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Please list the 10 most influential psychologists in the field. Give a brief discussion of his background and work, and an overview of each one's contribution to the science.
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University of North Texas Middle Class in The United States Discussion
Background:The reading on the Middle Classes and the Changing Economy in Social Inequality: Patterns and Processes compare ...
University of North Texas Middle Class in The United States Discussion
Background:The reading on the Middle Classes and the Changing Economy in Social Inequality: Patterns and Processes compares and contrasts objective facts and subjective perceptions and aspirations with regard to the middle class in the United States. The additional optional reading Top Heavy: Increasing Inequality of Wealth in America and What Can Be Done about It compares the condition of middle classes to the rich in the United States, the two video lessons also discuss the rise and shifts in US middle classes.Discussion Question:How can one identify and compare/contrast objective facts and subjective perceptions of the middle class in the United States, including Texas or your own state?
PSYCH 660 UOP W6 Disparate Information for Evaluating Trainees Case Study
Read Case Study 7 in the text.
Decoding the ethics code: A practical guide for psychologists.
That is the name of the text ...
PSYCH 660 UOP W6 Disparate Information for Evaluating Trainees Case Study
Read Case Study 7 in the text.
Decoding the ethics code: A practical guide for psychologists.
That is the name of the textbook.
Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients.One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states thatLeo has a wonderful attitude toward his student clients. . . . Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him.It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future.Ethical DilemmaDr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.
Discussion QuestionsWhy is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are reasons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not?To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Should he address the dilemma differently if Leo self-identifies as non-Hispanic White than as Hispanic or non-Hispanic Black?Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees in Professional Psychology Programs” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?What steps should Dr. Vaji take to implement his decision and monitor its effect?Suggested ReadingsAllen, J. (2007). A multicultural assessment supervision model to guide research and practice. Professional Psychology: Research and Practice, 38, 248–258.Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees. Journal of Clinical Psychology: In Session, 70(11), 1051–1061. doi:10.1002/jclp.22126Boysen, G. A., & Vogel, D. L. (2008). The relationship between level of training, implicit bias, and multicultural competency among counselor trainees. Training and Education in Professional Psychology, 2, 103–110.Dailor, A. N. (2011). Ethically challenging situations reported by school psychologists: Implications for training. Psychology in the Schools, 48, 619–631.Gilfoyle, N. (2008). The legal exosystem: Risk management in addressing student competence problems in professional psychology training. Training and Education in Professional Psychology, 2, 202–209.
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1573569736083 Discussion Questions
1. Explain why Mark Twain’s “The Notorious Jumping Frog of Calaveras County” is representative of both local color r ...
1573569736083 Discussion Questions
1. Explain why Mark Twain’s “The Notorious Jumping Frog of Calaveras County” is representative of both local color realism and mainstream ...
ENGL 105 CSM Will Allen the Good Food Revolution Pre Reading Activity Essay
Pre-Reading ActivityBackground: Pre-reading is an important way we explore prior knowledge that is relevant to the text, ...
ENGL 105 CSM Will Allen the Good Food Revolution Pre Reading Activity Essay
Pre-Reading ActivityBackground: Pre-reading is an important way we explore prior knowledge that is relevant to the text, set purpose for reading, contextualize the text, preview to get a sense of the structure and content, and increase interest and comprehension. Pre-Reading QuestionsLook at the cover. What colors are used? What images? Explain if these ideas give an inkling to the tone and content of the story.Make meaning of the book title. What do you think the title of the book means? What does it reveal to you about the content of the book? Why do you think this? What do you predict the title suggests about the author’s purpose?Notice the structure of the text. Refer to the table of contents. Based on the chapter titles, what do you anticipate the rest of the book will be about? Why do you think this?Consider the author’s background. Scan the cover of the book and perhaps do a quick google search. What do you know about the author? How do you think these details shape and inform his writing?Good Food Revolution Foreward Discussion QuestionsWhat do you know about local growing seasons and growing conditions where you’ve grown up? What sorts of food is grown locally? Do you have a Farmer’s Market in your community?Think about where you can buy groceries. How far from your residence must you travel? Is this food source accessible by public transportation or only by car? In how many stores must you shop to have a balanced, healthy and affordable diet? What do you know about ‘food insecurity’? Do you know what resources there are for people living without sufficient access to food? What do you know about the food stamp program? What it covers? Where it can be used?How have different types of food or familiar dishes shaped you growing up?Are you aware of and can you identify the ways in which your food choices have an impact on the environment, specifically, within your community?What social problems does Eric Schlosser identify in his Foreward as being addressed by the book?
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Most Popular Content
5 pages
Implementation Of Public Policy
In the previous discussion, I analyzed leadership as one of the tools of implementing public policy. In this paper, I will ...
Implementation Of Public Policy
In the previous discussion, I analyzed leadership as one of the tools of implementing public policy. In this paper, I will review a case study which ...
