Identify some performance management linkages between organizational strategies and employee performance. 

Identify some performance management linkages between organizational strategies and employee performance.

Chapter 5: Career development

1. Briefly compare and contrast an organization-centered approach to career planning to an individual-centered approach to career planning. Which might work best for your client, Hytech, and why?

Chapter 6: Selection

1. Some companies stresses “culture fit” and “hiring for attitude” as critical criteria for applicant selection. Discuss this in terms of (a) validity and reliability, and (b) legal requirements for non-discrimination.

2. What are some possible problems or common interviewing mistakes that should be watched for interviewing?

Chapter 7: Training

1. Some companies conduct annual needs assessment to determine what type of training is needed. What sources of information could help in determining training needs?

2. Identify at least 3 types of internal delivery options for training.

Chapter 8: Performance Management

1. Identify some performance management linkages between organizational strategies and employee performance.

2. What type(s) of performance information (trait-based, behavior-based, or results-based) could be used for your client, Hytech?

3. Which method of performance appraisal do you think makes the most sense for Hytech’s employees? Explain your rationale.

 

What do you consider the relative benefits/costs of androgyny?

Describe the main themes evident in chapters 2 and 3. Please reflect on the following, being sure to incorporate information from your reading assignment: Share your impressions of the media portrayal of gender, ethnicity, age, and sexual orientation in the electronic media. This can include TV programs, commercials, music videos, and films. Share your own experiences with gender bias if you have them. Indicate whether the sexist incidents experienced reflect hostile, benevolent, or modern sexism. (Men can indicate if they experience any of these in reverse.) Review the Gender-Related traits in Box 3.1. What do you consider the relative benefits/costs of androgyny versus traditional gender-related traits (femininity for females/masculinity for males)?

Consider how a greater awareness of your own power and privilege could influence your work with service users

Advanced human services professional practitioners who regularly engage in critical reflection about their own power and privilege are often more likely to recognize and challenge practices, procedures, and policies that perpetuate discrimination and oppression. Practitioners who do not engage in this type of critical reflection may unknowingly do harm to service users, their organization, and their community. For instance, a practitioner may unconsciously impose their values and beliefs on a service user of a different culture, condone long-standing organizational practices that are discriminatory, and fail to recognize opportunities to effect systemic change to better serve the historically oppressed populations in their community.

Last week, you had an opportunity to engage in critical reflection about your level of power and privilege when you completed the Power Flower exercise. In doing so, you may have realized that every person has a unique combination of social identities from which they derive some level of power and privilege. In this Discussion, you will share insights you had and conclusions you drew about your level of power and privilege as a result of completing the exercise. You also will consider how your awareness in this area may impact how you practice human services at the micro, mezzo, and macro levels.

As previously mentioned, the conversation about power and privilege is not an easy one. It is not meant to be. It also is not an indoctrination about a certain way of thinking. It is important to understand the unintended results of being part of a certain group. This is a reality that, as a society, we cannot deny. It does not mean one group is “better” than another. It is important to understand where your privilege and power exists and how that will impact your work as an advanced human services professional practitioner.

Note: Before you begin this Discussion, keep in mind that power and privilege are sensitive topics that often generate difficult conversations not unlike those you might have when practicing human services. Remember to be respectful of your classmates and open to how they may perceive and experience their level of power and privilege.

To Prepare

  • Review your Course Announcements for possible information related to this week’s Discussion and Assignment.
  • Reflect on the Power Flower exercise you completed last week and revisit the Learning Resources on power and privilege.
  • Review the Learning Resources on working with culturally diverse service users and leading systemic change. Consider the examples of how to better serve diverse service users, human services employees, and the community as a whole.
  • Consider how a greater awareness of your own power and privilege could influence your work with service users, your leadership in a human services organization, and your role as a social change agent interested in effecting systemic change.

Post one insight you had or conclusion you drew about your level of power and privilege as a result of completing the Power Flower exercise last week. Then explain how gaining a greater awareness of your level of power and privilege could influence your work with service users, your leadership in a human services organization, and your role as a social change agent interested in effecting systemic change. Be specific.

Below I included the previous coursework PowerFlower document.

