PROF SCRIPT WK 6 DISCUSSION

Discussion 1: Assessment of Anxiety and Obsessive-Compulsive and Related Disorders

A client’s description of symptoms and the observations of the clinical social worker are not always reliable when determining a diagnosis for an anxiety disorder. Therefore, anxiety measurements are very useful in clinical practice. An anxiety scale can indicate the level of severity, which helps the clinician determine the appropriate treatment.

For this Discussion, review the case study, “Working with Clients with Severe Persistent Mental Illness: The Case of Emily,” and read the DSM-5 chapters on anxiety disorders and obsessive-compulsive and related disorders. Remember, you will determine a diagnosis for Emily. Also, read the article on anxiety disorders by Olatuni, Cisler, and Tolin (2007). Finally, search the literature for an evidence-based assessment scale that would assist you in your diagnosis.

· Post a clinical diagnosis for Emily based on the information provided in the case study, using the diagnostic criteria of the DSM-5.

· Note that the diagnosis in the case study was based on the DSM-IV. Include other conditions that may be a focus of clinical attention in your diagnosis.

· Compare the two diagnoses, particularly when using a person-in-environment approach.

· What target behaviors and/or symptoms does the scale assess?

· How valid and reliable is the assessment tool?

· How is the scale administered?

· How would this tool help you with your diagnosis?

References (use 3 or more)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

· “Anxiety Disorders” (pp. 189–223)

· “Obsessive-Compulsive and Related Disorders” (pp. 235–264)

Olatunji, B. O., Cisler, J. M., & Tolin, D. F. (2007). Quality of life in the anxiety disorders: A meta-analytic review. Clinical Psychology Review, 27(5), 572–581.

Discussion 2:

Policy Proposals

In your reading for this week, you meet Jose and Iris, two individuals who are in situations that require assistance and guidance from a professional social worker and policy advocate.

In this Discussion, create a policy proposal that will impact the situations faced by either Jose or Iris. Describe the trade-offs you used to develop your proposal.

To prepare: In your text, review "Trade-Offs: Systematically Comparing Policy Options in Step 3" in Chapter 8.

· Post a brief summary of the policy proposal and its purpose that you created based on either Jose's or Iris's situation and the trade-offs you used to develop your proposal.

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

· Chapter 8, "Placing Policy Proposals in Policy Briefs in the Second, Third, and Fourth Steps of Policy Analysis” (pp. 246-283)

Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Stuart, P. H. (1999). Linking clients and policy: Social work's distinctive contribution. Social Work, 44(4), 335–347.

Midgley, J., & Livermore, M. M. (Eds.) (2008). The handbook of social policy (2nd ed.). Thousand Oaks, CA: Sage Publications.

Chapter 6: "The Impact of Social Policy" (pp. 83–100) (PDF)

Working With Clients With Addictions: The Case of Jose

Jose is a 42-year-old, heterosexual, Latino male. He had been booked and charged for vagrancy three times in the last 2 months. He had also been arrested six other times over the past 10 years for various minor offenses, such as trespassing, public drunkenness, and disorderly conduct. After this last hearing, the judge mandated him to a drug treatment facility and gave him 2 years’ probation.

As a social worker at the county’s mental health and substance abuse agency, I was assigned to manage his case and to ensure he followed the judge’s ruling. My role was also to provide resources and referrals and advocacy, when needed. We met initially to complete the intake form so that I might get as much information as possible to assist him. Jose informed me immediately that he had no source of income, was homeless, and was very interested in services to address his alcoholism and substance abuse. He added that over the past 20 years, he had tried many times to get clean and sober but had little success. Jose identified himself as a “chronic relapser.” He was concerned that he was going to have to pay for the drug treatment facility and expressed surprise that the judge had not placed him in jail as he had been in the past.

