Assignment 2: The Case ExampleIn this Module we learned about the three types of multiple murders: Serial, mass or spree  murders. Choose one case of multiple murder (either serial, mass or spree). R

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Assignment 2: The Case Example

In this Module we learned about the three types of multiple murders: Serial, mass or spree  murders. Choose one case of multiple murder (either serial, mass or spree). Research the case online (do not use Wikipedia as anything other than a jumping off point) and write a paper summarizing the case. Present this summary in the form of a 3-5 page paper which will be used as a supplemental reading in a class on criminal behavior.  In the paper:

  • Provide a detailed description of the case and the type of multiple murder it signifies. Use at least three sources beyond your online notes and assigned textbook.
  • Discuss the reasoning for the crime according to the offender (if available) or other sources
  • Analyze the case in light of at least two psychological theories that may explain or add to the understanding of the event or case
  • Draw a conclusion about the psychological causes of this crime.

Remember, this paper will be assigned as required reading for another class, so make sure that you appropriately define all of the psychological terms that you use as if you were writing for someone who does not have any background in the subject.Please be sure to include a cover page and a reference page. The paper should be appropriately formatted and cited in accordance to APA standards.

For this discussion, first read the following: Supermax Prisons The new civil death: Rethinking punishment in the era of mass conviction Solitary Confinement and Supermax Prisons: A Human Rights and

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For this discussion, first read the following:

  • Supermax Prisons
  • The new civil death: Rethinking punishment in the era of mass conviction
  • Solitary Confinement and Supermax Prisons: A Human Rights and Ethical Analysis
  • Supermax Prisons: Cruel, Inhuman and Degrading, and 
  • Hey, I think we’re unconstitutionally alone now: the Eighth Amendment protects social interaction as a basic human need

Prisoners have sometimes been described as having suffered civil death once imprisoned. This means they have lost almost all their civil rights as prisoners once they have been sentenced. While the civil death model has been abandoned by most states, convicted felons have been denied the right to vote and to possess firearms. Prisoners have also sued prisons for cruel and unusual punishment as it relates to their confinement in supermax prisons.

In your initial post, address the following:

  • What rights, if any, do you believe a convicted felon or inmate should possess? Should the individual possess any rights or have these rights been forfeited?
  • Cite an argument for prisoners to have rights, and identify those rights you would allow them to exercise.
  • Cite one possible negative consequence of allowing prisoners too many rights or freedoms.

In responding to at least two of your classmates, reflect on their selection and respectfully enter a counterargument either for or against prisoner rights. Cite from their posts as well as from the additional resources and your own research.

This discussion will help prepare you for your final project submission by identifying and analyzing a significant issue that negatively affects public perception of the criminal justice system.

Creating a PowerPoint Presentation for Future ColleaguesFor this week’s Assignment, you will create a PowerPoint® presentation that illustrates the connection between current psychology research an

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Creating a PowerPoint Presentation for Future Colleagues

For this week’s Assignment, you will create a PowerPoint® presentation that illustrates the connection between current psychology research and your role in your selected career field. You will present a psychology research article that relates to your career field and what can be learned from it.

1. Go to the Library and select a topic that connects psychology with your career field. Be sure to select the peer-reviewed box, so that you know your research studies are primary academic sources. For example:

  • A future addictions counselor may select the effectiveness of cognitive behavioral therapy.
  • A future business professional may select ways of improving work morale.
  • An early childhood development professional may select behavior modification techniques to improve classroom behavior.

2. After reviewing several studies, select one research study that most interests you.

  • Be sure to email the Librarian if you need help with this. (The Librarian will likely need one business day to respond.)
  • Click on the Cite link to bring up an APA reference for your article.

3. After reviewing the entire article, focus on the abstract and the introductory section for the main highlights of the research.4. Create a presentation, using the Unit 8 Assignment Template (located in Course Documents), that is at least 10 slides long to present this information to future colleagues. Consider this presentation training for future colleagues on how your study relates to your career field. Your slides should address the following questions:

  • Identify your career field and article you selected.
  • Describe the highlights of the research study.
  • Relate the research to your career field.
  • Discuss principles of learning that you will utilize in your career (i.e., classical and operant conditioning, observational learning, reinforcements, punishments, and shaping).