 

Discuss on Bronfenbrenner’s Eco-systemic Model for Crisis

Discuss on Bronfenbrenner’s Eco-systemic Model for Crisis

Acts of terrorism are intended to have an impact far beyond the death and destruction of the immediate attack. Mass fear and interruptions to normal daily functioning occur in the aftermath of terrorist attacks, like concentric surges that erupt when dropping a boulder in a mill pond. When terrorism and violence are systemically directed toward “ethnic cleansing” or intentional destruction of a national, ethnic, racial, tribal, or religious group, it is considered genocide. Terrorism and genocide can also disrupt the social and economic functioning of neighboring countries that must contend with refugees. National and international bodies that choose to counteract terrorism and genocide with economic sanctions, military actions, or humanitarian interventions can also face repercussions. Bronfenbrenner’s Ecosystemic Model for Crisis (James, 2013, p. 657) illustrates the following: that which impacts the international macrosystem (e.g., world culture, United Nations, international media) affects the mesosystems (e.g., neighborhoods, churches, police) and microsystems (e.g., individuals, families), as well.

use the provided template to write a two-page response that shares your thoughts about the work in question, the historical events happening during the time the work was produced, and the relevance of the work in the present day.

  1. Voices of Change
    Instructions
    In this assignment, consider the actual words or works of an important spokesperson for their times. After reading that speaker’s words, use the provided template to write a two-page response that shares your thoughts about the work in question, the historical events happening during the time the work was produced, and the relevance of the work in the present day. Completing this assignment will give you real insight into the thoughts and feelings of an actual participant in historical events. You will also begin to see how learning from past perspectives helps us better understand the issues we face in our own time period.
    To complete this assignment, follow these steps:

    • Pick one of the three topic choices below.
    • Use the assignment template to structure your paper on the selected topic:
      • Download the Voices of Change Assignment Template [DOCX].
      • Save the template to the desktop folder on your computer (or another location of your choice) with the following filename: Your First Name_Your Last Name_HUM112_Wk# Assignment_Quarter20yy. Here is an example: Lauren_Philip_HUM112_Wk7 Assignment_Summer 2020.
    • Complete the template. Follow the instructions provided in the template to make sure you add all required content.
    • Review the rubric to see how your assignment will be graded on answer quality, logic and organization of the paper, and language and writing skills.
    • Edit your work, making sure you have discussed each bullet point in the template and checking your work for grammatical errors and proper SWS style.
    • Submit your completed template to Blackboard.
    • Topic Choices
      Topic Choice 1: Frederick Douglass’s speech, “What to the Slave Is the Fourth of July?”
    • Listen to the speech, as read by actor James Earl Jones.
    • Read the text of the speech.
    • For background, read about The Emancipation Proclamation in the National Archives.
    • Read additional background on Fredrick Douglass.
    • Topic Choice 2: Charles Dickens’s Economic Change and Consequences.
      Select one of the following works to focus on for your assignment. You can find all four options in Chapter 28 of your textbook. Page numbers are indicated in the bullet points below.
    • Old Curiosity Shop (textbook page 944).
    • Sketches by Boz (textbook page 947).
    • Dombey and Son (textbook page 951).
    • Hard Times (textbook page 952).
    • Topic Choice 3: Women Challenge Their Audience.
      Select one of the following authors to focus on for your assignment:
    • Angelina Grimke Weld’s speech in Philadelphia in 1938.
    • Sojourner Truth’s famous 1851 speech, “Ain’t I a Woman?”
    • This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.
      The specific course learning outcome associated with this assignment is:
    • Summarize thoughts about an author’s work, including the historical events happening at the time it was produced and the relevance of the work in the present day.
  2. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.

Explain how you might rephrase or redirect a question that seemed open-ended but received a closed-ended response.

Explain how you might rephrase or redirect a question that seemed open-ended but received a closed-ended response.

To Prepare

  • Review the Learning Resources on open-ended questioning. Pay particular attention to the examples of open-ended questions, how they are structured, and how they are different from closed-ended questions. Also, consider the importance of asking open-ended questions during an assessment.
  • Review the closed-ended questions in the document entitled, “Converting Closed Questions.” Consider how you would convert each to an open-ended question.

Submit a 2-page paper that addresses the following:

  • Convert the closed-ended questions from the Converting Closed Questions document to open-ended questions.
  • Explain how you might rephrase or redirect a question that seemed open-ended but received a closed-ended response.
  • Explain why it is important to ask open-ended questions during an assessment. Be specific, and use examples to illustrate your explanation.