I explained that our state had recently passed a law that required the judicial system to direct persons who were identified as primarily having addictive problems out of or away from incarceration and instead into alternative community-based drug treatment programs. I told him that a class action suit had been brought by a number of inmates for alternative services after a recent study was published that reported that more than two-thirds of state prison inmates had chronic and severe drug and alcohol abuse problems and that almost half of this group’s only convictions were for drug- and alcohol-related offenses. These findings had propelled the state to put this new policy into place. All of the counties quickly established a process to manage a new model.

I learned that Jose had not been steadily employed for the past 12 years, although he had been gainfully employed for at least a decade before then. He had graduated high school and appeared to have above-average intelligence. He had never been married nor had children. For the past 2 years, he said that he had primarily been living under a railroad bridge near a major freeway in the area. He reported no support or family in the area, but said that he still has occasional contact with a sister and an aunt in separate Southern states and a cousin on the West Coast.

Jose shared that he had moved to the West Coast from the South 8 years ago, hoping that a change of location would help him get sober. However, upon arrival and having no place to reside, he ended up living on the street and in pursuit of alcohol and cocaine. He was mostly supporting his habit by panhandling and recycling.

Jose stated that he comes from a family with members who have struggled with alcohol abuse and drug addiction. He said that his mother was placed in a nursing home at the age of 42 (when Jose was 8) and was diagnosed with dementia as a result of long-term alcoholism. His father committed suicide at the age of 47 (when Jose was 10). Jose said that his father suffered from depression and was a heroin intravenous drug user. As a result of his parents’ difficulties, Jose was almost completely raised by his grandmother in an urban public housing project. Jose said that he also had bouts of depression but had never sought professional help to address it. It was not clear if the depression was brought on by the substance abuse or if the drug abuse was being used to address the depressive symptoms.

Based on the information provided, we created a plan of action. After exploring alternatives for immediate assistance, I was able to arrange for Jose’s admission the next day into a 5-day detoxification center, followed by 30 days of inpatient treatment at a county-supported program. Jose and Iwould either meet or speak on the phone every week in order to track his progress so that I could complete a written report for the judge and Jose’s probation officer.

After Jose’s release from the inpatient program, we worked together to decide goals that seemed feasible for him and would continue his current trajectory toward a clean and sober life. A bed was found for him at a local sober living environment (SLE) house in the community that agreed to take him as long as he could start paying rent within the first two months. He seemed to adapt well to the new environment and reported that for the first time in many years he was feeling hopeful and was less depressed. The planned goals included continued and consistent attendance at Alcoholics Anonymous™ (AA) meetings, getting together with his sponsor for recovery support, and seeking employment. We worked together to build his resume and looked on the Internet for possible job leads.

Within a few weeks of living in the SLE, Jose was able to obtain employment conducting telephone sales for a local telemarketing company. Later that same year, Jose obtained his driver’s license and began working for a valet parking contractor. After 2 years he is still living in the same SLE residence and says that his life is now stable and productive. He is no longer mandated to meet with me, and his probation has expired with no incidences. He is in a relationship with a woman he met at work, and they plan to wed next year.

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Clinicians who are concerned with cultural biases that are inherent with theories such as Family Systems Theories tend to criticize FST for:

a. the narrow definition of family.

b. the fact that differentiation is not culturally sensitive, and can sometimes be destructive to families who are not Caucasian middle-class.

c. the distinct heterosexual bias.

d. all of the above

2. Which of the following theorists would most closely match the philosophy of human nature adopted by Virginia Satir?

a. Sigmund Freud

b. Carl Rogers

c. Albert Ellis

d. Aaron Beck

3. Minuchin's theory of personality development tends to focus on:

a. feedback that the identified patient receives from the other fami Iy members.

b. implications of being a member of a triangle within a family.

c. the development of the family rather than each individual within the family.

d. Minuchin does not propose a theory of personality development.

4. When stress levels rise in a family that is of relatively low differentiation, which of the following is likely to be observed?

a. Problems in the couple relationship

b. Dysfunction in a child

c. Dysfunction in one of the partners

d. All of the above are possible

5. The idea that the therapist must know their own family is essential to which of the FSTs?

a. structural

b. strategic

c. satir

d. none of the above

6. The pseudo independent posture is the result of:

a. impression management strategies.

b. high differentiation.

c. low self-esteem.

d. low differentiation.

