case study report is on Melissa Hershey, psychology homework help

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Introduction to Psychology

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My report is on Melissa Hershey ONLY, the case file with her info is included in uploaded files below. i do not need the intro, or cover page done

For this project, you will be applying concepts and theories from each broad area of psychological study covered in this course to one of two individuals, either a child or an adult, ultimately creating a complete case study of your chosen person.


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Title of Your Paper, Centered, and Using Both Upper and Lowercase Letters Your Name Here Walden University Instructor’s Name Course Title and Number Date Title of Your Paper Here, Centered This is where the introduction to your case study individual will go. The first sentence of each paragraph should be indented. Please use the headings that follow (i.e., Brain and Behavior, Sensation and Perception, Learning and Memory, etc.) to organize your paper and make sure you have covered all of the required topics. Where relevant, be sure to incorporate information from the journal article that you found and summarized in Week 2 to support your analysis. Brain and Behavior Begin typing here. Apply the concepts you learned in Week 2: Brain and Behavior to your chosen individual in a 1- to 3-paragraph analysis. Be sure to describe specifically how the information about Brain and Behavior can be used to help explain to what you know about your chosen person. See the “Final Project Example” document for a model of the assignment expectations. Sensation and Perception Begin typing here. This is where you will describe specifically how the information about Sensation and Perception can be used to explain what you know about your chosen person. Learning and Memory Begin typing here. This is where you will describe specifically how the information about Learning and Memory can be used to explain what you know about your chosen person. Motivation and Emotion Begin typing here. This is where you will describe specifically how the information about Motivation and Emotion can be used to explain what you know about your chosen person. Development Begin typing here. This is where you will describe specifically how the information about physical, cognitive, and social and/or emotional development can be used to explain what you know about your chosen person. Personality Begin typing here. This is where you will describe specifically how the information about Personality can be used to explain what you know about your chosen person. Social Behavior Begin typing here. This is where you will describe specifically how the information about Social Behavior can be used to explain what you know about your chosen person. Conclusions Begin typing here. This is where you will summarize the information you have shared about your case study individual and provide closure to your case study analysis. References Feldman, R. (2012). Psychology and your life (2nd ed.). New York, NY: McGraw-Hill Education. Anyon, J. (2009). Progressive social movements and educational equity. Education Policy, 23(1), 194–217. Note: Reference(s) should follow APA style, as illustrated above. Please remember that this model is just an example. You may not copy any text from this document for use in your own project. All writing in your project must be your own original work. What About Bob? A Psychological Case Study Suzy Smarteepants Walden University Dr. Knowsalot PSYC1001 – Introduction to Psychology August 22, 2022 The title of your paper, your name, and Walden University appear here. Your instructor’s name, the course title, and the due date appear here. Note that the title is repeated here, centered with capitalized words What About Bob? A Psychological Case Study Bob is a 72-year old married man. He has 3 grown children who live in the same town as he does. His twin brother also lives nearby. Bob was a chemical engineer for 45 years, but is now retired. He spends his time playing tennis and doing crossword puzzles. Though his tennis A strong introduction presents necessary background information and lets the reader know what the paper will be about. See here for more information about writing introductions: http://academicguides.waldenu .edu/writingcenter/ writingprocess/introductions game is still strong, Bob has recently begun struggling to think of the words he needs to complete his puzzles, and he did not recognize his old business partner when he ran into him at the grocery store last week. Bob’s wife reports that he is misplacing things more often than usual and is repeating stories to her multiple times without realizing it. He also has a hard time identifying the source of her voice; sometimes he looks for