Please refer to the attached document for details. The Capstone Proposal outline
Please refer to the attached document for details. The Capstone Proposal outlines a comprehensive guide and structure; please see the Capstone Application Instructions. This is a PowerPoint Presentation, not a paper.
16 HELPING DARRYL AND SAMAR TO “FIGHT FAIRLY”
BACKGROUNDS
Clients
Darryl and Sam
16 HELPING DARRYL AND SAMAR TO “FIGHT FAIRLY”
BACKGROUNDS
Clients
Darryl and Samar are both in their mid-30s and have been together for 11 years. They got married about 15 months ago, shortly after their state passed a marriage-equality law. Soon after the marriage they started talking about having a baby through a surrogate. They came to counseling because “things have become rough,” and they found themselves “starting to doubt” their relationship.
Darryl is a European American male with an MBA degree and owns a small business that offers party-planning services. He is from a large Christian family with parents still living and six adult siblings, but Darryl said, “I am not sure how they are doing,” when the counselor asked about his extended family members. He did explain that he has contact with one of his younger sisters, who has had some “issues.” Darryl said that his business was “OK” but not as good as he thought it should be.
Samar is an Indian American male who immigrated to the United States when he was 15 years old. He speaks with an Indian accent. He has a master’s degree in computer science and has worked for a shoe company as a database manager. Because he has computer skills, he has done most of the computer-related work for Darryl’s business, such as managing the website, programming the system for cost estimation for new customers, and so on. Recently, he let Darryl know that some changes need to happen with their current working arrangement (i.e., his working for Darryl)—either he will work for Darryl’s company full time, or he will not be able to do any of the work.
Counselor
Dr. Goody is an immigrant from Turkey and received her college and graduate education in the United States. She is in her 40s and has worked in community mental health settings for over 10 years.
DIALOGUE 1
Dr. Goody: Good afternoon. I am Dr. Goody.
Darryl & Samar: Good afternoon.
Dr. Goody: May I address you by your first names?
Darryl: Sure!
Samar: Yes.
Dr. Goody: Who wants to start telling me how I can be helpful to you?
Samar: Let him start.
Darryl: You see, he is always like this. He won’t say what he has on his mind but makes me look like the bad one when I speak.
Dr. Goody: Please elaborate how he makes you look bad.
Darryl: OK, I will just talk about myself. I have not been feeling good about the relationship for a while—since we got married to be accurate. I feel that he does not support me as he used to and that he is even distancing himself from me. I work so hard each day with long hours, and at the end of the day, I have to see a cold, uninterested face. Worse yet, he shows his temper sometimes, although he doesn’t say much.
Dr. Goody: That does sound difficult—coming home tired and not feeling supported. Did you let Samar know your feelings about this?
Darryl: He knows. It is not new, but he is not helping. So we came here.
Samar: I am sorry. Yes, we have talked about it.
(silence)
Darryl: Why don’t you tell your story? You see, this is what I mean. I feel like a whiner when there is another person present. I do not know why we are here! If only one person is going to talk, only one person needs to come. You know, sometimes we fight, more often now, sadly, but if you did not see us do that, you would think one person is crazy and the other a nice one.
Dr. Goody: This communication pattern apparently bothers you, Darryl. How about you, Samar?
Samar: Yes, it really bothers me, too. That is why we are here.
Dr. Goody: Do you care to say a bit more about the ways this bothers you, Samar?
Samar: I can say more, but I am really afraid that would make things worse.
Dr. Goody: OK, let’s put our heads together and figure out how things will get worse if Samar starts saying more.
Darryl: I don’t get it. I have always asked for more, but he is not giving it—he is actually giving me less and less. We used to talk a lot. Don’t you think our past talks helped both of us? Now you are saying that you can’t talk? You are being passive aggressive!
Samar: I am afraid that we are going to drift apart.
Darryl: How? By talking or not talking? We are going to drift apart if you are like this. You wanted to come here, but you are not talking. Now I am actually feeling afraid . . . for the first time.
Dr. Goody: Well, let’s talk about your fears.
