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.

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).

Unit 1 Examination

PSY 430 Educational Psychology

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

1. Considering the research findings described in the textbook, only one of the following is a true statement. Which one is true?

a. Repeating something over and over is usually the most effective way to learn it. b. Girls have a noticeable advantage over boys on verbal tasks. c. Students often study differently for different kinds of classroom assessments. d. For optimal performance, students should never feel the least bit anxious in the classroom.

2. Which one of the following is the best example of elaboration?

a. Logan copies a friend’s answers to last night’s homework assignment. b. Rosie repeats the spelling of each word several times the night before her spelling test. c. Melissa makes up stories to help her remember the various species she studies in biology. d. Sharon automatically knows how to study effectively for an upcoming history test.

3. Which one of the following is the best example of qualitative research?

a. comparing average achievement test scores for students at three different schools b. looking at school attendance records to identify potential school dropouts c. interviewing middle school students about cliques at their school d. finding out how long it takes 6-year-olds to assemble challenging picture puzzles

4. A study that tells us whether two variables are associated, but does not tell us if one variable causes or influences the other, is a(n):

a. experimental study with one or more control groups. b. experimental study without a control group. c. correlational study. d. descriptive study.

5. Experimental research requires which one of the following?

a. manipulating an aspect of the environment b. studying behavior in an actual classroom environment c. being able to predict two or more variables d. describing every variable in the study in considerable detail

Unit 1 Examination

34

PSY 430 Educational Psychology

6. A research study finds that students who weigh more do better in school. Which one of the following is an appropriate deduction from this information?

a. On average, students who eat more do better in school. b. Parents should feed their children as much as possible. c. There is a correlation between weight and classroom performance. d. The school cafeteria should decrease the fat content of the food it serves.

7. Which one of the following conclusions can be drawn only from an experimental study?

a. Boys are more likely to show aggressive behavior than girls. b. Drugs administered during childbirth affect a child’s early development. c. Children grow taller as they get older. d. Children’s muscular coordination improves as they grow older.

8. Mr. Jacobs wants to find out whether a new program for teaching physical education promotes students’ physical development. He gives his students a number of tests before they begin the program (pretests) and the same tests again after they have been in the program for eight months (post tests). He finds that the students’ post test scores are higher than their pretest scores and so concludes that the program is effective. What is definitely wrong with Mr. Jacobs’ conclusion?

a. Tests are not a good measure of physical development. b. There are other possible explanations for his results. c. Eight months is too short a time for such a program to have a long-term effect. d. The post tests should always be different from the pretests.

9. Most developmental theorists agree that:

a. physical development occurs in a predictable sequence, but cognitive development does not. b. developmental milestones appear in a consistent sequence for most children. c. development occurs at a smooth, constant rate throughout childhood and early adolescence; it begins to slow down in the high school years. d. cognitive development occurs in a predictable sequence, but physical development does not.

10. Which one of the following statements reflects what developmentalists mean by the term maturation?

a. developmental changes that are controlled largely by heredity b. changes that reflect increasingly appropriate social behavior c. changes related specifically to children’s emotional development d. changes related specifically to children’s physical development

Unit 1 Examination

35

PSY 430 Educational Psychology

11. A sensitive period in development can best be described as a(n):

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.