her in the kitchen when she is clearly calling to him from upstairs. His social relationships have remained intact, but his friends notice Note that each section heading has the title listed in the template. Section headings are centered, capitalized, and in bold type. that he sometimes seems a bit distant, or unable to keep up with the conversation. Bob’s experiences can be explained by several psychological topics and theories, which will be described in the following pages. The topics and theories are related to the nervous system, sensation and perception, learning and memory, motivation and emotion, development, personality, and social behavior. Brain and Behavior The brain and nervous system influence who we are, what we do, and how we behave. Note that the first sentence of each paragraph introduces the topic of the section. See here for more information about topic sentences: http://academicguides.waldenu .edu/writingcenter/paragraphs/ topicsentences Throughout his life, Bob played on a tennis league, much as he does now. He always said that he enjoyed the “natural high” he got from exercising his body. This is likely due to endorphins, which are inhibitory neurotransmitters responsible for pleasurable feelings (Feldman, 2015); this may be one reason behind Bob’s love of tennis. Bob’s wife reports that Bob is experiencing bouts of memory loss and confusion, and is concerned that he has early signs of dementia. Kennedy (2010) stated that once people with Note how information from the journal article summarized for the Week 2 Application Assignment is incorporated into the final project. Citations generally include the authors' last names, separated by commas, and the year of publication. See here for more , information about citing: http://academicguides.waldenu .edu/writingcenter/apa/ citations/intextparenthetical dementia begin to show cognitive impairments, neurons have already begun to die and synapses have already begun to deteriorate. Since neurons are the basic building blocks of the nervous system, and synapses allow nerves to communicate with one another, damage to either or both of these could be causing Bob’s memory problems (Feldman, 2015). Despite concerns about some areas of Bob’s memory, his motor cortex seems to be unaffected, because he continues to play tennis two days per week without a problem. The motor cortex is the part of the brain responsible for processing voluntary movement (Feldman, 2010). His ability to play tennis also suggests that the visual area of Bob’s sensory cortex also appears to be intact, since he can see the ball (Feldman, 2010). It may be that Bob’s left brain hemisphere is damaged because that is where most language processing occurs; this is because of brain Note how information from the textbook is also cited to give credit to the author for his ideas. Any information you learn from the text should be cited. See here for more information on how and when to cite: http://academicguides.waldenu .edu/writingcenter/apa/citations lateralization, which means that each side of the brain is specialized for specific tasks (Feldman, 2010). Bob’s brain and nervous system are also related to how he senses information and makes meaning from those stimuli. Sensation and Perception Bob’s visual senses seem to be strong and appropriate for his age. He sees information from the environment through visual sensation, and can make meaning out of what he sees through visual processing. His retinas process visual stimuli in the environment and transfer Note how this sentence provides a transition to the next section on sensation and perception. See here for more information on transitions: http://academicguides.waldenu .edu/writingcenter/paragraphs /transitions information through his optic nerve, which allows him to perceive depth perception and motion of a tennis ball. Bob is experiencing a decline in his hearing ability, which is common as individuals age (Feldman, 2010). Specifically, Bob struggles with sound localization, or knowing where sounds are coming from. This could be due to something wrong with one of the structures of Bob’s inner ear, or with the auditory nerve or auditory cortex, which help Bob turn sound waves into meaningful auditory information (Feldman, 2010). Though most of Bob’s Feeling overwhelmed by all your research? See here for tips on organizing: http://academicguides.waldenu .edu/writingcenter/ writing-process/organizing Not sure if you should divide the information into two paragraphs or keep as one paragraph? See here for help with paragraphs: http://academicguides.waldenu .edu/writingcenter/paragraphs brain structures are functioning properly for his age, his wife has concerns about his learning and memory. Learning and Memory Bob’s profession as a chemical engineer shows that he had a strong ability to learn new information and retain it over