University of North Texas Middle Class in The United States Discussion
Background:The reading on the Middle Classes and the Changing Economy in Social Inequality: Patterns and Processes compare ...
University of North Texas Middle Class in The United States Discussion
Background:The reading on the Middle Classes and the Changing Economy in Social Inequality: Patterns and Processes compares and contrasts objective facts and subjective perceptions and aspirations with regard to the middle class in the United States. The additional optional reading Top Heavy: Increasing Inequality of Wealth in America and What Can Be Done about It compares the condition of middle classes to the rich in the United States, the two video lessons also discuss the rise and shifts in US middle classes.Discussion Question:How can one identify and compare/contrast objective facts and subjective perceptions of the middle class in the United States, including Texas or your own state?
PSYCH 660 UOP W6 Disparate Information for Evaluating Trainees Case Study
Read Case Study 7 in the text.
Decoding the ethics code: A practical guide for psychologists.
That is the name of the text ...
PSYCH 660 UOP W6 Disparate Information for Evaluating Trainees Case Study
Read Case Study 7 in the text.
Decoding the ethics code: A practical guide for psychologists.
That is the name of the textbook.
Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients.One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states thatLeo has a wonderful attitude toward his student clients. . . . Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him.It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future.Ethical DilemmaDr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.
Discussion QuestionsWhy is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are reasons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not?To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Should he address the dilemma differently if Leo self-identifies as non-Hispanic White than as Hispanic or non-Hispanic Black?Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees in Professional Psychology Programs” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?What steps should Dr. Vaji take to implement his decision and monitor its effect?Suggested ReadingsAllen, J. (2007). A multicultural assessment supervision model to guide research and practice. Professional Psychology: Research and Practice, 38, 248–258.Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees. Journal of Clinical Psychology: In Session, 70(11), 1051–1061. doi:10.1002/jclp.22126Boysen, G. A., & Vogel, D. L. (2008). The relationship between level of training, implicit bias, and multicultural competency among counselor trainees. Training and Education in Professional Psychology, 2, 103–110.Dailor, A. N. (2011). Ethically challenging situations reported by school psychologists: Implications for training. Psychology in the Schools, 48, 619–631.Gilfoyle, N. (2008). The legal exosystem: Risk management in addressing student competence problems in professional psychology training. Training and Education in Professional Psychology, 2, 202–209.
5 pages
1573569736083 Discussion Questions
1. Explain why Mark Twain’s “The Notorious Jumping Frog of Calaveras County” is representative of both local color r ...
1573569736083 Discussion Questions
1. Explain why Mark Twain’s “The Notorious Jumping Frog of Calaveras County” is representative of both local color realism and mainstream ...
ENGL 105 CSM Will Allen the Good Food Revolution Pre Reading Activity Essay
Pre-Reading ActivityBackground: Pre-reading is an important way we explore prior knowledge that is relevant to the text, ...
ENGL 105 CSM Will Allen the Good Food Revolution Pre Reading Activity Essay
Pre-Reading ActivityBackground: Pre-reading is an important way we explore prior knowledge that is relevant to the text, set purpose for reading, contextualize the text, preview to get a sense of the structure and content, and increase interest and comprehension. Pre-Reading QuestionsLook at the cover. What colors are used? What images? Explain if these ideas give an inkling to the tone and content of the story.Make meaning of the book title. What do you think the title of the book means? What does it reveal to you about the content of the book? Why do you think this? What do you predict the title suggests about the author’s purpose?Notice the structure of the text. Refer to the table of contents. Based on the chapter titles, what do you anticipate the rest of the book will be about? Why do you think this?Consider the author’s background. Scan the cover of the book and perhaps do a quick google search. What do you know about the author? How do you think these details shape and inform his writing?Good Food Revolution Foreward Discussion QuestionsWhat do you know about local growing seasons and growing conditions where you’ve grown up? What sorts of food is grown locally? Do you have a Farmer’s Market in your community?Think about where you can buy groceries. How far from your residence must you travel? Is this food source accessible by public transportation or only by car? In how many stores must you shop to have a balanced, healthy and affordable diet? What do you know about ‘food insecurity’? Do you know what resources there are for people living without sufficient access to food? What do you know about the food stamp program? What it covers? Where it can be used?How have different types of food or familiar dishes shaped you growing up?Are you aware of and can you identify the ways in which your food choices have an impact on the environment, specifically, within your community?What social problems does Eric Schlosser identify in his Foreward as being addressed by the book?
9 pages
Human Motivation And Performance 1
Motivation is one of the key forces that drive the performance. The desire to achieve a certain set goal is definitely goi ...
Human Motivation And Performance 1
Motivation is one of the key forces that drive the performance. The desire to achieve a certain set goal is definitely going to lead to a ...
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