Research a topic in psychology and make a presentation on it

Instructions for Semester Project – Fall 2016

Students are expected to read assigned material before class meetings. You will need to do one report and make a presentation on a subject of your choosing. You will need to include the references you used to complete your report. These presentations can be presented and submitted beginning Wednesday 9-21-16. These presentations will be the basis for student discussion on current developments in psychology. See Canvas, class rubrics, and Semester Project Matrix Fall 2016 for breakdown on points awarded. You may use i.e. PowerPoint, videos, books, online presentation, etc. Presentations need to be spell-checked, typed, and stapled – no written presentations will be accepted. If you make an online presentation make sure it is saved on the cloud i.e. OneDrive. It is recommended that you use Prezi.com or OneDrive.com for your presentation and make sure your presentation has no delays in it to allow the other students their equal time. NO FLASH DRIVES WILL BE AUTHORIZED. If you do not turn in a summary for your presentation you will not receive any points for your presentation. Each chapter has different critical thinking exercises and only the critical thinking exercises on Canvas will be authorized. Assignments will not be accepted beyond the due dates indicated on Canvas so it is highly recommended you complete your assignments as soon as you can. To assist you in completing the critical thinking exercises please refer to the “Teaching Package: Print Supplements,” of the textbook where it makes available such things as the Companion Web site, study guides, articles, books, videos, PowerPoint activities, Digital Media Archives, CD-ROMs,
DVD’s, Brain Modules, short clips, etc. You may also use our library for more information. See Canvas, class rubric, and Semester Project Matrix Fall 2016 for breakdown on points awarded.One sentence critical thinking exercises will NOT be accepted. Please follow Canvas, class rubric and class resources as a guide to help you!

Basically, you need to research a topic in psychology and make a presentation on it. You could select i.e. Insomnia, ADHD, Personality Psychology, or any other topic – have at least 2 or 3 sources and put this on Power Point or on OneDrive.com and turn in your summary at the end of your presentation. We covered this several times in class but your high absence prevented you from getting all this information. At this point it is probably to late to put all this together and present as tomorrow is the deadline to make your presentation. All I can say is submit at least a written copy to me tomorrow as you probably won’t have time to present in class and I can see how many points I can award you. You will not be able to get the 100 points authorized but something is better than nothing.

Good Luck,

Consider how the culture you select is different from the culture(s) with which you identify.

This is the first Assignment of many in the coming weeks that will help you complete your Immersion Project. For this Assignment, you will identify a culture to focus on for your project. Keep in mind that the term “culture” is not limited to a particular race or ethnicity but is much broader and includes gender, age, sexual orientation, socioeconomic status, physical ability, religion, political affiliations, immigration status, military membership, etc. It would be wise to select a culture that you know little about, one that you anticipate encountering often in your work as an advanced human services professional practitioner, and one that you are able to access through planned activities in your community (e.g., religious service, festival, exhibit, etc.).

To Prepare

  • Select a culture to focus on for your Immersion Project that is different from the culture(s) with which you identify. You may select a culture that is discussed in this week’s Learning Resources or one that is not.
  • Find an activity of the culture that you could observe before Day 7 of Week 4.
  • Consider how the culture you select is different from the culture(s) with which you identify.
  • Reflect on your current perceptions of the culture you selected.

Submit a 1- to 2-page paper that addresses the following:

  • Identify the culture you will focus on for your Immersion Project and the activity of the culture you plan on observing (e.g., attend a religious service; take a tour of the group’s community; or attend a gathering, festival, culture-themed play, tour, or exhibit). Explain how this culture is different from the culture(s) with which you identify. Differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.).
  • Explain your current perceptions of this culture. Your perceptions should include what you were told about this culture as you were growing up (if anything), what your sources of information about this culture have been in the past, and why you have an interest in this culture.

Define of forensic psychology

Question

The area of legal psychology includes child custody evaluations and adult criminal responsibility assessments.

True

False

Question 2. Question :

Which of the following is NOT an example of an individual intellectual assessment instrument?

Stanford-Binet Intelligence Scale

Wechsler Adult Intelligence Scale

Wide Range Intelligence Test

All of the above are individually administered tests

Question 3. Question :

Broad certification in forensic psychology is a state requirement to practice forensic psychology.