Dr. Goody: Reflection 1
Although communication appears to be a key issue for the couple, I suspect that their social experiences or experiences as gay individuals and as a gay couple are an undercurrent. Additionally, Samar’s ethnic background and the cross-cultural nature of their relationship add more dimensions to the issues at hand. I have a hunch that marriage is a victory for them in some ways but a new and maybe unrecognized challenge in other ways. It has possibly brought them a whole set of new challenges that result from social discrimination and oppression. I am really curious about their experiences in their work and social settings because I think some of the social and interpersonal dynamics they experience at work may replicate in their relationship.
Share your observations about the following questions:
What did Dr. Goody do in the session that you think was effective or ineffective?
If you were Dr. Goody, what directions would you take to reflect a “multicultural approach?”
At this point, what is your sense of the major issue the couple is facing?
DIALOGUE 2
Darryl: I am afraid that it is all a big mistake.
Dr. Goody: What are you referring to by “it?”
Darryl: I don’t know. Everything, I guess.
Samar: I am afraid of losing what we had—friendship, companionship, and the dependence on each other. Of course, being the first to get married—I mean, of those like us—and the first divorced would be terrible.
Darryl: You are saying the word, I’m not. Is it what you have been thinking about all along? Why didn’t you say it before? It is so unfair that we were probably fighting for different purposes! You always have reasons, but never this one. You see, we can’t even fight equally and fairly.
(silence)
Dr. Goody: Could both of you share what you are feeling at this moment?
Hello the discussion have to be free of plagiarism and dont use AI because it ca
Hello the discussion have to be free of plagiarism and dont use AI because it can be track
Create a reply to this discussion
Hello everyone;
I practiced responsive listening with a family member who was telling me about how they were managing multiple projects at work. I made sure to show I was listening through things like eye contact and mirroring their body language. I also used phrases like “That sounds like a lot” to keep the conversation flowing. Afterward, we checked the listening checklist, and I felt good about how much I’d really focused on them. But the toughest part for me was not immediately jumping to solutions I really had to catch myself from offering advice too soon. I think when there’s a pause in the conversation, my instinct is to try and help fix the problem, but I realized that sometimes people just need someone to listen and acknowledge their struggles. It was definitely an eye opener to see how much value there is in just being present and validating their feelings without trying to fix everything. This really ties into the idea that responsive listening builds trust and rapport (Knackendoffel, Dettmer, & Thurston, 2018). I’ll definitely keep working on staying in the listening role and not rushing to fix things.
Reference:
Knackendoffel, A., Dettmer, P., & Thurston, L. P. (2018). Collaborating, consulting, and working in teams for students with special needs (8th ed.). Pearson.
Instructions
Reading: Gehart: Ch. 5-7 Postings will contain your reactions to th
Instructions
Reading: Gehart: Ch. 5-7 Postings will contain your reactions to the reading and reflection questions provided by the instructor. Each post should contain: (1) 1-2 paragraphs containing your reactions to the reading (questions, arguments, and wonderments), (2) 1-2 paragraphs (or more) containing your response to the question(s) about your family of origin, and (3) 2-3 questions you have from the readings.
I do not have the book. Do you guys chance have it
book need to read Gehart, Diane R. Mastering Competencies in Family Therapy: A Practical Approach to Theories and Clinical Case Documentation. Available from: South University, (3rd Edition). Cengage Learning US, 2017.
Education without action is like a billboard in a basement—big, bold, but action
Education without action is like a billboard in a basement—big, bold, but actionable to no one. By incorporating social change as part of its mission statement, the leadership of Walden University is asking students, faculty, and leadership to consider the possibility of how to use one’s education to deliberately be in the world and make some part of it a better place.
Consider what you have learned from this course—the fundamental procedures of how to conduct qualitative research; and the critical processes that identify the researcher as a self-reflective co-participant. For this week, reflect on how these considerations have influenced your understanding of research and your direction for your dissertation or doctoral study.
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To prepare for this Discsusion:
Review the readings from the Ravitch and Carl and Rubin and Rubin and consider reflecting on your experiences in qualitative research throughout this course.
Review the media programs related to The Qualitative Dissertation Experience: A Doctoral Candidate Experience and consider the experience of other doctoral candidates through this qualitative research process.
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Post your responses to the following:
Explain what social change means to you as a Walden doctoral candidate. What experiences from the course most influenced your understanding?
Explain what in qualitative research you would like to know more about as a result of taking this course.