170

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7. Janie is the youngest child in a large family. Her relatives all live down the street from Janie, but Janie refuses to visit anyone, even for Thanksgiving dinner. According to Bowen, Janie is displaying:

a. emotional cutoff.

b. triangulation.

c. disengagement.

Psychoanalytic-Social Personality Perspective

Psychoanalytic-Social Personality Perspective
What makes the psychoanalytic-social perspective of personality unique?
A simple breakdown shows that the psychoanalytic social theory was created upon the theory that cultural and social conditions, particularly the various experiences one would have during their childhood, play a big role in shaping a person’s personality. Those who did not have their needs for love and affection fulfilled during their childhood develop some sort of aggression towards their parents. Because of this aggression they could develop some level of anxiety. It could be an understood culture that is not controlled by any sort of cultural values, but this could be a hard task to complete. “Erikson envisioned a psychoanalytic approach that would consider social and cultural realities rather than focusing exclusively on the individual, as Freud had done. James Cote and Charles Levine have developed such a psychoanalytic social psychology in their research and theorizing” (Cloninger, 2013).
What are the main components of each of the psychoanalytic-social personality theories? What are some of the main differences between theories?
According to Freud’s structure of the human mind, there are three main components of each of the psychoanalytic social personality theories. The first one being Id which is the most primitive is concerned with instant gratification of basic needs and urges. “For example, if your id walked past a stranger eating ice cream, it would most likely take the ice cream for itself” (having the “I want it now mentality), according to Boundless (2016). The Superego is more concentrated on rules and morals and related to what many people call their “conscience” or their “moral compass” (Boundless, 2016). For example, having both your id and superego involved in taking the ice cream, you would still take it but feel bad or guilty afterwards. Last is the Ego, which is the rational part of our personality. The ego does not want to take something knowing right from wrong but still wants the ice cream. Instead of frustrating you id, your ego makes a sacrifice as part of compromising (Boundless, 2016).

Family Therapy applied to the case of stan 417 family Therapy applied to the case of gwen 420 Summary and Evaluation 422

Self-Reflection and Discussion Questions 424

Where to Go From Here 424

Recommended Supplementary Readings 425

PART 3

INTEGRATION AND APPLICATION

15 An Integrative Perspective 427 introduction 428 The Movement Toward Psychotherapy

Integration 428

Issues Related to the Therapeutic Process 437

The Place of Techniques and Evaluation in Counseling 443

an integrative approach applied to the case of stan 452

Personality Chapter

Someone insults you and you spend the next two hours imagining the things you could have (or should have) said to humiliate them. According to Freud, you are engaging in free association.

Select one:

True

False

The BEST kind of personality test is one that is _______.

Select one:

a. reliable, but not necessarily valid

b. valid, but not necessarily reliable

c. neither reliable nor valid

d. both valid and reliable

Jenny is 15 years old. She is capable of mature sexuality, is able to postpone gratification, and handle responsibility. According to Freud, she is in the phallic stage.

Select one:

True

False

Johnny is 8 years old. He likes to play with other little boys, but has no interest in playing with little girls. According to Freud, he is in the latency stage.

Select one:

True

False

According to Hippocrates, if my temper is out of control, I need to check the balance of my green bile.

Psychology homework help
PSY 340 PART 1 (DO QUESTION 1-22 ONLY)
Special Assignment - PSY 340

INSTRUCTIONS: Please, answer the following question(s) (Times New Roman, 10 / *double spaced not necessary for non-essay questions*)

1. This stage of adulthood presents many opportunities to make good choices and bad

choices for yourself. What are some behaviors or choices you repeatedly make that you might need to improve? These may include habits, negative perceptions, unmanaged stress, or other health-related behaviors. How might these behaviors be obstacles to later- life success?