True

False

Question 4. Question :

Which of the following focuses on the importance of the general acceptance of an expert’s testimony, emphasizing its relevance?

The Warren Standard

The Federal Rules of Evidence

The Frye Test

The Daubert Rule

The Kumbo Tire Ruling

Question 5. Question :

Competency to stand trial is one of the most common forensic assessments conducted by a forensic psychologist.

True

False

Question 6. Question :

Given a narrow definition of forensic psychology, which of the following would NOT be considered a part of forensic psychology?

assessment of competency

expert testimony on rape trauma syndrome

expert testimony on eyewitness accuracy

evaluation for child custody determination

Question 7. Question :

Dr. Lisa Kline has a Ph.D. in social psychology. She would most likely work

in a private practice treating clients

in a group practice conducting anger management groups

in a university teaching and conducting research

in a state agency managing a case load of battered women seeking assistance

Question 8. Question :

“Jolly Jake” Cooper was arrested for attempting to widen a county road. At the time of his arrest he reported that he planned to build a “mega mall” and needed more street access. He hoped to complete the mall in a week, though he had no workers or financial resources. He is currently being held in jail. His defense attorney should recommend a

change of venue

use of a trial consultant

competency to stand trial evaluation

a plea of guilty

Question 9. Question :

Which subfield is NOT one of the four applied areas of psychology recognized by the APA?

clinical

counseling

industrial/organizational

school

all four are recognized as applied areas

Question 10. Question :

The average time of full study from the bachelor’s degree to the doctoral degree is

4 years

nearly 7 years

approximately 2 years

10 years

Question 11. Question :

The major distinction between counseling psychology and clinical psychology is

focus, clinical psychologists are trained to treat the more severe mental disorders

training, clinical psychologists receive the Psy.D.

breadth, clinical psychologists work in a larger variety of settings

licensure, clinical psychologists must get licensed and counseling psychologists do not

Question 12. Question :

Which ruling suggests that a trial judge’s decision can be overturned regarding the admissibility of expert testimony only if there is a clear abuse of discretion?

Kumbo Tire Co. v. Carmichael (1999)

Daubert v. Merrell Dow Pharmaceuticals (1993)

General Electric Co. v. Joiner (1997)

Federal Rules of Evidence (1975)

Question 13. Question :

Legal sufficiency is the term used to describe if the information presented by an expert witness is likely to assist the trier of fact.

True

False

Question 14. Question :

In a trial, the trier of fact is

the judge

the expert witness

the jury

all of the above

A and/or C

Question 15. Question :

The goal of the APA’s Guidelines for Child Custody Evaluations in Divorce Proceedings is

to ensure that only licensed psychologists are involved in child custody decisions

to mandate the proper procedure for conducting child custody evaluations

to develop a uniform model and thus enhance quality of child custody evaluations

to promote proficiency in using psychological expertise in child custody evaluations

all of the above are goals for the Guidelines

Question 16. Question :

The American Psychological Association has established the Ethical Principles and Code of Conduct. Regarding these Principles,

membership in APA requires adherence to the Principles

some state laws require adherence to the Principles

the Principles can conflict with state laws

all of the above are true

Question 17. Question :

The American Psychological Association has established Guidelines for Child Custody Evaluations in Divorce Proceedings.

these Guidelines are mandatory for APA members

these Guidelines are exhaustive in regard to custody evaluations

these Guidelines are considered aspirational, neither mandatory or exhaustive

none of the above

Question 18. Question :

Research on the influence of the expert witness’s testimony on the jury suggest

testimony on the ultimate issue does not overwhelm the jury

the expert’s opinion on the ultimate issue unduly influences the jury’s decision

the expert’s testimony on the penultimate issue unduly influences the jury’s decision.

both B and C are

Question 19. Question :

Which of the following is NOT one of the points in time when a psychologist may be asked to evaluate a law enforcement officer?

candidate selection

annually when working undercover

upon re-assignment to a new partner

when being consider for a promotion

Question 20. Question :

Which ruling extended the Daubert decision to non-scientific expert witnesses?