Writing Requirements and Guidelines

Your Assignment should be at least 10 slides, not including the Title and Reference slides, and should include the following elements:

  • Title slide: Provide your name, title of Assignment, course and unit number, and date
  • Body: At least 10 slides answering the questions provided in the Assignment directions in complete sentences and paragraphs
  • Reference slide: Sources in APA format
  • Use Arial or Times New Roman 12 point font
  • Use APA Formatting and Citation style
    • If you need assistance with APA style, please visit the Writing Center

Thank you to help me out. Make sure to read the file I have attached with my question.The file nommed Lionel12: You have 4 articles I put the link then you must choose one from that. Also, I put the l

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Thank you to help me out. Make sure to read the file I have attached with my question.

The file nommed Lionel12: You have 4 articles I put the link then you must choose one from that. Also, I put the link from you can take your source.

the other file is for the instruction of the homework.

Please if you don’t understand something let me know.

How can a counsellor explain assessment (e.g., grade- and age- equivalent scores) to a client? What useful information can these scores provide to the client and the counsellor?

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How can a counsellor explain assessment (e.g., grade- and age- equivalent scores) to a client? What useful information can these scores provide to the client and the counsellor?

  Week 6 – Final ProjectPsychological Treatment PlanIt is recommended that students review the e-book The Complete Adult Psychotherapy Treatment Planner (Jongsma, Peterson, & Bruce, 2014) for additi

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  Week 6 – Final Project

Psychological Treatment Plan

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

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

To understand the treatment planning process, students will assume the role of a clinical or counseling psychologist and develop a comprehensive treatment plan based on the same case study utilized for Case study 18: Julia A minimum of five peer-reviewed resources must be used to support the recommendations made within the plan. The Psychological Treatment Plan must include the headings and content outlined below.

Behaviorally Defined Symptoms

Define the client’s presenting problem(s) and provide a diagnostic impression.

Identify how the problem(s) is/are evidenced in the client’s behavior.

List the client’s cognitive and behavioral symptoms.

Long-Term Goal

Generate a long-term treatment goal that represents the desired outcome for the client.

This goal should be broad and does not need to be measureable.

Short-Term Objectives

Generate a minimum of three short-term objectives for attaining the long-term goal.

Each objective should be stated in behaviorally measureable language. Subjective or vague objectives are not acceptable. For example, it should be stated that the objective will be accomplished by a specific date or that a specific symptom will be reduced by a certain percentage.

Interventions

Identify at least one intervention for achieving each of the short-term objectives.

Compare a minimum of three evidence-based theoretical orientations from which appropriate interventions can be selected for the client.

Explain the connection between the theoretical orientation and corresponding intervention selected.

Provide a rationale for the integration of multiple theoretical orientations within this treatment plan.

Identify two to three treatment modalities (e.g., individual, couple, family, group, etc.) that would be appropriate for use with the client.

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

Evaluation

List the anticipated outcomes of each proposed treatment intervention based on scholarly literature.

Be sure to take into account the individual’s strengths, weaknesses, external stressors, and cultural factors (e.g., gender, age, disability, race, ethnicity, religion, sexual orientation, socioeconomic status, etc.) in the evaluation.

Provide an assessment of the efficacy of evidence-based intervention options.

Ethics

Analyze and describe potential ethical dilemmas that may arise while implementing this treatment plan.

Cite specific ethical principles and any applicable law(s) for resolving the ethical dilemma(s).

The Psychological Treatment Plan

Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must use at least five peer-reviewed sources in addition to the course text.

Must document all sources in APA style as outlined in the Ashford Writing Center.

Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Week 6 – Final Project

Psychological Treatment Plan

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

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

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

Behaviorally Defined Symptoms

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

Long-Term Goal

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

Short-Term Objectives

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

Interventions

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

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

Evaluation

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

Ethics

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

The Psychological Treatment Plan

  • Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Week 6 – Final Project

Psychological Treatment Plan

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

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

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

Behaviorally Defined Symptoms

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

Long-Term Goal

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

Short-Term Objectives

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

Interventions

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

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

Evaluation

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

Ethics

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

The Psychological Treatment Plan

  • Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

md 4 soc

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Deviance is the label sociologists use to describe behavior that violates cultural norms. Norms include the expectations and rules that guide our behavior, appearance, manners, gestures, body language, conduct, et cetera. For this assignment, your task is to break a norm and write about your experience, as follows:

  • Choose one norm to break as long as it is within the guidelines for legal behavior. Examples of acceptable norm violations include dressing in a manner that would be considered eccentric or inappropriate for a given social situation or invading someone’s personal space.