time. Kennedy (2010) reported that working memory, or shortterm memory, is commonly impacted in adults with memory loss, and that the area of the brain responsible for recognizing faces “loses functionality with age” (p. 32). This might explain why Bob did not recognize his old business partner in the grocery store; his declarative memory for that person was impaired (Feldman, 2015). It is also possible that Bob is experiencing problems with short-term memory. His wife reports that he has been misplacing things around the house. He may not rehearse where he is putting things, like his car keys, so that information does not make it from short-term memory into his long-term memory. Rehearsal of new information makes that information meaningful, and transfers it to long-term memory (Feldman, 2015). He maybe forgetting the location of his keys because the memory of where he left them has decayed, or because he does not have the proper cues to help him “find” that piece of information and retrieve it from his long-term memory (Feldman, 2015). Finally, Bob may be having difficulty recalling information that has already been stored in his long-term memory. For example, sometimes the correct word for his crossword puzzle is just beyond the reach of his memory; this is referred to as the tip-of-the-tongue phenomenon (Feldman, 2015). His explicit memory for words and dates is not working quite right, but his implicit and procedural memory seem to be intact because he remembers how to drive a car and Note that if a direct quotation must be used because paraphrasing would compromise the intent of the message, a page number must be included. Direct quotes should generally be avoided; paraphrase and summarize in your own words instead. See here for more information on paraphrasing: http://academicguides.waldenu .edu/writingcenter/evidence/ paraphrase/effective the rules of a tennis match. He may be highly motivated to maintain these abilities, as they make him happy and make him independent. Motivation and Emotion Bob is highly motivated to continue living a productive life and doing the things that he enjoys. The cognitive approach to motivation might say that Bob’s motivation to practice tennis several times a week is due to his desire to win the “Old-Timers Tournament,” a yearly tennis match for men over age 60 at his tennis club. According to Maslow’s hierarchy, Bob’s tennis league gives him a sense of belonging and self-worth, and contributes to a state of selffulfillment (Feldman, 2015). His needs for achievement and affiliation further motivate him to continue with his sport. As a grown adult, Bob continues to experience the full range of human emotions, both positive and negative. Sometimes at large social events, Bob seems to drift off and have a difficult time following conversations, but if the group breaks into laughter, Bob will laugh, too, and say that he is happy and having a great time. The Schachter-Singer theory of emotion would explain this as Bob labeling the general arousal of being at a party as happiness based on the environmental cues of joy and fun around him (Feldman, 2015). He sometimes feels frustrated when his family expresses their concerns about his declining memory, but he tends to cope well and “get over it” easily. Perhaps these strong coping skills are partially due to Bob’s development as discussed in the next section. Development Bob’s twin brother provides a unique opportunity to examine which of Bob’s characteristics are due to heredity, and which are due to his environment. In other words, we can examine the nature-nurture issue by comparing Bob’s characteristics and behaviors to those of his brother to help determine the relative influence of genes and environment (Feldman, 2015). We know that Bob and his brother both have 23 chromosomes, and that their mother was extremely healthy during her pregnancy, limiting her exposure to teratogens. The children had strong, healthy attachments to both parents, who set limits, but also allowed them to make their own decisions and experience consequences for their actions. This is consistent with an authoritative approach to parenting (Feldman, 2015). According to Erikson’s stages of psychosocial development, Bob is moving from the generativity-versus-stagnation stage, or from feeling like he is contributing to his family and community, to the integrity-versus-despair stage, or reflecting on his accomplishments and regrets in life (Feldman, 2015). The activity theory of aging would suggest that it is good that Bob continues to exercise his body and mind with tennis and crossword puzzles, and that this will help him feel fulfilled and happy as he ages. Indeed, happiness is part of what makes Bob who he is. Personality Both Bob and his brother have both been described as active, sociable, independent, disciplined, kind, and cold. These