General Electric Co. V. Joiner

The Frye Test

Federal Rules of Evidence

Kumbo Tire Co. Ltd. v. Carmichael

Question 21. Question :

The Court ruled that expert testimony should have three critical elements. These three are

reliability, validity and norms

relevancy, legal sufficiency, and reliability

clear and convincing, preponderance, and beyond a reasonable doubt

falsifiability, a priori, and tenacity

Question 22. Question :

Which of the following is NOT one of the four standards of reliability?

general acceptance in the scientific community

subjected to peer review

error rate of the technique

demonstrated high inter rater reliability (r > .80)

Question 23. Question :

Test reliability is also an indication of

the test measures what it is supposed to measure

test consistency

tests can be counted on to be available in the literature

tests being used in a standardized manner

Question 24. Question :

Based on the normal distribution, approximately what percentage of people will score within one standard deviation of the mean on the typical IQ test?

68%

95%

34%

2%

Question 25. Question :

Using the SAT to predict college performance is an example of

predictive validity

construct validity

content validity

criterion-related validity

Question 26. Question :

Which correlation coefficient is strongest?

-.7

-.4

.6

0.1

Question 27. Question :

Two teachers are asked to rate a child on a behavioral problem checklist. We would want to know what the ____________ of the checklist is.

test-retest

internal consistency

inter-rate reliability

parallel forms reliability

Question 28. Question :

Several differences between a clinical assessment and a forensic assessment are presented in the text. Which of the following is NOT one of the differences?

temporal focus of the assessment

motivation of the examinee

qualifications of the examiner

all of the above were identified as differences

Question 29. Question :

Face validity, not actually a measurement concept, refers to the degree to which an instrument appears to measure what it purports to measure.

True

False

Question 30. Question :

When a test is used for assessment at time 1 and again at time 2, it is necessary to develop what form of reliability?

test-retest

internal consistency

inter-rate reliability

parallel forms reliability

Question 31. Question :

A measure of Axis II categories, or personality disorders, is the

MMPI-A

MCMI

16 PF

Wechsler Memory Scale

Question 32. Question :

A test can be

reliable but not valid

valid but not reliable

if it is not valid, it cannot be reliable

if it is reliable, then it must be valid

Question 33. Question :

Which of the following is NOT an area of forensic assessment?

selection of law enforcement officers

competency to stand trial evaluation

evaluation of a 5th grade child for a learning disability

assessment of an elderly adult for civil commitment

Question 34. Question :

Which of the following is NOT an example of an affirmative defense

the insanity plea

self-defense

the battered-woman syndrome

all of the above are examples of an affirmative defense

Question 35. Question :

It is generally not necessary to obtain an informed consent for a court-ordered criminal responsibility evaluation.

True

False

Question 36. Question :

The ruling that defendants may only be held for a reasonable amount of time if they can be brought to competence was

Dusky v. United States, 1960

Jackson v. Indiana, 1972

Godinez v. Moran, 1993

Insanity Defense Reform Act, 1984

Question 37. Question :

Mens rea refers to

a guilty mind

guilt beyond a reasonable doubt

being guilty but mentally ill

use of an affirmative defense

Question 38. Question :

The ruling that the same standard of competency applies to all forms of competency (i.e. competency to stand trial, competency to waive counsel, etc.) was

Dusky v. United States, 1960

Jackson v. Indiana, 1972

Godinez v. Moran, 1993

Insanity Defense Reform Act, 1984

Question 39. Question :

Which of the following is NOT generally an example of forensic assessment in a civil case?

child custody evaluations

workmen’s compensation

personal injury evaluations

assessment of allegations of child sexual abuse

Question 40. Question :

The Insanity Defense Reform Act was the result of what historical event?

The assassination of President Kennedy

The assassination attempt of President Clinton

The assassination attempt of President Reagan

None of the above

Question 41. Question :

Who is responsible for making the ultimate decision regarding a defendant’s competency to stand trial?

the jury

the forensic psychologist or psychiatrist

the judge

the prosecution

Question 42. Question :

Approximately what percentage of cases is successful using the insanity defense?