In a 2- to 3-page paper, double-spaced, include the following:

  • Explain which norm you broke and why you chose it. Discuss what the appropriate behavior for the situation you chose would typically require (for example, if you are violating a dress code, discuss what you would normally wear in that situation).
  • Discuss why your behavior violated those norms and the reaction you received upon breaking them.
  • Apply one sociological theory of deviance to interpret the response to your behavior. Begin by briefly discussing the key aspects of the theory you have chosen and then explain why that theory is useful for understanding your norm-breaking experiment. The Why Are People Deviant? lectureprovides an overview of the major sociological theories of deviance.

Submissions should be in APA format, with a title page and reference page. Refer to and cite at least one reading or lecture from Module 04 in the body of your paper and in the reference list. You can find resources on APA formatting here.

Consider the role each process—cognitive, physical, and social-emotional—plays on the development of an individual. The cognitive developmental process involves the ability to think, remember, rea

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Consider the role each process—cognitive, physical, and social-emotional—plays on the development of an individual. The cognitive developmental process involves the ability to think, remember, reason, problem-solve, and communicate. The physical developmental process entails not only changes in height and weight, but also fine and gross muscle control, balance, strength, reproductive ability, and appearance. Finally, the social-emotionaldevelopmental process involves beliefs about oneself in relation to others, including self-identity, self-concept, morality, and relationships.

Cognitive, physical, and social-emotional developmental processes influence and interact with one another. For example, a child’s ability to consider another person’s perspective will, in part, determine the quality of friendships and how long they are maintained. An adult who is physically mature has the cognitive capacity to weigh the pros and cons of becoming sexually active. Keep in mind that the relative importance of cognitive, physical, and social-emotional developmental processes may vary depending upon the age of the individual (e.g., infant, adolescent, young adult, older adult) and any physical or developmental challenges that may arise.

For this Discussion, you will examine cognitive, physical, and social-emotional processes at a specific period of a character’s life.

To prepare for this Discussion:

  • Select a fictional human character (i.e., cartoon character, film/TV character, virtual character) and consider an important event or period of time in the life of the character and the developmental processes during this event/period of time.
  • Select two of the three developmental processes (i.e., cognitive, physical, and social-emotional) to describe.

By Day 3

Post a brief description of the fictional human character (i.e., cartoon character, film/TV character, virtual character) and the event/period of time you selected. Describe two of the three developmental processes—cognitive, physical, and social-emotional—and explain whether they were affected and/or changed in relation to the event/period of time. Be specific in your post and provide examples. Use your Learning Resources to support your post. Use proper APA format and citations to support your explanation.

Can you please help me with an abstract page? I need one paragragh that tells the purpose, main points, findings, and conclusions. The information you need to do this is listed below.

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Choosing a Professional Role: Clinical Psychology

Clinical Psychology Description

            The contributions of clinical psychology in the promotion and protection of the health of the population cannot be underestimated. The field plays an essential role in providing professional services that help in the examination and diagnosis of emotional, behavioral and psychophysiological problems. The profession ensures that the health care providers are correctly evaluating and examining their patients to promote and protect their mental health (Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005). A clinical psychologist is responsible for understanding and predicting intellectual capabilities of patients. The division works closely with the other healthcare providers specialized in mental health. Undoubtedly, clinical psychology plays a vital role in improving the psychological health of the people.

Knowledge and Skills Required

            Acquiring professional knowledge and skills in the field of clinical psychology is vital in the successful practice of the career. A clinical psychologist should be trained and be familiar with all mental, emotional and behavioral problems. It is crucial to have a deep understanding concerning the conditions to successfully work with other healthcare providers. It is imperative for one to be familiar with relationship issues and embrace cultural diversity to successfully practice the profession (Rajecki et al., 2005). Reflective and decision-making skills are critical in the practice of the clinical psychology profession. One is also required to acquire nursing skills to care for the patients. Diagnostic and conceptual knowledge and skills are important in the field of clinical psychology, particularly when conducting mental examinations and assessments (DeAngelis, 2008). An individual who wants to be a successful clinical psychologist is obliged to acquire the skills to improve the provision of quality healthcare services. However, it is vital for one to pursue a degree in psychology and specialize in clinical psychology. A nursing education is an added advantage to be successful in the field of clinical psychology.