2. Make a list of "good behaviors" and "bad behaviors" you displayed in your REAL life before college. Do you believe these behaviors can later map onto "Good outcomes" and "bad outcomes"? How or why?

3. What are some good decisions you can make in your life now that you hope will continue to lead you to good outcomes down the road? Think about physical health, money management, decisions, emotional well-being, relationships and social behaviors, and even identity choices and personal values that would play a role in later stages of your development.

4. What parts of development do you predict might stay the same as you move into and through your adulthood years? What might influence this stability as you mature?

5. Think of some aspects of personality and development that might change as you grow older. Do you expect that nature/genetics or nurture/experience has more influence on your personality and development over time? How would you know whether nature or nurture is responsible for a change?

6. What are some reasons why individuals might choose to NOT raise children in their lifetime? These may include personal reasons and/or medical reasons. If you were deciding whether or not to have children, what sorts of variables within your control would you take into consideration?

7. Imagine you sit down to dinner with your long-time friend and she tells you she is having jealousy issues in her marriage. Her husband, whom you get along with, is upset that she has gotten to be too close with a male coworker, and he is interpreting their friendly banter as flirting. What advice might you give to your friend to help her alleviate the situation?

8. Do you see yourself as the kind of person who will stay in the same type of job for a long time, perhaps into retirement, or as more of a job hopper in order to climb the professional ladder? Explain why you see yourself this way and what factors would influence your decision.

9. What are some actions that you, or someone you know, could take to create a healthy, successful marriage?

10. Consider the timing of when people have children. For those who have children during Adolescence or Emerging Adulthood, how might their life outcomes differ from those who have children during Young Adulthood or even Middle Adulthood? If you could choose the age at which you have children, which age would you choose, and what sorts of variables within your control would you take into consideration?

11. What kinds of stress responses do you tend to display in your real life? Make a list of some of your adaptive stress responses and consider how these serve as measures of resiliency. What are some maladaptive stress responses you've noticed about yourself or others? How might these responses contribute to even more stressful experiences?

12. Based on class discussions, describe what circumstances you think leads an individual to a midlife crisis. What type of theory best explains this experience?

13. Overall, divorce rates have declined in the last 20 years, but among middle-aged couples, the rates are rising. Do an internet search to find what current statistics are available for different groups of individuals, then describe three factors that contribute to contemporary rises in middle-aged divorce rates.

14. Describe advantages and disadvantages of experiencing divorce in midlife. You might consider factors such as income, identity, mutual friends, investments, children and other family members, and the fact that dividing households later in a marriage will require divvying up items bought as a couple. How might divorce during young adulthood or late adulthood be different in terms of such factors? How might separation be different for long-term relationships where partners have been together but not married?

15. Based upon the theory and research about mid-life crises discussed in your textbook and class, how might you explain a 40-something-year-old family member's sudden change towards unpredictable behaviors and emotionality?

16. How might some unique aspects of your cohort or generation have shaped your views of gender, sexual orientation, political viewpoints, or other categories of individual differences?

17. Long-term health effects are something to consider at nearly every age. What are some

behaviors or choices a person could make during midlife that could be obstacles to later- life success? These may include habits, negative perceptions, unmanaged stress, or other health-related behaviors.

18. How does your tolerance of people who are different from you compare to that of people in your parents' generation? Is there a difference at all in your own family? Qualify your answer with examples and discuss why you believe differences, if any, exist.

19. How well do you think you would cope with balancing the needs of two generations of family members in the same home if both generations were living in YOUR home? As you manage and focus on your own relationship needs, as well as work responsibilities, bills, life goals and plans how do you think you'd cope with having others living in your home who may have their own (different) needs or plans? Explain why you would or would not cope well.

20. Describe how your job(s) can shape your perceptions and assessments of your overall life

satisfaction. Would the age at which you conduct a life review have any influence on how you rate your overall satisfaction? Why or why not?