75%

less than 3%

25%

38%

Question 43. Question :

MSO refers to

the defendant’s mental state during the evaluation

the defendant’s mental state at the time of the offense

the prosecution’s claim of the defendant’s mental state at the time of the offense

“modus stasis operandi’ or the behavior of the defendant at the time of the offense

Question 44. Question :

The Insanity Defense Reform Act

prohibits expert witnesses from testifying on the ultimate issue

requires expert witnesses to testify regarding the ultimate issue

allows judges to determine the ultimate issue

prohibits defendants from testifying regarding the ultimate issue

Question 45. Question :

Which of the following is NOT one of the differences discussed in the text between clinical and forensic assessment?

motivation of the examinee

therapist-client privilege

written report

professional fees

Question 46. Question :

According to the federal Rules of Evidence, can mental health experts testify regarding the ultimate issue in competency to stand trial evaluations?

no, they may only address penultimate issues

yes, are required in their testimony and reports to address the ultimate issue

yes, they can address the ultimate issue if they wish to

only if subpoenaed by the court to do so

Question 47. Question :

The Stockholm syndrome refers to the role psychologists play in critical-incident debriefing.

True

False

Question 48. Question :

The results of pre-employment screening would indicate that the candidate

is unfit to serve

is suitable, marginally unsuitable or unsuitable

should either be hired or not hired

has psychiatric diagnosis or not

Question 49. Question :

Guidelines developed and adopted by the International Association of Chiefs of Police regarding pre-employment psychological testing include all of the following EXCEPT

objective psychological tests should be used

projective tests should not be used

research should exist to justify an instrument’s use in pre-employment screening

all of the above are included in the Guidelines

Question 50. Question :

A FFDE can result in all of the following EXCEPT

fit for duty

permanently unfit for duty with mandatory treatment

temporarily unfit for duty with mandatory treatment

fit for duty with mandatory treatment

all of the above are possible

Question 51. Question :

Which of the following is NOT an example of an affirmative defense?

insanity plea

extreme emotional duress

voluntary intoxication

self-defense

Question 52. Question :

Which of the following is an example of health and wellness counseling provided by a police psychologist?

stress management

smoking cessation

relaxation training

all of the above

Question 53. Question :

The majority of pre-employment selection instruments for law enforcement have demonstrated both concurrent and predictive validity.

True

False

Question 54. Question :

Police psychologists have trained peer counselors to work with law enforcement personnel. What is NOT one of the advantages presented in the text to using peer counselors?

police feel a closer bond to other police officers

individuals tend to seek help sooner

there are fewer ethical problems with confidentiality issues

peer counselors can refer difficult cases to the psychologist

Question 55. Question :

The courts have ruled that a police officer ordered to undergo a fitness-for-duty-evaluation may have legal counsel or a representative from the union present during the evaluation.

True

False

Question 56. Question :

Dr. Weston works as a police psychologist in a large urban area. He is asked to complete a Fitness for Duty Evaluation on a 10 year veteran. He should

inform the veteran he can not provide any of the results of the evaluation

ask the veteran if he wishes to have union representative present during the evaluation

inform the referring agency that the results will be provided to the veteran, the union and his legal counsel

B and C

Question 57. Question :

Recent surveys on job satisfaction among police psychologists indicate

a great deal of turnover due to low salaries

a great deal of turnover due to non-acceptance by the rank-and-file police officers

very high levels of job satisfaction

no surveys on job satisfaction were discussed in the text

Question 58. Question :

Which of the following criteria is NOT part of the admissibility of expert testimony according to the Daubert decision?

the principles and methodology underlying the testimony can be tested

the principles and methodology underlying the testimony has been published

the principles and methodology underlying the testimony is available as a commercial product and can be purchased and utilized by other professionals

all of the above are part of Daubert

none of the above, Daubert extended the Frye Test

Question 59. Question :

What is NOT one of the reasons presented in the text for deinstitutionalization of the mentally ill?

lack of federal funds to build larger state psychiatric hospitals

initiation of psychotropic medications to help control major symptoms of severe mental illness

community mental heath movement of the 1960’s

all of the above were presented as reasons for deinstitutionalization

Question 60. Question :

The goal of incapacitation for incarcerating offenders means

the criminal justice system is frequently incapacitated in preventing recidivism

the offender in physically incapacitated from re-offending due to his phsical confinement

the threat of incarceration incapacitates potential offenders

a persona receives punishment equal to the crime

Question 61. Question :

Murder and rape are two crimes with very high recidivism rates.