Tasks Expected to Perform

            A clinical psychologist is assigned duties and responsibilities ranging from general service to practicing in a health care facility. They play an essential role in the rehabilitation of a person diagnosed with addictions and/or mental disorders. They also help a person with a disability to adjust their life and live with their condition and still be productive (Rajecki et al., 2005). Such individuals conduct interviews that help the physicians to collect vital information regarding the condition of the patients suspected to be having mental or behavioral problems. The clinical psychologist educates and trains patients by empowering them with vital skills and information to overcome the challenge they experience in life following their medical conditions (DeAngelis, 2008). Psychologists are also considered educators and are responsible for designing the curriculum and training schedule of students to prepare them for the future practice of clinical psychology. They offer guidance and counseling services to patients and their families in an attempt to encourage family therapy to enhance recovery (Rajecki et al., 2005). Understanding the roles of a clinical psychologist is crucial to making informed choices in matters related to the career and to uphold professionalism.

Improving Clinical Psychology Profession

            The path towards growing and developing expertize in a profession entails three predictive factors. First, the participation in social networks is an effective strategy for gaining expertize in clinical psychology. It is vital to join the American Board of Clinical Psychology (ABCP) to exchange information and experience with the members (DeAngelis, 2008). The association provides guidelines for clinical psychologists to have a sense of direction to improve the provision of such services. Second, the participation in training and development program can also help a person to gain expertize in clinical psychology. It offers opportunities to the person to benefit from the training materials offered, and the courses that will add to their experience and professionalism (DeAngelis, 2008). Finally, growth in personal initiatives and gaining expertize are also important predictive factors that encourage a person to pursue courses and training that they deem necessary. For instance, pursuing a diploma in clinical psychology can help a psychologist to gain knowledge and skills for a successful practice of the clinical psychology profession.

Theories and Research Methods

Biopsychological Theory

The biopsychological theory was first proposed by Jeffrey Allan Gray in 1970. The theory proposes the existence of two systems that control any human behavioral system:  Behavioral Activation System (BAS) and Behavioral Inhibition System (BIS).

Behavioral Inhibition System (BIS) involves the prediction of a person’s response to situations in the environment which are likely to produce anxiety. The neuropsychological system associated with the BIS is activated in cases of negative events such as punishment. The response of this system to cues in a given environment that indicate the possible negative occurrences ensures that the individual is able to avoid such unpleasant events. The proponents of this system propose that the causal basis related to the BIS is anxiety.

Behavioral activation system (BAS) deals with the issue of a person’s disposition to achieve set goals. The system is aroused by cues in the environment associated with rewards and it is related to impulsivity.  The BAS is assumed to be the reason behind the happiness and the elation a person feels when one achieves a certain goal (Ling, 1998).

Psychoanalytic Theory

Sigmund Freud is credited with originating the Psychoanalytic theory which is based on the interaction between three basic components of the mind: id, ego, and Superego.  The Ego part of the mind is solely concerned with immediate gratification, the ego is concerned with the social rules and norms while the superego part of the mind mediates between the two parts of the mind leading to a favorable compromise.   The interactions between these parts of the mind are said to be the main determinants of human behavior, and ultimately shape an individual’s personality. According to Freud, the development of an individual’s personality starts during childhood and takes place in five psychosexual phases. During these phases, the child has faced conflicts between social expectations and the child’s innate biological drive. According to this theory, the maturity of each individual’s personality is determined by how well he or she navigates and masters each of these psychosexual development stages (Loeb, 2010).

The Blank Slate Theory

This theory of psychology is also commonly referred to as tabula rasa and posited that a child is born with a blank mind and that anything he or she learns is purely acquired through its interaction with the environment. One of the main theorists behind the tabula rasa idea was John Locke. Later studies disapproved the theory indicating that the child is born with innate capabilities which allow it to learn. Furthermore, some unlearned behaviors in children such as laughing cannot be explained by the theory.    

Primary Research areas for developmental psychologists are cognitive, emotional and behavioral development. The studies focus on the effects of various factors including preterm birth, the parent’s occupation, and educational level of the parents and other socioeconomic factors on the child’s emotional, behavioral and cognitive development.

Developmental Psychologists use many methods in research including observational and experimental studies. An example of an observational research method is the cohort studies are mainly applied I the prognosis, incidence and causes. Cohort studies are done chronologically and are very useful in distinguishing between causes and effects. In cohort studies, a sample group of participants is studied over a period of time to determine changes in the participants over time.