Reflect on your problem statement and the next steps for developing a research topic for your dissertation or doctoral study. Include an explanation of whether you would choose a qualitative approach, why or why not.
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
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Ravitch, S. M., & Carl, N. M. (2021). Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.) Sage Publications.
Epilogue “Revisiting the Horizontal Vales in Qualitative Research” (pp. 372–378)
Chapter 11, “Qualitative Research Proposals” (pp. 325–370)
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 14, “Personal Reflections on Responsive Interviewing” (pp. 234–242)
To prepare for writing your assignment, complete the following:
Familiarize your
To prepare for writing your assignment, complete the following:
Familiarize yourself with the case study client given to you by your instructor.
Identify the target behavior and begin to develop your rationale for selecting it.
What was the assessment process followed?
What was the function of the problem behavior?
Choose one antecedent-based strategy and use the library to conduct a literature search to support this strategy. If you need help using the library, refer to the MS in Applied Behavior Analysis (ABA) Research GuideLinks to an external site..
Choose a replacement behavior and a replacement-based strategy. Be sure the behavior is functioned-based and connected to the function of the client’s problem behavior. Use the library to conduct a literature search to support those strategies.
Instructions
Using the Antecedent-Based Strategies and Replacement-Based Strategies Template [DOCX], write a paper that includes the following:
Part 1 Case Study and Target Behavior (1–2 paragraphs)
Summarize the case study you are using for your assignments.
Identify and define the target (problem) behavior in your case study.
Your definition must be objective, specific, and measurable so your instructor can understand what is and what is not an example of the problem target behavior.
State the function of the problem behavior.
Justify the function based on the data.
Part 2 Antecedent Strategies (Approximately 1 page)
Describe one antecedent-based strategy that could be used to prevent the behavior from recurring.
This strategy should be function-based, (i.e., connected to the function of the problem behavior)
In addition, explain how compassionate approaches were considered when selecting the strategy. Refer to the Capella Compassion Code [PDF].
Use at least two recent scholarly or professional resources to support the use of your chosen antecedent-based strategy.
Explain how the common, relevant ABA concepts, principles, and methods used in the studies can be used to modify the behavior identified in your case study.
Explain whether the interventions in the studies can be considered compassionate and least intrusive. Refer to the Capella Compassion Code [PDF] .
Part 3 Replacement Behavior and Strategies (Approximately 1 page)
Explain how a replacement behavior is connected to the function of the client’s problem behavior.
Describe how the behavior is functioned-based and connected to the function of the client’s problem behavior. How will this replacement behavior result in the maintaining reinforcer?
Describe one strategy to teach and reinforce the replacement behavior and one strategy to maintain the replacement behavior.
In addition, explain how compassionate approaches were considered when selecting and implementing the strategies. Refer to the Capella Compassion Code [PDF].
Use at least two scholarly or professional resources to support the use of your chosen replacement-based strategy for teaching and reinforcing the replacement behavior.
Explain how common, relevant ABA concepts, principles, and methods used in the studies can be used to teach and maintain the replacement behavior.
Explain whether the interventions in the studies can be considered compassionate and least intrusive. Refer to the Capella Compassion Code [PDF].
Be sure to complete the self-assessment grading rubric included in the template.
Additional Requirements
Written communication: Should be free of errors that detract from the overall message.
APA formatting: References and citations are formatted according to current APA style guidelines. Refer to the Writing CenterLinks to an external site. as needed.
Resources: 4 scholarly or professional resources.
Length: 3–4 double-spaced content pages plus title page and reference list.
Font and font size: Times New Roman, 12 points.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
Competency 1: Recommend intervention goals based on client preferences, supporting environments, risks, constraints, and social validity.
Objectively define the target behavior and accurately describe the function identified in the case study.
Competency 2: Design research-based interventions for individual cases based on the principles of applied behavior analysis.
Recommend an antecedent-based intervention based on literature.
Explain how the literature supports the chosen antecedent-based intervention.
Recommend an intervention for teaching and reinforcing the replacement behavior based on literature.
Recommend an intervention for maintaining the replacement behavior based on literature.
Explain how the literature supports the chosen interventions for teaching, reinforcing, and maintaining the replacement behavior.
Competency 4: Develop compassionate interventions.
Identify compassionate approaches in the interventions described in the studies.