21. How do you think your work history will play into your transition into and through

retirement, as you forecast into the later adulthood years? Consider financial factors, such as social security, retirement-savings planning, and whether to stay employed part-time, in your response.

22. What do you think might lead some people to experience a full-on midlife crisis, while

others experience a mild crisis or simply a strong need to change just one thing to accomplish a work or life goal?

23. Current national trends indicate that more middle-aged adults are caring for others than

ever before. "Others" often include boomerang children, or children who move back in to their parents' home. What are some likely reasons for increases in parents having boomerang children?

24. Imagine that several of your peers changed companies at the same time that you were

considering a change into a new career. They cited a number of reasons for making career changes in midlife, including the following: there was little challenge at their current job; the challenges became routine; their jobs changed in ways they do not like; they lost their current jobs, so they are switching careers all together; they were asked to do more with fewer resources; technological advances rendered their jobs no longer enjoyable; they were unhappy with their status and wanted a fresh start; they feel burned out; this is the last time they can make a meaningful change towards more job satisfaction before running out of time. Which of these reasons would compel YOU to change jobs in midlife? Describe your thoughts for each answer you select.

25. Imagine that several of your peers changed companies at the same time that you were considering a change into a new career. They cited a number of reasons for making career changes in midlife, including the following: there was little challenge at their current job; the challenges became routine; their jobs changed in ways they do not like; they lost their current jobs, so they are switching careers all together; they were asked to do more with fewer resources; technological advances rendered their jobs no longer enjoyable; they were unhappy with their status and wanted a fresh start; they feel burned out; this is the last time they can make a meaningful change towards more job satisfaction before running out of time. Which of these reasons would compel YOU to change jobs in midlife? Describe your thoughts for each answer you select.

26. How do you see your midlife years leading you to successful (or unsuccessful) aging in

the near future?

27. Regardless of whether you are a parent or step-parent in your virtual life that you are leading, why do you think many parents report difficulties in maintaining or increasing intimacy with their adult children? In your answer, consider that for some parents their children often provide a perceived source of validation of their own beliefs, values, and standards. What are some reasons why or how children might resist their parents' desires to maintain a close intimacy with them?

28. Sometimes older adults hesitate to give their adult children or other family members

unsolicited advice or feedback because it might cause tension in the relationship if that feedback is negative. How do you feel about giving younger adults your advice or opinions, particularly if it might cause tension? Are there times when it is appropriate or inappropriate to give someone unsolicited advice? Draw on your own experiences or even your virtual person to provide examples.

29. Based upon the theory and research about mid-life crises discussed in your textbook and

class, how might you explain a 40-something-year-old family member's sudden change towards unpredictable behaviors and emotionality?

30. How can involvement in civic or religious activity buffer you against stress effects? Give

some examples from your personal life.

31. What are some reasons why you or your friends might continue to work past the age of retirement?

32. Imagine you are 65 years old and you are experiencing conflicts with your adult children over a number of things: communication and style of interaction; lifestyle choices and habits; parenting practices; values, religion, ideology, and politics; work habits; and standards of household maintenance. How might you approach these conflicts or communicate with your children about them? Which differences could you feel at ease with and which would really bother you?

33. What employment problems might an older person face that could be the result of their age?

34. What are some internal and external factors that might contribute to a positive outlook about aging?

35. According to Nancy Schlossberg, there are multiple paths of retirement that adults may follow. (a) Continuers; (b) Involved spectators; (c) Adventurers; (d) Searchers; (e) Easy gliders; (f) Retreaters. Which of these paths seem most probable for you? Why?

36. How much and in what ways are older persons like yourself influenced by gender identity

beliefs? Do you think that gender issues are of concern for older adults?

37. What factors might lead a person to select gender atypical activities and life roles?

38. Some of the best predictors of successful aging are an individual's general outlook on life and his or her ability to adapt to life's events-expected and unexpected! Looking back over your virtual life, which experiences could contribute to successful aging, and which could have put you at risk for unsuccessful aging?