descriptions are consistent with the “Big Five” set of personality traits (Feldman, 2015). These traits give a broad description of how Bob is likely to be perceived by others, and help create a schema of his likely behaviors in different situations. The fact that he shares these traits with his brothers suggest that there could be a biological basis for Bob’s personality, or simply that he and his brother were raised together and have similar life experiences that have shaped their personalities in comparable ways. Bob’s wife has expressed concern about the changes she has noted in Bob’s memory. Bob explains that he has been very busy lately, and that he just isn’t paying attention to where he Note that information from other sections of the paper can be woven in throughout. This is okay, and even brings a sense of continuity or connectedness between psychological topic areas. puts the keys, and that his mind is often distracted, which is why he cannot remember the answers to the crossword puzzle. According to Freud’s psychoanalytic theory, Bob is using the defense mechanisms of rationalization and denial to explain his behaviors (Feldman, 2015). While this could be true, Erikson’s stages of psychosocial development, discussed in the Development section above, may also factor into Bob’s personality development. Regardless of how Bob’s personality is described, it is clear that he maintains high self-esteem and selfefficacy about his tennis skills, believing that his hard work will help him to be successful in that area of his life. Success in tennis is important to Bob, partially because it allows him to spend time with his friends. Social Behavior Bob enjoys spending time with his friends and family, and has always put his relationships first in life. Bob’s friends and family agree that he is difficult to persuade; if he does not want to do something, it is difficult to get him to comply. Bob’s family wants him to see a doctor who specializes in dementia, just to make sure that nothing has been missed by his primary care physician. Bob’s family asks Bob’s eldest daughter to try to persuade him from an emotional perspective, attempting to cause peripheral route processing, whereas his wife lays out the facts and arguments in an attempt to cause central route processing. They hope that this combination of routes to persuasion will be most effective in influencing Bob to comply with their request. The family attempts to create cognitive dissonance by reminding Bob of how much he wanted his wife to see a specialist when she was diagnosed with breast cancer. Unfortunately, Bob has strong stereotypes about people with dementia, and he becomes stressed when considering that he may become part of that group. This apprehension initiates the first stage of the general adaptation syndrome model: alarm and mobilization (Feldman, 2015). Note that the paper is double spaced. See here for how to do that: http://academicguides.waldenu .edu/ASCsoftware/ ASCapaformatting Thankfully, Bob has proven himself to be a resilient man, who copes with stress in healthy ways. He also has a strong network of social support to help him deal with any diagnosis that comes his way. Conclusions There are many areas of psychology that may seem to be quite different at first glance, but applying the course topics to create a complete case study of Bob illustrates how they interact and can be used to explain human thinking and behavior. The changes noted by Bob’s family and friends can be partially explained by possible changes in his nervous system and modes of sensing and perceiving his environment. Bob’s personality traits, motivation to succeed, and his A strong conclusion summarizes the major arguments presented in the paper and gives the reader a sense of closure. See here for more information about writing conclusions: http://academicguides.waldenu .edu/writingcenter/ writingprocess/conclusions ability to learn and remember information contribute to a complete understanding of who Bob is and how he acts in daily life. Additionally, the way he was raised influences how Bob reacts to other people in his life, as well as personal stressors that he encounters. All of these factors, taken together, make Bob the man he is and provide an answer to the question, “What about Bob?” Consider submitting your paper to Grammarly, a program Walden offers you free of charge, before turning in your paper for grading. To access Grammarly, follow these instructions: http://academicguides.waldenu .edu/writingcenter/grammarly/ accessing You can also have a Walden Writing Center tutor review your paper before you submit it for grading. See here on how to do that: http:// academicguides.waldenu .edu/ writingcenter/paperreviews References Feldman, R. (2012). Psychology and your life (2nd ed.). New York, NY: McGraw-Hill Education. Kennedy, G. J. (2010). How