A scholarly article in which Cohort observational method was used is entitled “Variables Associated With Cognitive Behavioral and Emotional Development: A Cohort of Schoolchildren” (Barbieri, Bettiol, Correia, Loureiro, & Saur, 2014). The research was done to investigate possible variables which may have an impact on the behavioral, cognitive and emotional development of a cohort of school children. The study was conducted in Brazil and was primarily interested in investigating variables such as socioeconomic factors (occupation of head of a family, the number of household members), and biological (birth weight and gestational age weight, sex). A sample of 790 school children in a school was involved in the study. The scholars used Strengths and Difficulties Questionnaire to assess behavioral and emotional aspects while the cognitive assessment was done through the use of the Raven Test.

Critiquing Research Articles

Research Article №1

The first study to be introduced in the assignment is «A transdiagnostic comparison of enhanced cognitive behaviour therapy (CBT-E) and interpersonal psychotherapy (IPT) in the treatment of eating disorders» (Fairburn et al., 2015). The purpose of the  research was to identify which of the two psychotherapeutic methods can be considered more effective in treating eating disorders. Another goal was to find out whether the study’s findings would coincide with the ones of the initial study of CBT-E by Fairburn et al (2009).

The hypothesis of the study is that IPT proves as effective in treating eating disorders as CBT-E. The research was aimed at exploring a dependent variable, the effect of psychotherapy on patients with eating disorders. In order to disclose it two independent variables, CBT-E and IPT were used as two different methods of achieving the psychotherapeutic effect.

Three therapists were involved in the research: two clinical psychologists and a psychiatric nurse practitioner. Therapeutic sessions lasted from 20 to 50 minutes in both methods. All of them had been recorded and some (the selected sessions) had been supervised.

The study was held in one of the eating disorder clinics in the UK. It included patients whose body mass index was between 17.5 and 40.0. After their randomization to one of the methods, patients received psychotherapy for 20 weeks. The assessment occurred before and after treatment as well as in 20, 40 and 60 weeks’ period from the end of therapy.

The study involved 130 patients aged 18-65 years with eating disorders, which took part in the research from 2006 to 2011. The range of participants included: 53 ones with bulimia nervosa, 8 ones with binge eating disorder and 69 were diagnosed “other eating disorder”. The half (65 ones) of the patients were treated with CBT-E and the other half – with IPT. The study implemented stratified random sampling using the computer-based minimization algorithm.

Patients’ condition was measured according to the 16th edition of the Eating Disorder Examination interview (EDE). In order to assess the effect of psychotherapy the following variables were used: EDE global score, eating disorder behavior and cessation for binge eating and purging if present. The patients were analyzed in terms of all the variables using a separate linear mixed model with the scores. The scores were measured before and after the 20-weeks of treatment and in 20, 40 and 60 weeks after treatment. Since the study refers to the clinical trial, the data was gathered by study staff into the electronic case report forms. An intent-to-treat and per protocol analyses were used to compare the treatment groups.

The research compared the outcomes of treatment at baseline, post-treatment and at 60-week post-treatment follow-up. At posttreatment, the global EDE score below 1.74 among the patients with CBT-E psychotherapy was 65.5% compared to 33.3% of those who were treated with IPT. Consequently, the study results showed that CBT-E managed to introduce almost twice as many participants in remission, and thus, had the higher effectiveness in treating eating disorders.

Among the obvious strengths of the research design, there is a centralized method of randomization, which provided the study with two equivalent groups. Furthermore, data collection and analysis was conducted with the help of electronic case report forms; this method guarantees a high accuracy of the results. The research is limited to exploring the psychotherapeutic effects on adults with BMI between 17.5 and 40.0; therefore, the sampling does not represent the whole society. Finally, it is notable that in 60-weeks follow-up the remission rate of IPT patients has registered a 15,7% growth, while the rate of CBT-E patients – only 3,9%.  This may indicate that IPT may prove more effective in a long-term perspective, and CBT-E manages to show the results in short term.

Research Article №2

Another research refers to “Effectiveness of hypnosis therapy and Gestalt therapy as depression treatments” (González-Ramírez et al., 2017). The study’s primary aim was to identify the effectiveness of two methods in dealing with depressive patients. Another goal was to discover whether hypnosis or Gestalt therapy would show better results in depression treatment.

The study checks the hypothesis that both methods are statistically effective in treating depression. Depression degree is measured in the research as a dependent variable with the help of independent variables – symptoms of depression measured by the Beck Anxiety Inventory test (BAI).