39. What are the benefits of connecting with others throughout life and particularly during

Late Adulthood? If you could do your virtual life over, would you do anything differently?

40. What model would you use to describe your coping with death and dying? Use your

textbook to identify the model and describe how the stages you confront might be played out in your late adulthood years. Comment on previous experiences in your life (in childhood, adolescence, or emerging adulthood ages) which might also contribute to such a response.

41. What model would you use to describe your coping with death and dying? Use your

textbook to identify the model and describe how the stages you confront might be played out in your late adulthood years. Comment on previous experiences in your life (in childhood, adolescence, or emerging adulthood ages) which might also contribute to such a response.

42. Do you expect to have a sense of ego integrity or ego despair as you move into and

through late adulthood? What might make you more or less likely to have a sense of integrity? What decisions might you have made either now or in your virtual past to cope differently with either negative or positive experiences you have had in your virtual life?

43. Why are siblings such an important factor in elderly individuals having successful coping

skills? Does this mean that aging persons without siblings (either due to loss or perhaps because they were an only child) are more at risk for problems in coping with aging?

How might only children compensate for lacking siblings and have positive outcomes in later adulthood?

44. As a projective assignment, write your own obituary about your virtual life. What

significant others in your life remain after you? What would you list as your meaningful moments or accomplishments, either those addressed within this virtual life course, or drawn from experiences not mentioned previously? You can write this from an observer's point of view (third-person), or from your own perspective (first-person) as an autobiographical letter. Your instructor will provide you with more details about this assignment.

Due Oct 1

Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7TH EDITION (978-0-205183463) I cant found the text online maybe you can

Or You can access The Discovering Psychology video series on the internet for free!

Go to www.learner.org

Click on the blue tab near the top that reads “view programs”

Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.

All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!

Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length) AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).

ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).

Objectives 5

After viewing the television program and completing the assigned readings, you should be able to:

1. State the primary interest of developmental psychologists.

The “Competencies for Addressing Spiritual and Religious Issues in Counseling” were developed by which of the following divisions of the American Counseling Association?a.Association for Spiritual, Ethical, and Religious Values in Counselingb.Association for Religion, Philosophy, and Spirituality in Counselingc.American Pastoral Counselors Associationd.There is not a division of the American Counseling Association that developed these competencies.

2 points

QUESTION 2

The first person to introduce the subjects of consciousness, spiritualism, and psychical research into the mental health fields was:a.Carl Jungb.Abraham Maslowc.William Jamesd.Sigmund Freud

2 points

QUESTION 3

The core practice of transpersonal counseling includes which of the following:a.Mindfulnessb.Yogac.Biofeedbackd.All of the above

2 points

QUESTION 4

Which of the following is one of the “Competencies for Addressing Spiritual and Religious Issues in Counseling”?a.The professional counselor can describe the similarities and differences between spirituality and religion, including the basic beliefs of various spiritual systems, major world religions, agnosticism, and atheism.b.The professional counselor recognizes that the client’s beliefs (or absence of beliefs) about spirituality and/or religion are central to his or her worldview but cannot influence psychosocial functioning.c.The professional counselor can identify the limits of his or her understanding of the client’s spiritual and/or religious perspective and is acquainted with religious and spiritual resources, including leaders, who can join in counseling sessions with the counselor and client.d.All of the above

2 points

QUESTION 5

The family life spiral is:a.An example of family declineb.A linear modelc.An example of a life stressord.A developmental model

2 points

QUESTION 6

The relational-cultural theory emphasizes the vital rolea.that relationships and connectedness with others play in the lives of women.b.of a spiritual or religious perspective in providing women with strength.c.that siblings play in the shaping of personalityd. in understanding how early childhood is a crucial factor in a woman's personality development.

Write a 350- to 500- word summary on three psychotherapies. Discuss the main tenets of each therapy, their effectiveness in treating psychological disorders, and their strengths.

Format your summary consistent with APA guidelines.

