There were many casualties and loss of life. Many of the residents have gathered in the community center. Dr. Borden has decided to go to the community center and offer his services to the individuals in the center. Discuss the ethical responsibilities Dr. Borden has under Standard 5.06.
9.  Discuss the underlying principles related to the psychologists’ duty to document and maintain documentation related to their professional services. Describe the guidelines that determine what should be documented.

10.  Health care insurers often deny insurance reimbursement for certain DSM classifications that are common among clients served by psychologists. Discuss the ethical issues related to upcoding a disorder in order to obtain reimbursement for services.

Assignment OutcomesRecognize the major issues related to sound and professional practice in psychology Assess and evaluate legal and ethical mandates in clinical context Describe local laws regulating the practice of psychology Explain the training, supervision, and state licensing requirements

Discuss adjudication as it applies to the Lindbergh baby kidnapping

This is third time I have reached out for someone to complete the below assignments. Please SERIOUS INQUIRY ONLY!!!!! my due date is today at 11:59pm

 

Complete this week’s Practice Activity.

Matching exercises give you an opportunity to practice definitions and develop logical and critical thinking skills. By using such techniques as inversion, diversion, and the process of elimination, you are able to greatly increase the probability of answering questions correctly. This is an important skill to have, as it is commonly found on nearly all standardized tests and increases critical thinking.

The objective of this exercise is to understand the process of American criminal justice including the stages of criminal case processing.

Unit 1 Practice Activity

Complete the Unit 1 Assignment: What happened to the Lindbergh baby?

Resource: Chapter 1 of your text.

The ability to think critically is a key skill for success in the criminal justice field. It means not taking what you heard or read at face value, but using your critical thinking faculties to weigh up the evidence and consider the implications and conclusions of the situation.

The criminal justice system encompasses three main components: Police, courts, and corrections. These three components interrelate in several ways. First, they interact in the processing of specific cases. For example, police officers’ conduct investigations and make arrests. Offenders must then be processed by the court system, but police officers play a critical role in this process, as they might confer with prosecutors or testify at motion hearings or trials. If an offender is convicted, prosecutors might recommend the sentence and judges may consider prison overcrowding issues when deciding the final sentence.

Second, these components interact at a policy level. The formal and informal decision-making processes of each component can impact the strategies and priorities of the other components. Third, the components are increasingly working together in various ways to respond to specific types of crimes. The interactions between components often result in conflict. Each component focuses on achieving different goals, and the priorities of the different components may not be consistent.

Review the details of the Lindbergh Baby Case.

Write a 700–1,050 word analysis of the Lindbergh case. Include the following components in your discussion:

  • Discuss how the three components, police, courts, and corrections, apply to this case.
  • Discuss first appearance, preliminary hearing, and arraignment as they apply to the Lindbergh baby kidnapping.
  • Discuss adjudication as it applies to the Lindbergh baby kidnapping.
  • Discuss sentencing as it applies to the Lindbergh baby kidnapping.
  • Discuss corrections as it applies to the Lindbergh baby kidnapping.

Directions for Submitting Your Assignment

Save your Assignment in the following format: Last name First name Assignment. (Example: SmithJohn_Unit1_Assignment).

Submit your Assignment to the Unit 1 Assignment Dropbox by the end of Unit 1.

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