The method of the research refers to a quantitative quasi-experimental one, which involved two experimental groups and a control one. Two groups were tested before and after therapies, while the control one was delivered sessions of passive listening. The first experimental group was treated with therapeutic hypnosis (HT) and the second – with a mix of Gestalt-Hypnosis Therapy (GHT) and Cognitive-Behavioral Therapy (CBT). The members of experimental groups were delivered treatment individually in 6 weekly sessions. 30 patients were selected for the study on the basis of the auto-evaluation scale International Neuropsychiatric Interview 5.0.0 (MINI), which is a known tool for diagnostician of a depression. The sample included 21 females and 9 males aged 23-35 years.

BAI test was used to assess the patients’ condition before and after therapy. Kolmogorov Smirnov test, one-way analysis of variance, Tuckey test as well as statistical analyses in Minitab 17.1.0 were implemented for data analysis. Data were collected from the electronic case report forms.

The results of the study showed that both experimental groups demonstrated a decrease in the depression between pre-test and post-test as opposed to the control group. However, only HT experimental group’s results showed a statistical difference in comparison with the control group. The authors conclude that HT manages to achieve better results in the shorter period of time compared to a combination of GHT and CBT methods.

One of the greatest strengths of the research is the presence of control group, which makes the experiment valid and credible. The use of the statistical electronic application is another advantage of the study. Among the possible limitations of the research, there is a lack of information on the sampling type, which makes the sample not representative enough. Moreover, the sample size may be considered too small for any statistical significance. Also, the use of BAI, which is a self-report inventory, may fail to provide the explorers with the unbiased data. Another drawback refers to the fact that the study didn’t apply clear forms of hypnosis and Gestalt therapies; instead, it used HT in the first group and a combination of GHT and CBT in the second group. Consequently, the results can only prove that hypnosis is more effective than a mix of GHT and CBT rather than provide any evidence on the difference in treatment effects of hypnosis and Gestalt therapies.

        From the ongoing Capstone Projects are parts of the degree requirement at Walden University that are aimed to impact positive social change. Having successfully gone through the project, I intend to use the professional theories in Psychological counseling for positive social change as a pro-bono counselor worker for sexually abused women. Women in various instances face sexual abuse and violence including rape, non-consensual sexual contacts, and sexual advantages by seniors and bosses in the place of work. Sexual abuse may not be only about sex but also are attempts to gain power over the victims. The act of any form of sexual abuse on women causes stigma that deems the esteem and self-image of the victim. It also puts the victim at risk of STIs and STDs diseases including HIV/AIDS.  The victim may also be put into a risk of unwanted pregnancy. Sexual abuses have significant emotional and psychological effects such as depression and stigma that may even lead to committing suicide or indulgence into drugs.

     Immediate post assault assistance to the victim is invaluable and can even save lives. However, psychological therapy is significant as well to facilitate emotional and psychological healing for the victim. Professional and specialized therapists address the trauma of the sexual assault and offer a successive follow-up assistance to the survivors of the sexual abuse. As a social worker, I will work with such sexually abused women to help them walk over the assault.

     I will achieve this creating and applying ideas and strategies from the theories that I have learned in professional psychological counselling. To do so I will put actions to promote the worth the assaulted victims by helping them regain their dignity through various action plans as outlined here in.     

      To be able to reach the victims, I will seek relevant assistance from other professional therapists and agencies that campaign against women abuse. With their advice and assistant, I will set-up a social support centre for women victims of sexual assaults. The centre will be open for consultation for all. In this manner, any victim can reach us through the provided lines and contacts. Those who cannot reach us because of one reason or the other, we will reach them through referrals by family members and their significant others. 

      Our mission will be to offer immediate medical assistance aimed at saving the victim from post assaults risks associated with the sexual abuse. The victim will be taken through psychotherapy process towards recovery. The therapeutic approaches that will be employed include;

      Exposure therapy will help the victim to fight the phobias that arise from the incident including the fear of similar assaults from the people around her. Another approach will be the eye movement desensitization and reprocessing therapy commonly abbreviated as EMDR which is focused on helping the brain “rewrite” the brain and change the way the victim perceives the abuse. Lastly to help the survivor to abandon maladaptive approaches I will employ the cognitive behavioural therapy (CBT). This will help the victim to recover from the thoughts that may cause her to avoid intimacy or sexual relationship.  The follow-up therapies will be accorded to help the victim to walk over the stigmatization and to rebuild her life.    

       Professional psychological counseling for such victims is very necessary for our community, and therefore I will be glad to part of the program that implicates positive social changes in our society.  Women should always be protected and helped through such assaults through professional practices, and I will offer to do so passionately, diligently and to the best of my ability for the betterment of the society.