Reciprocal Effects Between Academic
Self-Concept, Self-Esteem, Achievement,
and Attainment Over Seven Adolescent
Years: Unidimensional and Multidimensional
Perspectives of Self-Concept
Herbert W. Marsh
Alison O’Mara
University of Oxford
2005; Hunter & Csikszentmihalyi, 2003; Marsh &
Craven, 2006). In a potentially serious threat to this
positive psychology movement, Baumeister, Campbell,
Krueger, and Vohs (2003, 2005) challenged the prevailing optimistic perspective of the value of positive selfbeliefs in a highly influential review commissioned for
Psychological Science in the Public Interest. They posed
the question, “Does high self-esteem cause better performance, interpersonal success, happiness, or healthier
lifestyles?” Arguing for a negative response to their
question, Baumeister et al. (2003) concluded that “selfesteem per se is not the social panacea that many people
hoped it was” (p. 38), a point reiterated by Baumeister
et al. (2005) in their article in Scientific American when
they concluded “that efforts to boost people’s selfesteem are of little value in fostering academic achievement or preventing undesirable behaviour” (p. 84).
Because of the strength of these conclusions and the
prestige of the journals in which they appeared, this
might seem to be the definitive word for mainstream
psychology on this construct that has been so central in
the development of psychology from the time of
William James. However, as noted by Baumeister et al.
(2003, see p. 7), their conclusions apply only to global
Authors’ Note: Requests for further information about this investigation should be sent to Professor Herbert W. Marsh, Department of
Education, University of Oxford, 15 Norham Gardens, Oxford, OX2
6PY, UK; e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it..
PSPB, Vol. 34 No. 4, April 2008 542-552
DOI: 10.1177/0146167207312313
© 2008 by the Society for Personality and Social Psychology, Inc.
In their influential review, Baumeister, Campbell,
Krueger, and Vohs (2003) concluded that self-esteem—
the global component of self-concept—has no effect on
subsequent academic performance. In contrast, Marsh
and Craven’s (2006) review of reciprocal effects models
from an explicitly multidimensional perspective demonstrated that academic self-concept and achievement are
both a cause and an effect of each other. Ironically, both
reviews cited classic Youth in Transition studies in support
of their respective claims. In definitive tests of these counter
claims, the authors reanalyze these data—including self-esteem
(emphasized by Baumeister et al.), academic self-concept
(emphasized by Marsh & Craven), and postsecondary educational attainment—using stronger statistical methods
based on five waves of data (grade 10 through 5 years after
graduation; N = 2,213). Integrating apparently discrepant
findings under a common theoretical framework based
on a multidimensional perspective, academic self-concept
had consistent reciprocal effects with both achievement
and educational attainment, whereas self-esteem had
almost none.
Keywords: self-concept; self-esteem; reciprocal effects model;
structural equation modeling
There is a revolution sweeping psychology, one that
emphasizes a positive psychology focusing on how
healthy, normal, and exceptional individuals can get the
most from life (e.g., Fredrickson, 2006; Lopez et al.,
2006; Seligman & Csikszentmihalyi, 2000). Positive
self-beliefs are at the heart of this revolution (Furr,
Marsh, O’Mara / SELF-ESTEEM, SELF-CONCEPT, AND PERFORMANCE 543
self-esteem and not to specific components of self-concept.
Emphasizing the importance of this distinction, we
demonstrate that Baumeister et al.’s conclusions need
not sound the death knell for the relevance of self-beliefs
to achievement if self-concept is appropriately considered from a multidimensional perspective. Indeed, there
is convincing evidence for the consistent positive effects
of academic self-concept on subsequent achievement
after controlling the effects of prior achievement (e.g.,
Byrne, 1996; Marsh & Craven, 2006; Valentine &
DuBois, 2005; Valentine, DuBois, & Cooper, 2004).
Marsh and Craven argued that conclusions drawn by
Baumeister and colleagues were based largely on research
studies, statistical methodology, and theoretical conceptualizations of self-concept that are no longer current.
Here, we provide an empirical test of a theoretical
model that integrates both of these apparently contradictory conclusions.
There were important areas of agreement between
Baumeister et al. (2003; see also Baumeister et al., 2005)
and Marsh and Craven (2006) on appropriate methodology. In particular, all parties agreed that correlations
based on a single wave of data cannot be used to infer causation and the need for longitudinal panel designs (as in
the reciprocal effects model outlined by Marsh & Craven,
1997, 2006), in which achievement and self-beliefs are
each measured on at least two different occasions. Noting
the strength and appropriateness of this design,
Baumeister et al. (2003) added the caveat,
Insisting that self-esteem [at Time 1] must predict achievement at Time 2 after controlling for achievement at Time
1 could obscure some actual causal relationships, so it
should be regarded as a highly conservative way of testing
the hypothesis . . . one may be throwing a very large baby
out with the statistical bathwater. (p. 9)
Despite such areas of agreement, there were key areas
of disagreement between the two sets of reviews in terms
of the following:
a. Use of current research: Baumeister et al. (2003) only
considered publications from before 1990, whereas
Marsh and Craven mostly considered studies from the
past 10 years;
b. Research methodology: Research reviewed by Baumeister
et al. (2003) was largely based on multiple regression
that was typical of research of that earlier era, whereas
Marsh and Craven (2006) focused on studies that used
structural equation models (SEM) based on multiple
indicators;
c. Unidimensional versus multidimensional perspective:
Baumeister et al. (2003) focused on an implicit unidimensional perspective of self-concept through their sole
reliance on self-esteem—the global component of
multidimensional, hierarchical models of self-concept
(see Marsh, 1993; Shavelson, Hubner, & Stanton,
1976). Marsh and Craven (2006) took an explicitly multidimensional perspective based on multiple, relatively
distinct components of self-concept.