neuroscience explains age-related changes in cognition: Implications for the early diagnosis of dementia, Primary Psychiatry, 17(9), 30–33. Note that every resource cited in the paper is listed in the reference page. There are no references to sources that were not cited in the paper. Introduction to Psychology Case Studies-Allen Whitcomb & Melissa Hershey Two case studies are presented for your consideration. Select one of the two case studies to learn more about that particular individual. Introduction to Psychology Case Studies-Allen Whitcomb Program Transcript Allen Whitcomb Reports: 47 years old; married with two children in college Has been healthy all his life, but recently had a bad car accident and lost a leg; he was texting while driving Reports that the car that hit him appeared to be farther away and moving slower than it was Reports chronic pain since the accident; and takes over-the-counter medications to reduce discomfort Reports that his trouble at work is due to pain, but therapist thinks he has anxiety because his mother always said he wasn’t good enough Believes he can succeed at work if he can “get it together” Is color blind Says his heart rate increases when he hears the song that was on the radio when he got in the accident; this also happens when any similar-sounding song plays Has gained 20 pounds since the accident and is trying to lose it He knows his wife loves him no matter what; he believes she can do no wrong Thinks all managers at work are unfair and overly directive Feels people think of him as disabled and treat him differently because of his injury Erin Whitcomb (Allen’s Wife) Reports: He is always seeking a calm, quiet environment. He always seems on edge. ©2015 Laureate Education, Inc. 1 Introduction to Psychology Case Studies-Allen Whitcomb & Melissa Hershey She describes him as quiet, tense, anxious, and unfriendly. He has never had many close friends. She loves him no matter what. He watches television a lot since the accident and treated her unkindly after watching violent television shows, but he seems to feel bad and is trying to stop that. She encourages him to remain as active as possible. She wants him to contribute to the family, community, and society. Dawn Taylor (Allen’s Therapist) Reports: He has difficulty sleeping, has continued pain after the accident, and reports feelings of sadness and fatigue. Therapist is teaching him to control his heart rate and breathing when he feels stressed. He remembers how to drive a car, but cannot remember the accident itself, except for the song that was playing when it happened. Therapist has told him to smile more throughout the day to help improve his mood. Therapist is encouraging him to take online classes to develop his sense of selfworth and feelings of contributing to the greater good. Mark Flowers (Allen’s Manager) Reports: Allen works the night shift but is having attendance problems, frequently showing up late and calling in sick. Manager is setting attendance goals with him and he is working toward earning lunch for his team based on timely attendance. Since Allen returned to work after his accident, the filing system has changed and he now frequently gets confused. Allen has trouble remembering information for more than a few seconds. ©2015 Laureate Education, Inc. 2 Introduction to Psychology Case Studies-Allen Whitcomb & Melissa Hershey Allen is frequently late to work. Allen performs better when he is working with the rest of his team. Suggested Keywords for Searching Walden Library Texting, driving, attention Work, attendance, reinforcement Classical conditioning and trauma Chronic pain and depression Unconditional love and marriage Television violence and aggression Social learning theory and aggression Biofeedback therapy and anxiety Improve attendance and incentive Goal setting and behavior change Head injury and memory Walden Library: http://academicguides.waldenu.edu/library ©2015 Laureate Education, Inc. 3 Introduction to Psychology Case Studies-Allen Whitcomb & Melissa Hershey Introduction to Psychology Case Studies-Melissa Hershey Program Transcript Melissa Hershey Reports: 7 years old and has two sisters, one older and one younger Believes she is a good soccer player Likes when quiet, smoothing music is played Enjoys bringing friends to her school counselor’s office so she can watch them and learn how friends play together kindly Says mom lets her and her sisters do whatever they want at home Makes herself dinner and puts herself to bed at night. Says her teacher is mean because she tells Melissa what to do and gives her consequences Amy Hershey (Melissa’s Mother) Reports: She had a grand mal seizure at age 4. She has involuntary muscle movements in her hand on the left side after the seizure. She had trouble walking after the seizure, but walks fine now. She has nightmares sometimes. She is sensitive