True

False

Question 62. Question :

The U. S. Supreme Court case of Ford v. Wainwright (1986) ruled

that it is unconstitutional to execute a mentally ill individual who does not appreciate what was happening

that prison inmates have a constitutional right to receive medical treatment

that an administrative hearing is sufficient to administer psychoactive drugs to an inmate against their will

that prison authorities can withdraw privileges if an inmate refuses to participate in psychological treatment

Question 63. Question :

An example of restorative justice discussed in the text is a program that provides treatment for the youthful offender, family, and system. This program is named

Families Against Criminal Treatment (FACT)

The Multisystemic Therapy

Right Back to the Community

Holistic Community Treatment

Question 64. Question :

Which crime has the highest rate of recidivism?

murder

rape

grand theft auto

kidnapping

Question 65. Question :

In what settings can the criminal justice system impose forced psychological treatment?

on an inpatient setting to achieve competency to stand trial

on an inpatient setting after an administrative hearing

on an outpatient setting as part of probation or parole

the criminal justice system cannot force psychological treatment, patient’s rights include the right to refuse treatment

A, B and C are

Question 66. Question :

Regarding privileged communication between an inmate and his therapist: what can a therapist legally disclose to the authorities?

plans to commit a crime while in prison

disclosure of child abuse

possession of contraband

all of the above

Question 67. Question :

The Department of Justice estimates ________ of incarcerated inmates are mentally ill.

less than 5%

nearly 85%

15% to 20%

the Department of Justice refuses to release this information stating that it violates the privacy rights of inmates

Question 68. Question :

Specific deterrence is the belief that the broad threat of punishment for all individuals keeps most people on the good side of the law.

True

False

Question 69. Question :

The U. S. Supreme Court case of Washington v. Harper (1990) ruled

that it is unconstitutional to execute a mentally ill individual who does not appreciate what was happening

that prison inmates have a constitutional right to receive medical treatment

that an administrative hearing is sufficient to administer psychoactive drugs to an inmate against their will

that prison authorities can withdraw privileges if an inmate refuses to participate in psychological treatment

Question 70. Question :

Which Supreme Court case ruled that a prison can use the less stringent administrative hearing as opposed to a judicial hearing to rule on the administration of psychoactive medications against an inmate’s will.

McKune v. Lile (2002)

Washington v. Harper (1990)

Estelle v. Gamble (1976)

Ford v. Wainwright (1986)

 

 

Summarize on Psychoactive Drugs and Their Effects on the Brain

Psychoactive Drugs
and Their Effects on the Brain

Your roommate Gretchen has had chronic pain issues since she broke her back in a car accident about a year ago. You know that she finished her prescription pain killers at least three months ago, but you’re suspicious she’s been taking something else. Quite frequently you find Gretchen passed out in her room, and when she is awake, she doesn’t seem to care about much. She stopped going to class and says her pain is way better than it was a few months ago. You got really worried last week when you found a syringe laying on the bathroom floor and then found out from your landlord that Gretchen never paid her share of the rent. What drug is Gretchen on?

 

Choose at least 4 of the following questions to discuss:

1. What drug has the individual in this case been using? What led you to believe this?

2. What are the subjective effects of the drug (i.e., what has a person reported feeling after using the drug)?

3. What receptors, transporters, or neurotransmitters could be involved? How does the drug affect these receptors, transporters, or neurotransmitters?

4. Provide at least one relevant website concerning the drug in question.

5. Is this drug addictive? What are the consequences of continued use of this drug?

6. Putting yourself in the role of a professional counselor or biological psychologist, what advice do you have for concerned family or friends of someone using this drug?

Mini Cases in Psychoactive Drugs and Their Effects on the Brain  by Darlene Mitrano

Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally
published September 2, 2011.

Psychoactive Drugs and their Effects on the Brain

You made plans with your friend Jason to order some pizza and watch the new Transformers movie. When you arrive at Jason’s apartment you smell a distinctive odor in the hall. When you open his door, a smoky cloud lingers in the living room. Jason has invited his cousin Max over and they seem to have been smoking something. Their eyes are red, they seem extremely relaxed, and there are food and candy wrappers all over the place. Jason says that he totally forgot you were coming over, but you should stay and hang out anyway. What have Jason and Max been smoking?

Choose at least 4 of the following questions to answer:

1. What drug has the individual in this case been using? What led you to believe this?

2. What are the subjective effects of the drug (i.e., what has a person reported feeling after using the drug)?

 

3. What receptors, transporters, or neurotransmitters could be involved? How does the drug affect these receptors, transporters, or neurotransmitters?