Discussion 1: Use of Group Designs in Program Evaluation

Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.

For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.

To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information."

· Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: "Planning a Program Evaluation" case study and why.

· Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.

References (use 3 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)

· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)

This Is A Discuss Which Needs Input

The chapter mentions internal and external locus of control. This theory was developed by Rotter. If we have an internal locus of control we feel that we have control over our lives and are responsible for our actions. If we have an external locus of control then we may feel we have no control over anything and are just at the fate of destiny. Research has shown that those that have an internal locus of control are more emotionally healthy and tend to do better academically. The chapter discussed how Americans in comparison to other cultures have a higher internal locus of control. However, this does not account for the self-serving bias which is tendency to blame others when bad or negative things happen to us. For example, if we get a bad grade on a test we may say that the test was unfair or difficult rather than say we didn't study enough. Additionally, it does not explain why other cultures perform better academically when compared to ours. The findings are interesting because it shows that there is not one perfect explanation in the field of psychology and there are many gray areas. As the saying goes there is always an exception to the rule.

Week 5: Sleep Journal And Reflection Paper

Specifically, for this assignment you will:

Keep a sleep/dream journal for at least 10 days throughout Weeks 3 and 4. In your journal make note of:

any dreams you had

any initial thoughts about the dream – events of the day that may relate, etc.

your general sleep schedule (if you have a tracker such as fitbit, include data on your sleep patterns as well – wakefulness, restlessness, times asleep/awake per night, total sleep, etc.)

your general eating habits by day

your general exercise habits by day

anything else of note in your psychological or physical health (stress, excitement, changes, etc.)

You may use any format you wish to record the data (notepad, computer, hardcopy spreadsheet, etc.).

Complete a 3-4 page reflection (not counting title or reference pages) in which you analyze the results of your sleep/dream journal. Consider how your psychological and physical health interacted. What patterns did you see? Discuss the impact that various factors such as fatigue, diet, stress and exercise had on your dreams and sleep patterns. Explain how this insight may impact your behaviors in the future to lead to better psychological and physical health.

NO COPY and Past Reflection minimum 3 pages, double spaced