to loud noises and bright lights. Her father left 2 years ago and does not have contact with the family; parents fought a lot before dad left. She cries when she smells cologne that her dad wore, though this is decreasing over time. Mother used to give spankings for bad behavior, but Melissa began hitting her sisters. Mother used marijuana during pregnancy. ©2015 Laureate Education, Inc. 4 Introduction to Psychology Case Studies-Allen Whitcomb & Melissa Hershey Mother acknowledges being inattentive to her children’s needs when they were infants. Wendy Subocz (Melissa’s Teacher) Reports: She is having trouble in school and is disinterested in completing schoolwork. She has difficulty with abstract reasoning and taking others’ points of view. She earns a sticker for every homework assignment she submits and is making progress, so now the teacher wants to change the plan so she earns a sticker for each day all homework is submitted. She can point out the correct answer on tests if given choices, but cannot state the correct answer on her own. Math class is at the beginning of the day and she does well with facts, but if tested again in the afternoon, she can’t remember math what she learned. She wants more friends, but tends to tell others what to do and bosses them around. Tanya Smith (Melissa’s School Psychologist) Reports: She has difficulty labeling emotions and often looks to others to see what emotion she should display. She is lively, active, imaginative, disorganized, and insecure. She participates in Big Brothers/Big Sisters weekly after school. She tends to go along with the group without considering consequences. She can be aggressive with other students. She takes food from other students because she comes to school hungry. Suggested Keywords for Searching Walden Library Prenatal and marijuana ©2015 Laureate Education, Inc. 5 Introduction to Psychology Case Studies-Allen Whitcomb & Melissa Hershey Seizure and learning and child Spank and aggression Corporal punishment and aggression Homework and motivation Homework and intervention Recognition and recall and child Peer and social and intervention Emotion recognition and child Aggression and intervention and child Walden Library: http://academicguides.waldenu.edu/library ©2015 Laureate Education, Inc. 6 Name: PSYC_1001_Week5_Assignment_Rubric Description: PSYC 1001 Week 5 Assignment Rubric Demonstration of Knowledge. Did the student fully respond to each Assignment prompt? Do the responses demonstrate that the student applied and learned the information or skills? Is the answer accurate? • • Grid View List View A B Paragraph summarizing Individual (10 points) 9 (4.5%) - 10 (5%) Complete summary of the individual; all relevant information is included 8 (4%) - 8 (4%) Satisfactory summary of the individual most relevant information is included Application of the following sections will be scored with these point values (10 points for each topic area. 30 Total points.): - Brain and Behavior - Sensation and Perception - Learning and Memory 0 (0%) - 0 (0%) Excellent application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources 0 (0%) - 0 (0%) Good application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources Brain and Behavior 9 (4.5%) - 10 (5%) 8 (4%) - 8 (4%) Sensation and Perception 9 (4.5%) - 10 (5%) 8 (4%) - 8 (4%) Learning and Memory 9 (4.5%) - 10 (5%) 8 (4%) - 8 (4%) Application of the following sections will be scored with these point values 25 points for each topic area. 100 points total.): - Development - Motivation and Emotion - Personality - Social Behavior 0 (0%) - 0 (0%) Excellent application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources 0 (0%) - 0 (0%) Good application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources Development 23 (11.5%) - 25 (12.5%) 20 (10%) - 22 (11%) Motivation and Emotion 23 (11.5%) - 25 (12.5%) 20 (10%) - 22 (11%) Personality 23 (11.5%) - 25 (12.5%) 20 (10%) - 22 (11%) Social Behavior 23 (11.5%) - 25 (12.5%) 20 (10%) - 22 (11%) Incorporation of journal article (10 points) 9 (4.5%) - 10 (5%) 8 (4%) - 8 (4%) A B Information from journal article thoroughly incorporated; relevance of article is clear Information from journal article incorporated; relevance of article is somewhat clear Conclusion (10 points) 9 (4.5%) - 10 (5%) All main points are thoroughly summarized; sense of complete closure 8 (4%) - 8 (4%) Most main points are satisfactorily summarized; some sense of closure Quality of Writing. 36 (18%) - 40 (20%) No or very few MUGS errors AND Writing is always clear, well organized AND All work is properly citied and referenced as per AWE Writing is original, free of mechanics, usage, grammar, or spelling (MUGS) errors, and follows academic writing expectations (AWE) guidelines for citing and referencing (40 points)
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