4. Provide at least one relevant website concerning the drug in question.

5. Is this drug addictive? What are the consequences of continued use of this drug?

6. Putting yourself in the role of a professional counselor or biological psychologist, what advice do you have for concerned family or friends of someone using this drug?

 

Mini Cases in Psychoactive Drugs and Their Effects on the Brain  by Darlene Mitrano

Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally
published September 2, 2011.

Case Study on Split My Brain

Please click on the following link: http://sciencecases.lib.buffalo.edu/cs/files/split_brain.pdf 

Please choose at least 4 of the following questions to discuss:

1. What is Rasmussen Syndrome (what are its history, symptoms, prognosis, etc.)?

2. What structures or abilities of the brain are concentrated in the areas of the left hemisphere that would be removed in the hemispherectomy?

3. Other than reducing his seizures, how else might Jerrod’s thinking or behavior be affected by losing these parts of his brain?

 

4. What types of abilities would he still retain, because the brain structures would remain intact?

 

5.  What might the family do to help Jerrod recover after such a surgery?

 

6.  If Jerrod had the surgery, would his level of functioning get better, worse, or stay the same over time?

 

7.  What other kinds of questions would you have about the surgery? Can you find the answers, i.e., provide a website, etc.?

 

8. What decision do you recommend to the family? Why or why not go ahead with surgery?

Speak Up:  Bob’s Case

Bob is a 33-year-old right-handed man who was recently found sprawled on the floor by his wife. When he woke, he was dragging his right leg, had a right facial droop, and didn’t appear to understand anything said to him. After being rushed to the ER, the doctors diagnosed a dense right hemiparesis (weakness). Doctors also noticed that while his speech was rapid and fluent, he was quite unintelligible. He showed no slurring
or stilting of his speech, and his overall articulation was fine. Bob had absolutely no trouble getting words out—the problem was that once they were out they made no sense!

During his neuropsychological assessment, his doctor asked him to repeat sentences such as “will you answer the telephone?” More often than not, he would answer the questions (“yes I will” or “no, it’s on the ground”)
rather than repeat the sentence. His spontaneous speech was filled with neologisms (made-up words) and jargon. In fact, one of his doctors commented that Bob’s speech was reminiscent of the “Jabberwocky” poem by Lewis Carroll (i.e., “Twas brillig, and the slithy toves … Did gyre and gimble in the wabe”).

Bob was unable to comprehend written text or write coherently (his written work read much like his spoken words sounded; fluent but empty). And, to all intents and purposes, Bob seemed completely unaware of his condition.

For more information on parts of the brain that might be affected:  Go to:http://sciencecases.lib.buffalo.edu/cs/ enter Speak Up in the Search box download the cases, then scroll down to pages 8 and 9.

Please discuss the following: 

 

1. What condition or conditions (there may be more than one possibility) are being described in this case? Let us know why you think this is the case, and provide one website that might justify your position.

2. What brain area or area(s) may be involved (be sure to consider which language functions are compromised too, and be specific as to which hemisphere)? How should they function normally?

3. What could be causing this dysfunction?

4. What do the patient’s symptoms tell you about his/her language abilities and how they may be impaired?

 

Speak Up! Mini cases by Antonette R. Miller

Case copyright © by the National Center for Case Study Teaching in Science. Originally published April ,  at
http://www.sciencecases.org/mini_aphasia/mini_aphasia.asp

Selecting the Perfect Baby

Read the case at:

http://sciencecases.lib.buffalo.edu/cs/files/genetic_selection.pdf
Answer question 10 (required), and your choice of at least 3 additional questions.

1. How could baby Sally inherit Fanconi anemia even though neither parent suffers from it?

2. What other illnesses or developmental disabilities can be inherited in this way?

3. What are the odds that the Shannon’s second child would also have this disease?

4. What are the basic processes of IVF and PGD?

5. What risks are involved in this whole procedure?

6. How could a sibling’s blood help cure Sally?

7. How could PGD be used to create that sibling?

8. What is so unusual about the PGD proposed by the Shannons?

9. What are some ethical issues related to the use of IVF? What are some ethical issues related to
the use of PGD? What do you think about those issues?

10. What do you think the research team should do? What should the Shannons do?

 

Please choose one of the cases to review and remember to post responses to at least two of your classmates.