Identify compassionate approaches in the interventions described in the studies.
Competency 5: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.
Demonstrate an academic writing style through well-organized prose that follows assignment guidelines.
Demonstrate compliance with APA style, citation, and referencing guidelines.
Include a self-assessment grading rubric that is mostly accurate with few errors.
The Assessment Project is designed to provide students with experience in a) sel
The Assessment Project is designed to provide students with experience in a) selecting and conducting direct and indirect assessment for various purposes, b) analyzing and interpreting assessment results to develop individualized intervention programs for home, school, or community settings, and c) writing reports and designing visual data displays to convey results of assessment to readers ranging in experience and expertise.
Activity Details
In this module, you will begin Part 1 of the Assessment Project.
Part 1: Conduct a Skills Assessment – VB-MAPP or PEAK (student choice)
[BACB Task List (5th edition) content areas F1, F2, F3, F4, F9]
1. Select a learner for this project and obtain requisite permissions (participant, parent/guardian, employer) to conduct a skills assessment. If you do not work with learners, you are welcome to use a friend or family member – children under 5 are best suited for the VB-MAPP assessment; PEAK and AFLS can be used with any age learner/person. The assessment may be conducted virtually. Please obtain or create the permission form on your own, which should include: your name, the purpose of the assessment (in partial completion of this course) and what will occur with the results (they will be submitted for a grade to your CI, using a pseudonym, and may be provided to the family upon request – they may not be used for any official records for the learner). You will not turn in this permission form.
2. Conduct and score at least 2 sections (domains) of the assessment you select (see below for details on obtaining the assessments).
3. Analyze results of the assessment and identify strengths and areas of need.
4. Develop instructional goals for 5 prioritized skills for the learner based on assessment results. Substantiate social significance of these goals for your participant.
NOTE: Your actual assignment document will be submitted in Module 4; please do not submit any documents here.
Once you have identified your learner, please respond to this assignment by typing the following statement ONLY:
I have identified my participant and obtained necessary permission.
Obtaining the Assessments:
Option 1: The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP):
For the VB-MAPP, you will only complete domains from the Milestones portion of the Assessment. You will need access to VB-MAPP scoring forms and scoring grid. If you do not have access to the assessment, an electronic version is available for purchase ($19.99) at VB-MAPP AppLinks to an external site..
This complete Electronic Version of the VB-MAPP includes both the Protocol and Guide, providing unlimited assessments and progress reporting for life. Platforms: iPhone, iPad, Web (Web version at vbmappapp.com allows PC, Mac, laptop, Android phones and Tablets to all use the app). Please note that downloading and submitting the “report” generated by this online program is NOT permitted. Additionally, using any direct quotes from this report is considered plagiarism. It will result in a zero on the assignment and a request to revise and re-submit using your own words. You must submit your own original report, and you may not submit the app’s auto-generated report.
Option 2: Promoting Emergence of Advanced Knowledge (PEAK):
Assessor scriipt and scoring guideLinks to an external site.
Flip Book (materials for assessment)Links to an external site.
A webinar with additional information is provided in Module 2.
Identify a psychological research question or hypothesis that you want to invest
Identify a psychological research question or hypothesis that you want to investigate. Please identify where the original idea comes from and what the results of that research yielded.
***Please do not choose the Stanford Prison Experiment for any of your assignments. You will be reviewing that experiment separately in the week 7 assignment.***
This assignment will be Reaction Paper 2. Make it good! (1-2 pages)
In an essay
This assignment will be Reaction Paper 2. Make it good! (1-2 pages)
In an essay format, think about what you have learned this week.
Take your time to explain learning and learned helplessness (in your own words). Has your idea of learning prior to reading this chapter changed? How so?
Describe an instance in which you experienced learned helplessness. What occurred and how did you overcome this? If you have not overcome it, what are ways in which one can? You can also discuss someone else’s experience or a hypothetical one if you have never experienced learned helplessness.
(The trick is to demonstrated your understanding of this topic).
Cite source(s) used.
Write a reflective paragraph on the importance on understanding assigments and r
Write a reflective paragraph on the importance on understanding assigments and reflect the significance of identifying and understanding key words( describe,state,state,suggest ),include appropiate in text citations for the video.
12 point times new roman font , double space the text and send submit it as a word document. Thank you in advance.